SOCE7312 Exam Notes 2 - Summary Social Education PDF

lOMoARcPSD|41619000 SOCE7312 Exam Notes 2 - Summary Social Education Social Education (Varsity College) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Onthatile Teff...

lOMoARcPSD|41619000 SOCE7312 Exam Notes 2 - Summary Social Education Social Education (Varsity College) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 SOCE7312 Test Notes Learning Unit 1 Theme 1- The why, where and what of Sociopedagogics The nature and purpose of Sociopedagogy as a field of study:  Set of standards deriving from the values of the family and society  Children learn acceptable behaviour through social development  Culture helps to make meaning of different relationships, situations and objects to form a worldview.  Two-way-communication helps a child to become a social being  Children become humanised by being close to other people  Personal relationships form social identity and self-concept  All children need: affection, respect, acceptance and recognition, to avoid unpleasant feelings from rejection or punishment, to imitate others, and to aspire and identify with other people whom they respect admire and love.  Socialisation is essential for the survival, development of the individual and maintaining society.  Socialisation- the transmission of conduct, roles, attitudes and values from one generation to another. Young children learn to comply with moral standards, expectations and constraints.  Young children learn best through experience and practicing behaviour in reality.  Social development- the development of a child’s social skills and need for human contact. Includes attachment. Emotional regulation and empathy, gender role identity and behaviour modelling.  Prosocial behaviour- positive social interaction. Meeting the standards set by society such as social knowledge, social skills, and social dispositions.  Cooperation, helpfulness and willingness to share, flexibility, understanding rules and customs, healthy competitiveness, sympathy, empathy, social approval, attachment to others.  Antisocial behaviour- any negative social activity.  Selfishness, taking possessions from other children, fibbing, aggression, antagonism, bossiness, self-absorbed behaviour, negativity.  Socialisation is concerned with the relationships, activities and reactions of teachers and learners in the classroom. The Key historical developments that contributed to the field of Sociopedagogy: Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Comte studied social laws and dynamics that regulate and control relations and actions between people and social institutions, such as the family, the school and economic and political systems in society.  ‘Haltung’ roughly translates as ethos, mindset or attitude- Janusz Korczak  Emotional connectedness to other people and a profound respect for their human dignity.  We cannot understand the other (only what we recognise of ourselves in others), and accepting their strangeness means that we do not try to reduce them to what we are familiar with, what we know.  Comprehending and regarding.  “If you want to be a pedagogue you have to learn to talk with children instead of to them. You have to learn to trust their capacities and possibilities” Key Sociopedagogical concepts: Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Sociology- the study of companionship or social relations or the study of the origin, development, organisation and functioning of human social behaviour that are affected by social behaviour OR the study of human behaviours as they are affected by social interaction amongst groups, organisations, society and the world.  Education- eliciting the human values that are latent in every human being and must be drawn out OR the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgement, and preparing individuals intellectually for mature life OR the means through which knowledge and learning skills are acquired for the purpose of servicing society and maintaining order. Education is a form of learning that is transferred from one person to another leading to individual growth and intended to serve society’s needs.  Sociology in education- the study of educational structures, processes and practices from a sociological perspective. It is used to increase the understanding of the relationship between educational institutions and society/ Role of education in society. Microlevel – teaching methods lead to differences in student performance. Macrolevel- how politics, economics and culture create variation.  Function of sociology in education- main function of education is the acquisition of knowledge and the development of personality as well as: -Transmission of culture and traditions- what is taught should depend on values and acceptability. Education should teach: moral principles and values, the ability to examine thoughts and feelings, awareness of proficiencies and goals, self-esteem, creative thinking, appreciation of culture, sense of well-being, respect for others and environment and a fulfilling life. -Development of new social patterns: effected by technology and mass media. New values and social patterns should be developed to- remain open to other cultures, global mind-set, advanced knowledge for development and responsibility, awareness of social responsibility, make predictions for the future and problem solve. -Activation of constructive and creative forces: education should achieve: making a living, mental and physical skills, acceptable people, contributions, appreciate democracy, good use of leisure time, adapt to change, open to others, ethical moral and socially acceptable knowledge, understanding of human relations and morals.  Socialisation- the process whereby adults and children learn from each other. Self- imposed or externally imposed (Impose rules on him/herself or others impose rules on an individual. Learn skills and habits necessary to participate within their own society. Primary socialisation (family) secondary socialisation (outside the family- school). learn the importance of abiding by rules and obeying authority, social skills, decision-making skills, cultural content. Theme 2- Key Theories of Social Behaviour Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 Functionalism, conflict theory and symbolic interactionalism as three key perspectives of Sociopedagogics.  Functionalism: - Theory of homeostasis - Stability and equilibrium of the society (social order) - Human functions (Manifest functions- Intentional and obvious, skills and knowledge to next generation, and Latent Functions- Unintentional and not obvious, schools provide entertainment for children) - Education transmits core values and social control - Mechanical solidarity- Amish community, similar work and Organic solidarity- Interdependent, range of beliefs and different types of work. - Durkheim- moral regulation and social integration, no space for individualism, society determines the end product by developing the abilities and capabilities that society needs. - Parsons: AGIL- Adaptation (resources), Goals, integration (solidarity and co- ordination) and Latency (transmitting culture and values) - Organisational structure: - The institutional system- relate organisation to the larger society - The Managerial system- Mediate and administer internal affairs - The technical system- product is manufactured - Assumptions about functionalism: Collective conscience, shared values and beliefs promote co-operation and avoids conflict, 4 basic needs are essential for maintaining social order (Food, shelter, money and clothing), education united people and leads to universal values, family, government, religion, media and politics maintain social order, maintains status quo- social change is undesirable.  Conflict Theory: - Calls for critical evaluation of existing social arrangements and revolution/reform - Conflict is inevitable because of inequality & social stratification - Inequalities in power are built into all social structures - Revolution: macro changes occur as a result of conflict between competing interests - Feminine conflict theory: men cling to power making it difficult for women to access resources and power - Post-colonialism and power - Criticised for broad assumptions about working class  Symbolic Interactionalism: - Human beings have the capacity for thought (which is shaped by social interaction) - The meanings of things derive from the context of interactions between individuals - The self is regarded as a mirror that allows individuals to reflect on themselves as objects - Significant role of culture in meaning-making - Heavy emphasis on the role of socialisation - Process/ structure divide Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 - Focus on family studies Key proponents and assumptions of specific theories related to child social development.  Erikson’s psychosocial theory: Development goes on throughout a person’s whole life, versatile potential, genetically determined progression, ego, developmental crisis, genetic and social influences, behaviour patterns related to certain needs such as sucking, biting and defecation.  The baby stage- Trust vs mistrust- first year, quality of relationship with mother, Hope is established.  Early childhood- Autonomy versus shame and doubt- Second year, muscle control, autonomy, develop will power.  The preschool stage- Initiative vs guilt- Three to school entry, moral rules, develop a superego.  Bandura’s social learning theory: environmental influences are the most important determination of behaviour. Interactional approach. Behaviour is influenced by three factors (person, situation and behaviour arising).  Environmental influences, genetic considerations, conditioning, observation, thought, expectations, planning and arrangement of environment, evaluation of own behaviour, self-reinforcement and self-punishment.  Views on modelling.  Alfred Adler- Regards the personality as an entity that functions to attain certain self- imposed objectives, identifies 3 determinants of development: physiological factors, environmental factors and individual’s free choices, Views a person’s social environment as significant, but the family entity is most important to child’s development, order of birth is NB  Karen Horney- humans have inherent aspirations and ability to grow and realise their potential, interaction with environment, setting, cultural factors, relationship with parents, need for safety and security- satisfaction, love and warmth, meeting needs/ indifferent parental conduct create anxiety and fear.  Erich Fromm- Relationship between the individual and society, development of character types are consequences of social situations, assimilation (individual experience) and socialisation.  Harry Stack Sullivan- Focus on interpersonal relationships, needs of the young child can be satisfied only by interaction with fellow humans, Human beings’ function within an interpersonal context from birth, the biological maturation of personality is considered important, all conduct acquired before the organism is ready for it is doomed to failure, any learning that takes place after the ideal time will also result in inadequate conduct. Theme 3- Socialisation agents Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 Describe the roles of the family, schooling, peer groups, as well as mass and social media in the socialisation of the child.  Socialisation agencies- children need agents to expose socially integrated behaviour to them, most influential of these groups, family, school, day care, peer groups and mass media -The family: firmer, warmer and more emotional, learn who they are, capabilities and what is expected of them. Blueprint for all other relationships, imitating their parents, monitor misconceptions about society. - Pre-primary or formal school and day care: learn skills and attitudes which are acceptable in society, learns what his expected as a member of a group, praise what is acceptable and criticise what is unacceptable, informal evaluation. - The peer group: learn to dominate, protect, responsibility, be realistic about own skills and personal attributes - The mass Media: Information about real and imaginary Theme 4- Social development milestones The course and landmarks of social development in the young child.  Socialisation in the young child: Manage biological functions, language abilities, conscience, concept of the social world, independence vs initiative, sexual conduct. Temperament, gender and intellectual ability may influence socialisation Theme 5- Relationship formation Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 The nature of and extent to which young children form relationships in society.  Approach other individuals physically through eye contact, gestures, facial expressions, acceptable social norms, cooperate, share, eagerness to be accepted, language capability.  Parents and family members- determines kind of adjustment children will make- personal and social.  The peer group- child’s interaction, takes place through play.  Objects- Ability to conceptualise space, time and quantity in relation to the concrete world.  The self- Self-identity know their name, gender, what they look like  God (or a religious figure)- example set by parents, depends on the importance of the relationship for self-concept. The role of play in socialisation and relationship-formation for the young child.  Play is a foundation for practically everything  Learn to control their environment  Use imagination, make choices and decisions, learn social skills (taking turns, sharing, cooperation, understanding other’s emotions)  Release tension and gives pleasure  Learn socially acceptable behaviour and how to deal with social problems.  Learn that other people have views that may be valid.  Types of play:  Detached play- looking at something that interests them  Solo Play- Playing on their own  Spectator play- Watching others play while communicating  Parallel play- playing independently with the same toys (2-2 ½)  Associative play- Playing with another child by communicating but have different toys. (increases as child gets older)  Cooperative play- Playing in a group and dividing roles. (increases as child gets older)  Assessment criteria:  Respond to images in the mirror  Laugh  Involved in games  Play independently with toys and imagination  Sociodramatic play with others  Turn taking  Games with roles and rules  Willing to perform  Leadership roles Learning Unit 2 Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 Theme 1: Concepts of Family and childcare in social Development. Key concepts related to family and childcare in the context of child social development:  Marriage- A socially sanctioned union.  Monogamy- Marriage between one man and one woman  Polygamy-two or more core families that are connected by simultaneous multiple marriages, where one of the spouses is part of more than one core family.  The family- two people who share a home and economic responsibilities in which children are conceived or adopted  The nuclear family- a husband, wife and child. Types of families:  The nuclear family- core family with a marital bond  The polygamous family- the man is spouse and father to two or more nuclear families  The extended family- includes three or more generations  The single-parent family- one parent and one or more children  The reconstituted family- when a single parent remarries and one or bth parent introduce children from a previous marriage  Child-headed family- death of parent result in the eldest child taking care of younger siblings. The impact of childcare on the child:  Childcare- Alternative care away from home - Preschool- education - Creches- physical care and a safe environment - Playgroups- less than 20 children - Day Mothers- average of 6 children  Bonding or attachment as a prerequisite for quality care - Secure attachment- upset when separated from their mother and happy on return, reacts well to strangers in presence of mother. - Avoidant attachment- not upset when the mother leaves, avoids on return, does not explore environment, not upset by presence of strangers and ignores them. - Resistant attachment- seeks closeness to the parent and reluctant to explore, resistant behaviour when helped. - Ambivalent attachment- anxious before the mother leaves, avoid contact with mother and cautious of strangers.  Fear of strangers- develops when mothers are absent, time to get used to strangers, accept contact when parents are absent/ unfamiliar environments, react positively to strange children, lack of opportunity to establish new relationships, quality of caregiving, own characteristics, family context.  Fear of separation- object permanence is not fully developed. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 Theme 2: The Nature and Roles of Family in Social development The nature and roles of the family with regards to child social development in the context of rapidly changing environmental systems: Ways in which families function:  The Patriarchal family- oldest male is head of the family  The Matriarchal family- the oldest female is head of the family  The egalitarian family- man and wife have equal authority (consequence of industrialisation)  The open family with a closed community- community functions as a family  The closed family- concentrate on “own privacy”  The sham Family- Tension exists between family members.  The hostel family- family members go their respective ways  The open family in an open community- the family is involved with various community institutions. The family: Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Family members live together to fulfil each other’s needs such as- personal warmth and optimal opportunities, physical needs, socialising, assimilation of a broader community, supporting development in children.  Quality of family life- presence of love, adult behaviour and responsibility, set example, effective communication, emotional involvement and individuality.  Socialisation function of family- ordered lifestyle and social norms and values, learn who they are, what to expect out of life, how to behave, adjustments in behaviour can be made, biological and social extensions of the parents (emotionally invested), affects quality of future relationships, love security and nurturing.  The modern family as part of the community- the community influences family life, biological function (families becoming smaller), economic productivity function (income is generated externally), child-rearing function (rely on the assistance of professionals), recreational function (seek recreation outside of the home)  The family as a basis for child rearing- support by an adult for a child to promote a child’s progress towards adulthood, life skills- self-assertion, adaptiveness, creativity, independence, positive thinking, survival, responsibility, effort, gratefulness for security, hope for the future, exploiting his/her potential, fulfilling destiny, respect, understand and evaluate him/herself, confidence.  Parental authority in modern families, changes in functions have the following effects- liberal attitudes, discipline issues, neglect of maternal duties, negative friendships and unhealthy activities, search for philosophy of life  Discipline is fundamental and should make allowance for personalities and self- disciple, inconsistent discipline leads to antisocial behaviour and children who cannot trust their parents.  The authoritarian parent- not open to persuasion, submissive children, punishment, child has no say.  The permissive parent- do as child pleases, parents let things slide, seldom punished, approval of most things, child decides for him/herself.  The absent parent- Very little love and attention, no effort to control behaviour, absent most of the time.  The democratic parent- understand and accept child’s views, emotions and behaviour before punishment, discuss every day issues with respect for the child, parent allows room for child to grow towards independence and responsibility.  The family identity, diversity, culture and values- live in a world with very few boundaries, parents have to clarify their own values. Theme 3: Family Vulnerabilities, inadequacies and red flags: Areas of vulnerabilities for contemporary families:  Economic vulnerability- financial problems/ unemployment  Social vulnerabilities- no family members to offer support due to negative influences.  Motional vulnerability-intense emotions may surface as family members are strongly dependent on each other. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Pedagogical vulnerabilities- parents have very little support.  Role identification vulnerabilities- high divorce rate leads to a single parent filling both roles.  Positives of social changes- better communication due to limited time.  Vulnerability of the urban family- mutual assistance, financial and social security, adjustment to urbanisation and social isolation. Key inadequacies and educational considerations related to the family in the context of child social development:  The neglected family- living conditions, hygiene, food, clothing, routine.  Lack of routine- discipline, socialisation- difficulty in adjusting.  The ridged family-no room for individual development, patriarchal, no exploration.  The modern urban family- duties relegated to community, little child guidance, no transmission of norms and values.  The disharmonious family- tension between family members, emotional outbursts because of differences. Educational problems in inadequate families:  Lack of security- neglect and no bonding with adult who provide security, chronic stress.  Overprotection- no opportunities to do things on their own.  Lack of regularity and routine- normal development and emotional well-being, fixed rules and routine= feeling of safety, in control of their environment.  Pressure for achievement- optimal stimulation at an early age, adult behaviour and responsibility  Unfavourable comparison- made to feel inferior, heightening a child’s self-worth, acknowledgement and appreciation of successful efforts.  Ineffective communication- ineffective upbringing, strengthens self-image, accept and value themselves.  Ignoring the child’s personal individuality- habits, temperament, character quirks, preferences and aversions. Red Flags:  Be sensitive to the nature of relationships between parents and children  Analyse relationship between family members when learners misbehave.  Child-headed families need support from the school and teachers. Theme 4: The Nature and Role of Children in Social Development The nature and roles of ‘good’ childcare in child social development, within the context of rapidly changing environmental systems:  Development of a bond- Mother-child relationships for the basis for all future relationships Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Preference to a particular person is formed by- speed at which a person reacts to satisfy a child’s needs, intensity of reaction, the time at which bonding occurs. Phases of bond evolution:  The pre-attachment phase (birth- 6 weeks)- genetically fixed reflex responses, comforted by anyone.  Attachment begins to surface (6 weeks to 8 months)- reacts to familiar faces, smiling and talking to mother, cries when separated.  Distinct or clear cut attachment (8 months to 2 years)- tries to be with carer continuously by walking/crawling, attachment to other family members.  Mutual or reciprocal relationship (2+ years)- baby influences the carer’s conduct. Factors that affect the development of attachment:  Mother’s personality and relationship with the baby  Culture- carrying baby on their back  Baby’s temperament  Baby’s places in institutions such as foster care  Working mothers  Unhappy marriages  Poverty  Lack of social support Separation of mother and child:  Working mother does not impair child’s emotional security if she is responsive towards her child when she is home.  Separation too early- interrupts sensitive phase of bonding, child’s sense of trust, no safe base. The moment of separation:  Cry, protest and cling to mothers until they adapt to the new circumstance (2 weeks), separation problems evident if this continues.  A child who has a good relationship with their mother will separate from her more readily. Moment of reunion:  Indication of mother-child relationship.  Normal to refuse to acknowledge mother’s return.  Strong bond- child will choose mother above all. The effect of childcare on the young child: Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Inadequate childcare causes traumatic separation. Factors in the effect of childcare;  Age- placement before attachment to the mother (6 months)  Duration  Change of day mothers  Mother-child relationship  Characteristics of the family  The child’s gender  Position of the family hierarchy  Temperament  Previous experiences The positive effects of childcare on the young child:  Independence  Ability to adapt  Extrovert  Better social skills  Accept assistance and guidance  Higher intelligence  Rapid development Impact of childcare on parents:  Non-working parents suffer more stress and psychological problems  Role conflict  Working mothers behave more sensitively towards children  Self-confident and satisfaction. Advantages for the working mother:  Feelings of productiveness, self-esteem and self-satisfaction  More interaction with children  Better communication  Effective discipline  Less protective Disadvantages for working mothers:  Demands cause a great deal of stress  Bond is reduced  Signs of rejecting the child  Feelings of guilt and anxiety  Separation problems  Effect on children and family life Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Do not know their children well The father:  Support for his wife emotionally  More involved in the household and child rearing Adequate parenthood:  Foster security, trust, positive self-experience and competence  Advantages: knowing that their parents love them, discipline, praise, act with confidence without the fear of losing the child’s love, personal councellor, appreciate the child and shows interest.  Ensure the child is satisfactorily stimulated  Exposed to new experiences  Stimulated through play Adequate childcare:  Suitable personality in day mother  Love children  Patient and can control her emotions  Healthy  Groomed  Pleasant voice and disposition  Disciplined  Self-confident  Gets on well with people  Creative and imaginative  Be able to laugh  Enthusiastic  Broad interests in the world  Responsible and trust worthy  Never stops learning  Ratio of 3-4 children  Age appropriate activities  Regular feedback  All aspects of the child’s development are attended to: - Physical development: using sensory organs, independence, physical problems are identifies, well cared for, safety. - Emotional development: secure and safe, takes risks in environment, control over emotions - Cognitive development: wide range of experiences, desire to learn. - Social development: play with other children, member of a group - Normative development: example of day mother - Development of creativity: creative thinking promoted, appreciate beautiful things. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Children who feel secure: sociable, concentrate, interested in friends, react t interaction, positive behaviour during play, leadership, little hesitation, liked by friends, positive interaction. Theme 5: Childcare red flags Red flags associated with poor or harmful childcare:  Successive separation harms development and bonding, avoids mother, sees separation as punishment and neglect, aggressive, anxious, frightened, hyperactive, distractible, communicate less, cries more, resistance and avoidance, less inclination to explore, feels lonely, confused by discipline, lacks cognitive skills to adapt. Learning unit 3: The role & influence of the school on social development Theme 1: concepts related to the school in child social development. Key concepts related to the school in the context of child social development:  The formal school- Bridge the intimate family and more formal groupings, master relevant cultural matter with regards to family values and that of a group, nation or country, provides the child with skills and knowledge and the insight required in later life. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Preschool- industrialisation and economic growth, poverty and unemployment lead to the development of institutions which support families. Traditional family roles have been substituted. Educational purpose `rather than for providing for physical needs.  Culture- system of meaning shared by a population of people and transmitted to future generations. Material culture- objects technology and art; Immaterial culture- language, knowledge, skills, values, religion and customs.  Identity- an idea of oneself as a unique person who remains a constant factor, acquired in communication with ones fellow human beings.  The school as a social institution- formal socialisation: knowledge skills and values, functional literacy and numeracy, knowledge and skills needed for jobs, transmission of culture, critical thinking skills; Informal: peer groups  Socialisation- children and adults learn from others, self-imposed (imposes rules on him/herself, externally imposed (imposes rules and expectations on an individual. Provides learners with skills and habits necessary to participate within their own society. Primary and secondary socialisation (family and school setting). Learn to abide by rules and obey authority, social skills, decision making skills, cultural content.  Social integration- togetherness is encouraged, differences are respected, diversity is maintained, inclusion, participation and social justice. Created intelligent and open- minded citizens.  Social placement- using education to improve one’s social standing, classified according to their level of intelligence, taught at a level which is thought to suit the learner.  Social and cultural innovation- new strategies, concepts abd ideas that extend and strengthen civil society. Theme 2: The nature and role of the school in child social development. Features and ecology of the school as an entity:  Social intelligence is essential for learning and life success.  Informal preschool activities create opportunities to reason and form opinions thereby acquiring a personal identity.  Assert him/herself or integrating harmoniously  Transmission of culture and values is not an exclusive family duty and involves interactions with others.  Teachers should have a thorough knowledge of their own value and belief system.  The school should teach learners about: the world as a product of collective human labour, social organisation, norms and values.  Cooperation, generosity, loyalty and honesty are not inborn.  General cultural content- general values, rules and norms.  Specific or national cultural content- religious feasts, customs, language, dances, utensils, food and clothes.  Learn to do things that are not for their own exclusive benefit. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Life skills: personal skills- sensitivity, self-knowledge and insight, responsibility and perspective for the future; Social and communication skills- communication, listening, cultivating interpersonal relationships; cognitive skills- problem solving, decision making, creativity, healthy attitude. The nature, roles and importance of the school with regards to child social development in the context of rapidly changing environmental systems: Cultural transmissions:  The philosophical sphere of culture: the school has a predetermined ethos, a neutral education at the school and the teaching that accompanies it, accommodating a variety of philosophies.  Economic-technical cultural sphere: subjects that pertain to physical and chemical science e.g. transport - assert themselves in the environment and become socially mobile in the modern changing world.  The sociocultural sphere: care and respect for others are a high priority as young children are egocentric, topics such as people in other countries teach learners to appreciate their own respective cultures.  Aesthetic sphere of culture: art activities and music- artistic expression and appreciation for the work of others.  Social mobility in the school: place to prepare for social participation and mobility, establish a relationship with others, live within the bounds of societal expectations and discover their place in a group.  Often a pre-schoolers first separation from home and a guide towards meaningful exploration, learn to share everything.  From 5-6, children become interested in competition  Follow a specific daily programme, respect authority, respect fir the opposite sex.  Stability- routine to feel safe, familiar daily programme, religious activities for security, familiar stories, same staff, parents should accompany children to and from the teacher.  Change- technology, new cultures, stories to prepare for change, preparation for socio-political change, flexibility.  Social goals in the school setting- the strategies a child should master in order to exhibit relevant behaviour in his environment.  Social goals (Gordon and Browne) : affection and interest in family members, right from wrong, get along with other children, play an appropriate gender role.  Social competence (Anderson and Messick) : differentiated self-image and consolidated identity (differ from others), initiate and control situations and responsibility, personal hygiene, realistic self-image, differentiation of feelings, social relationships and points of views, warm emotional relationships, aware of various social roles, limited antisocial behaviour, acceptable social conduct (morality and positive social tendencies), show interest in own environment.  Daily programme – them “I”- good habits and good manners Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Play for social mobility- intellectual development, personality formation, social and emotional development and wellbeing of children.  Play: teaches social responsibility, forms relationships, structure environment accordingly, fantasy and role play, anticipate how others will react, useful way of getting to know a child.  Adjusting to a group can be influenced by: broken marriages, working mothers, cramped homes, faster pace of living.  Social/life skills in the daily programme - Relationships with adults: stay at school without parents, trusting other adults, accepting assistance, appropriate social behaviour. - Relationships with other children: varied approaches to different children, interaction skills, sharing, playing together, taking turns, disputes, avoiding problems, realistic expectations. - Relationships with a group: participation, group identity, organisational procedures, interaction skills, regards for feelings and rights of other people, turn taking. - Social skills as an individual: choices, negotiating skills, handling rejection, communicating, showing emotion, social liberty.  Consequences of poor social integration: aggression and withdrawal are two manifestations of poor social integration- correlation to psychological disorders in adulthood. Leads to problems: forming relationships, learning societal rules, social roles, responsibility, respecting others and their rights/possessions, considering others, egocentricity, behaving in a socially acceptable manner, self-control, leadership, following, failure, taking and sharing, taking the lead, personal development, problem-solving, communication, sharing feelings, self-control, group identity.  The relationship between the primary and secondary educational situations: - The role of the parent: foundation to function as an adult, first experience of socialisation, form the child’s self-image, self-respect and drive, children admire parents. - The role of the teacher: Accept all children and their families, organising space and developing materials, guide the child, supporting role to parents, more direct, objective.  Ecology of the school: the school is protected against pressure from parents and the community, the principle is a dynamic leader, academic standards and schools needs are met, staff members maintain high standards of conduct, high standards for learners, learners work hard, studious learners are treated with respect, acceptable learner numbers, resources are available, facilities are well maintained, teaching aids are available, morale is high, high involvement. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  The microsystem: a pattern of activities, social roles, and interpersonal relations experienced by the developing person.  The mesosystem: the linkages and processes taking place between two or more settings containing the developing person.  The exosystem: events occur that indirectly influence processes within the immediate setting in which the developing person lives.  The macrosystem: belief system and life course options embedded in each of the other systems.  The chronosystems: change or consistency over time not only in the characteristics of the person but also of the environment in which that person lives.  The organisational characteristics of a school’s ecology: - Structural characteristics: size, years, demographics, policies. - Functional characteristics: expectations of behaviour, working conditions, student involvement, working conditions, expectations, planning, participation and pastoral care. - The built environment of the school: quality and size, maintenance, seating, gardens and open spaces.  The role of the school in society: - Transferring knowledge - Skills - Insight to children - Socialisation, agents of socialisation: people, groups, institutions. Influences self-concepts, emotions, attitudes, and behaviour of individuals. - Transmission of culture Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 - Norms and values are then confirmed in schools to maintain the status quo of society - Creates trained workers, intellectual and well-educated citizens.  Functionalist on schooling in society: - Socialise students to adapt to social, economic and political institutions. - Function according to a clear set of agreements. - Intellectual purpose. - Shared practices and norms of society - Education makes a beneficial contribution to an ordered society. - Classify student according to merit. - Role differentiation (perform different tasks) and social solidarity (shared value system and cognitive orientation) - Essential norms (schools are an essential mechanism of transformation between family life and life as an adult in a modern, urban industrial society) - Four essential norms for a young learner according to Dreeben:  Independence (accountable for actions)  Achievement (judged by performance, cope with failure)  Universalism (uniform treatment if individuals- team members/group)  Specificity (exceptions can be made) - Assimilation: one group takes on the attitudes, speech patterns and economic status of the dominant group. - Political socialisation: People accept a democratic form of government. - Modernisation: technological and economic development.  Conflict Theory on schooling in society: - Schooling is utilised by those in power to maintain their dominance in the social order and promotes the battle between the rich and the poor. - Created a submissive workforce for capitalism - Classify students according to class and ethnicity. - Class consciousness: awareness of membership in a group (common interests and social situation. - False consciousness: lacking awareness of themselves as a class leading to a distorted perception of the reality of a class and its consequences. - Hegemony: when the dominant class succeeds in establishing its own mode of thinking amongst members of the subordinate class. Having influence and authority over others. - Neo-Marxism: attempt to fill omissions in Marxism with ideas of other schools of thought. Maintain that division between powerful and powerless is propagated by social institutions.  Knowledge about social class, ethnical superiority and gender differences are transmitted through a hidden curricula  Symbolic interactionalism on schooling: - Meaning assigned to objects in the world arise out of the social interactions. - React to things they have encountered in their past experiences. - Ability to think, shaped by social interactions. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 - Meaning of symbols through interaction. - Modify meaning according to interpretations to consider different courses and merits of each one. - Actions and interactions lead to creation of groups with similar interests. - Constructivist learning: construct knowledge and meaning from experience, bring existing knowledge from experience to learning. Theme 3: Evaluation of child socialisation in the school  Observation and evaluation of the young child’s socialisation - Free play:  Discover own potential, talents, likes, dislikes.  Understand own body and physical powers.  Occupy themselves without being entertained.  Play with other young children and acquire social skills. - Playing with friends:  Give and share  Handle failure  Self-control  Lead  Be neighbourly  Build self-image and self-confidence without criticism or interference. - Play in the presence of the parent or teacher:  Not being the boss  Obey rules  Overcome failure’  Do not need to be the winner to be respected  Alternative solutions’  New situations  Risks  Limitations  Act purposefully Theme 4: the “ideal” teacher:  Maturity, enthusiasm, responsibility, quality relationships.  Multicultural perspective  Respect cultural diversity  Teaching materials  Cooperative play  Extra murals  Views and opinions  Language diversity  Inclusions of learners with difficulties. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  The teacher as an individual: activity level, routine, response to new situations, awareness of change, optimism, switching activities, appreciate diversity, drive, self- esteem, self-image, knowledge, self-acceptance, objectivity and no prejudice. Learning Unit 4: Gender and the Child Theme 1: Concept Related to Gender in Child Social Development Key concepts related to gender in context of child social development and education:  Sex- a person’s biological identity including chromosomes, physical manifestations and hormonal influences  Gender and gender role- an individual’s psychological identification with a particular gender as an integral part of his personal identity.  Gender role identity- behaviour which a particular society regards as being male or female, qualities that society usually associates with a specific gender. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Gender role identification- parents are the major models, being male or female is a matter of biology, the process of incorporating the roles and values of one’s gender.  Sex education- appropriate terminology, opposite sex, experience sexuality, meaning attached to his/her own body, firm values morals and religious convictions.  Androgyneity- male and female characteristics are not necessarily exclusive, advantage to boys and girls as boys feel free to express their emotions and sensitivities. Girls can compete, assert themselves and behave independently. Theme 2: Perspectives on gender in education: Viewpoints of the functionalists, the conflict theorists and the symbolic interactionists perspectives on gender:  Theory on the development of the pre-schooler’s gender role:  The psychoanalytic theory: - Clearly visible and distinctive features - Differing psychological compositions - Destined to fulfil divergent roles in life - Sexual drives direct human being’s conscious life - Woman’s clitoris is an underdeveloped penis (feelings of inferiority- personality is labile) - Oedipus complex- boy identifies with father, fear of castration- boy desires mother sexually, freely enjoy others love and develop masculine values and characteristics - Electra complex- already been castrated, desires father because he has the male organ, afraid of forfeiting her mother’s love and therefore adopts her as an identification model. - Process of identification, acquire typical gender-related demeanours and interests and typical gender related behaviour  The social acquisition theory: - Regards all gender differences - Product of culture - Gender roles are acquired through punishment, reinforced by reward, imitation and modelling. - Mead- masculine and feminine characteristics in either gender are conditioned by social customs and that they are not dependent on biological heredity.  The cognitive acquisition theory: - Every child makes a decision - Child’s recognition of the physical features that characterise his/her gender. - Children watch people of their own gender and then follow their example. - Become aware of their own gender - Demonstrate preferences specific to their own gender Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 - Display acceptable behaviour in order to meet with approval Development of the young child’s gender role identification from the theories:  Gender- distinctive qualities of men and women, created by culture. The socially learned expectations and behaviours associated with members of each sex  Sex- biological and anatomical differences between females and males.  Functionalism- Gender differentiation contributes to overall stability in society.  Conflict theorist- suppression of women by men.  Symbolic interactionism- gender is something accomplished through the ongoing social interaction that people have with each other.  Gender fair teaching: continuous and integral to daily instruction, attention to stereotyping, consider discrimination, partnership, involve all aspects of the classroom environment, active and affirmative. Theme 3: Social Gender Roles: Gender roles in terms of their stereotypes, expectations and differentiation in South African society:  Stereotyping- classification of a person as a member of a particular social group and the assumption that the individual has the characteristics of the other members of the group. Child knows that certain items are associated with males or females.  The male role in society- male functional role is to work, power and prestige. Society attaches more value and status to masculinity than femininity. Males are less comfortable about expressing warmth and support than females are.  The roles of females in society- variety of roles, improved education, birth control  Difference between the two genders- roles are interdependent, boys: aggressive, rougher, exploring and playing outside, impulsive, confident. Girls: encouraged to be considerate, affectionate, sensitive, anxiety, verbal. Adults speak differently to boys and girls. Theme 4: Gender Role Socialisation and Education: The roles of the family, school and media on gender role identification and education in the young child:  Influence of the family- colours, activities, clothing, household chores, character traits- control emotions, independent, disciplined, competitive and success orientated.  Influence of he school- teachers, peer group, syllabus, books, curricular materials.  Influence of the media- men control the professions, woman are occupied by romance, marriage and family life. Woman are absent in titles, lead roles, pictures and stories, passive. Age-appropriate guidance for sex education in the contemporary young child: Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Sex education- the home plays an important role in sex education, the child-parent relationship has a direct bearing on the child’s sexual behaviour in later life, discover their bodies and ask natural questions.  Purpose of sex education- achievement of maturity, independence, accountability, responsibility, sense of purpose, identify with a gender, understanding psychological changes, correct terminology, positive attitudes, consequences, many facets (emotional, social, intellectual and religious).  Sex education in the home- damaging sex practices: parents fail to offer the child any direct sex education, parents provide information that is inaccurate, focus on the dangers and indecencies of sex, above the child’s comprehension, provide physiological facts and not emotional security/aspect, moral confines within which one ought to enjoy sexuality.  Use correct terminology, use books, film/sketches, understand the following concepts: - Differences between men and women - Egg cells and sperm cells - When mommy and daddy are alone and love each other very much, the daddy places his penis in the mommy’s vagina and transfers the sperm into it. - Sperm enters egg cell and become a little cell which is the start of a new human being. - Grows in the womb - Food and oxygen though umbilical cord - When ready to be born the baby faces with its head down, and the baby comes out through the vagina - The baby breathes and drinks milk from mommy’s breasts  The role of the school- learner programme: positive attitudes and relationships, stabilise the child, positive behaviour, norms and values, prepare for future marital and family life, guidance for responsible decisions and accept responsibility, personal dignity, parental guidance programme: improve level of knowledge, accept children and responsibility, healthy family climate, relaxed atmosphere, express sexuality, responsible adulthood, uphold own marriage, relaxed discussion, get to know child, know developmental phases, demonstrate love.  Developmental phases: - The first year: experience security, fixed routine, loving tone of voice, warmth and love, allow them to touch themselves. - The toddler: physical closeness, toilet routine, positive self-image, praise the child in terms of his/her gender, investigate sexual organs, language development and correct terminology for the sexual organs, keep healthy and clean, identify with members of the family, privacy decency and control, wonder of creation- plants. - Preschool and foundation phase: pleasant emotions, feelings of fear and anxiety should be eliminated, curiosity and guidance, positive self-image, praised, identify with parent of own sex, share activities, strict stereotypes Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 should be avoided, privacy and hygiene, respect own and other’s bodies, warn about molestation, have no secrets from parents.  Red flags- liberal approach regarding gender, never discriminate, present play and fantasy for boys and girls, sensitive to any signs, report to necessary authority. Learning unit 5: Environmental influences on Child Social Development Theme 1: The influence of Mass Social Media on Child Social Development: Key Concepts related to mass and social media in the context of child social development:  Privacy is affected  Role in human development and identities  Cultural enrichment/affect existing cultures  Mould the contemporary world  Promotes passivity, slow intellectual development, lack of imagination Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Role in child’s interpretation of culture, morality, attitudes and values, and formation of identity, emotional effects.  Discussions on culture, customs, vales, race, sex, violence and crime.  Communication- the process by which one organism transmits information to and influences another. Verbal and non-verbal actions, provides the mechanism by means of which social and human relationships originate and develop. (interpersonal, human-machine-human, human-machine, machine-to-machine) The positive and negative impacts that mass and social media might have on the young child’s social development:  Mass- communication- a monologue by means of which convictions, values and norms and ideas are conveyed, without any expectation of dialogue or question - Influence on socialisation: change in family relationship, sleep, mealtimes, furnishing, prevents talking, games, arguments for learning, character formation, reduction of play, ideas and creativity, peers avoiding them, educational programmes are only effective when parents are involved, social conduct, arouse aggression- modelling, new skills of aggression, increate appetite, conditioned, psychological attenuation. - Prosocial effect- friendliness, cooperation, creativity, empathy, tolerance towards other ethnic groups.  Mass communication in the foundation phase: - Daily programme: interests of learners are relevant to the framework of the curriculum, action programmes and role playing in socialisation - Play: difficulty in separating fantasy from reality (Tv is real to them) - Dietary patterns: mass media has an influence of eating habits - Toys: strong influence on preference, material possessions and rejection from other learners has an effect on social interaction with other children. - Sports: sporting heroes and participation at school  Influence of television: - Ascribing meaning: through sensory perception, meaning endorsed by past experience, language, clarifying element not always available (parents) - Involvement: unrealistic view of life, unwholesome and destructive values without guidance. - Perception: the way an individual evaluates the situation that he is experiencing from an own experiential viewpoint, no one experiences a situation identically. - Self-actualisation: a person’s intentional efforts to realise all his latent potential, should have human models to identify with, principles and ideals, ordered value system, might identify with Tv character or principles and values that are not acceptable in his own culture. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 - Self-concept: realised during communication, presented in an idealistic way (not reality), older children can be taught to be selective- young ones have no control or discretion.  Advantages and disadvantages of Television (factors): - Age (younger are more interested) - Gender (boys watch more- topics of interest) - Intelligence (less intelligent watch more) - Socioeconomic status (lower status watch more) - Social acceptability (enjoy social acceptance watch less) - Personality (well-adjusted watch less) - Availability of channels (selectiveness)  Advantages: - Teacher of general knowledge - Learn languages - New information - Countries and their people - Animal behaviour - Current affairs, culture and politics - World experience - Cope in modern world, road safety - Discuss and promote communication - Positive characteristics of heroes, imitates them - Discriminate between good and bad with adults - Like with outside world - Imagination - For perception of outside world - Educational programmes  Limiting television: - Children observe their parents - Do not let them watch on their own (discussion) - Watch for limited time - Less than an hour - Healthy exercise in between - Well-lit room for eyes - Games and stories are preferable  Leisure activities: - Fixed routine means a need for leisure time - Meaningful leisure activities - Increase in leisure time is a breeding group for social problems - Informal housing fails to provide for leisure activity - Parents indulge in leisure activities which affect children e.g. parties, clubs, cinemas- exposed to socials norms and values which they are not yet able to digest Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 - Arrive at school tired because they go to bed too late (difficulty in keeping pace, get frustrated and aggressive) - Other children avoid social contact with these children. - Role of the teacher: plan a stimulating programme each day, children should be able to entertain themselves without being dependent on adults or other children, have a hobby, parent guidance programmes.  Disadvantages: - Slows social contact and language development - Receive information rather than experiencing the joy of self-discovery. - Imagination- don’t think up their own characters - Violence, learns that aggression is acceptable - Contributes to obesity - Skeletal deformation and muscular atrophy, eyes weakening - Evaluating and sifting information - Exercising motor and eye-hand coordination - Use two senses simultaneously - Asking questions and receiving answers - Inquisitiveness and exploring - Initiative and motivation - Challenges - Solving problems - Thinking analytically - Imagination - Communication - Verbal skills - Creative and constructive - Displacement effect: reading, information-processing habits, concentration. - Stay awake too late - Fall asleep in front of television (no saying goodnight/reading stories) - Childminder - Having dinner together - Family interaction - Undermine parent authority - Frightening- feeling of insecurity - Believe everything that is portrayed on the screen - Blunt a child’s emotions - Accepts death as a norm - Mimic behaviour - Expects reality to be sensational - Easily bored - Identify with weak or bad characters - Wrong impressions from adverts - Think that a pill can rectify everything - Excessive stimulation can make a child tearful. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 Ways in which to maximize the educational value of mass and social media for the young child’s social development: Theme 2: The influence of urbanisation and Informal Housing on Child Social Development: Key concepts related to urbanisation and informal housing in the context of child social development:  Poverty, racial conflict, behaviour, human-relations, law-enforcement, housing, sanitation, health services, education and income distribution.  Changing value structure, drug use.  City- a concentration of people with a characteristic lifestyle in terms of work patterns and organisation as well as infrastructure.  Urbanisation- transfer of the majority of the population from rural to urban areas. Influenced by mass media therefore not much difference between urban and rural.  Demographic process- more homeless people live in urban areas.  Economic process- poor do not benefit from economic growth.  Sociological process- change in the role of the individual, family and type of community. (influence of urbanisation, migration and industrialisation.  Stressors- poverty, violence, crime, gangs and few resources, implications for education.  Industrialisation and urbanisation- social changes, gold and diamonds, world war II , population groups integrated, rapid pace, materialism, tension, routine, boxed in, competition and noise, limited communication between employees.  Scientific and technological development- material assets, knowledge gives people power, achieve goals through strengths, superwoman syndrome, medical science and life expectancy.  Economic development- norms and values changed (upbringing of children), status symbols, expecting outstanding results, dishonesty and double standards.  Population explosion- life expectancy, mortality, epidemics  Contact inflation- little time for warmth, personal interaction and relationships.  Massification-losing individuality and identity.  Alienation and loneliness- meaningful relationships, loneliness causes anxiety, uncertainty and despair.  Inadequate socialisation- ability to work together is lacking. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Manipulation of consciousness- dominated and controlled rather than accepting responsibility, values imposed on them.  Mass communication- family members have limited time for each other, exposed to damaging information and content, passive listeners.  Social liability- friendships and fellowships not easily established due to time constraints.  Norm crisis- people view themselves as free spirts, inability to distinguish between right and wrong, child does not have a strong foundation to build on.  Difference in pace- communication gap between educator and student  Neuroticism- rapidly changing society.  Polyvalent pluralism- multiple norms and values, cause of conflict, generation gap.  Planning, organisation and specialisation- children reared to make a meaningful contribution to society.  Large developed organisations- survival of the fittest.  Rapid change, unpredictability and future shock- too much change in a short time. The common effects of urbanisation and informal housing on the young child’s social development:  Influence on family- impersonality, fearfulness, crime, heave traffic, noise and congestion, contact inflation, superficial contact, small families- mutually dependent, varied experiences, no relationship with extended family but rather other relationships, individualism, economic function is lost.  Influence on father- specialised and competitive job, high performance, paternal absence, feelings of guilt, extra-marital relationships, inferiority and worthlessness, role conflict.  Influence on the mother- no longer able to rear children, enter labour market, economically supportive, professional role, partner, citizen, pin-up, conflict of roles.  Influence on the child- hurried life, alternative care, leave house at an early age, absence of involvement, deprived of security, feelings of rejection, negative attitude towards life, depression, incidental learning seldom occurs.  The informal housing sector- crowded, far from the resources of the city, running water, waste disposal, electricity.  Factors that contribute to informal housing development- housing shortage, economic factors, need for space and autonomy, job opportunities, low cost.  Types of informal housing- spontaneous (shack, free-standing, scattered), property and service schemes).  Character traits- unemployed, lack of meaningful contribution to the community, lower income, unemployed due to recession. - Job opportunities- formal housing have higher incomes - Training- lower levels and qualification - Family structure- informal have nuclear families, formal have composite families.  Red flags- travel far, exhausted during the day, influence learning, miss breakfast, weather conditions affect attendance. Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 Practical ways to maximise social development outcomes for the young child living in urbanised communities and/or informal housing:  Awareness of implications as a teacher - Is the child hungry, tired? - Attendance- weather, transport, health - Support systems- formal and informal, friends, recreation, church. - Encouragement, positive reinforcement. Coping skills, support - Role models - Promote good values Theme 3: The Influence of Poverty and Migration on Child Social Development Key concepts related to poverty and migration in the context of child social development:  Immigrant child- feelings of foreignness and loneliness, unable to communicate properly, not taught in home language  Migration- moving from one town to another  Emigration- leaving a specific country  Immigration- entering a country or political state from another country.  Profit and loss- not enough skilled workers, job opportunities taken away, do not pay tax.  Reasons for emigration- physical (disasters), economic, social, psychological, religious, professional.  Foreignness factors and anchors- live in a place for a long time- feelings of security, speak the same language.  Language- depression, use home language until they have mastered new language.  Language acquisition- place in environment where new language can be learnt. Poverty:  Absence of choices and opportunities to attain their full potential Outline the common effects of poverty and immigration on the young child’s social development:  Disruptive effect- lonely and discouraged, cultural identity, norms and values differ from that of the family, make fun of them, discrimination against immigrants, neurotic, psychosomatic problems, less mature, need to feel as secure as possible and treated with sympathy and understanding.  Understanding the immigrant child- know the child’s background, be aware of stressors such as loss of friends and family and separation anxiety Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Family factors- support structures, acculturation (change in human behaviour, social and occupational activities, patterns of though, values and self- identity which takes place as a result of contact with another culture), develop an understanding of new norms and behaviour, learn new verbal and non-verbal skills, learn new social roles and values to develop a sense of belonging, should not be isolated from original culture. Brings families closer. May be bad tempered and difficult to handle. Prepare parent to handle such behaviour, and ensure that behaviour will pass, do not show anger and aggression towards the child.  Physical factors- dress child too warmly, expensive clothes (cannot play freely), shoes- development of bones in feet, traditional clothes, point out differences, significance of gender in different cultures.  Psychological factors- with drawl completely, cognitive outcomes are more positive for learners who are instructed in mother tongue and then gradually switch over to the new language, introvert and extroverts adapt differently, cry a lot or keep feelings to themselves, emotional outbursts, discuss going to school, offer emotional security, communicate in a non-verbal way, have a busy programme (less time to feel lonely), do not get involved, withdrawal, willpower, participate in group activities, aware of right and wrong, do not take risks, when feel at home they might misbehave as parents are less strict.  Social factors- shy, avoid eye contact, other children think they are unfriendly, avoid them, communicate through gestures, touching leads to fights, immigration children become friends, helpful in the classroom, sense of security, behaviour wins approval, avoid socialising, invite less aggressive children to help, encourage to talk to them. Poverty:  Poor women abuse alcohol during pregnancy (foetal alcohol syndrome)  Children enter school without the ability to count, letter names, cut out or identify colours.  Education and academic achievement are risk factors, quality education  Mental retardation, learning disabilities, failure, health and behaviour problems  Development effects economic productivity.  Increase in crime, lack of positive role models, health services, resources and motivation, speak at a later stage due to lack of stimulation. Practical ways to maximise social development outcomes for immigrant and disadvantaged children:  Activities- use sketches for parent communication, acquaint yourself with routine at home, themes on culture, artistic activities, drawing is important as they cannot express themselves through language, encourage and sit next to them, approval and acceptance in voice, story time and language activities, restless, engage attention, familiar tales from culture, speak in own language, adapt the curriculum, learn a few words from parents, drama (acting out), learning style, content (link to what they know) Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Play- play next to each other (no communication needed), play together requires communication (difficulty if no common language), children who do not comply to the norm are excluded, encourage to play with interesting toys and materials, warm and homely environment, ask children to play with immigrant children. Poverty:  Resilience- the way in which a person can survive in adverse conditions/ the ability within a person to overcome obstacles that have an effect on their performance- have an orderly safe environment, positive relationship with teachers, clear rules, high academic standards and after school activities, provide an environment with stimulation and sensory exploration, meaningful relationships and identify strengths  Development of resilience- biological characteristics, relationship with parents, organised home, social support, community resources and opportunities ,believe in children, recognise actions have consequences, support and encouragement, avoid negative comments and labels, build on strengths and abilities, recognise resources  Partnership with parents: assist parents in developing parenting skills, understand culture, background and needs of families, communicate- keep informed about school activities, volunteering, academic support, decision making, collaborate with the wider community, early intervention. Theme 4: The Influence of Environmental Deprivation on Child Social Development: Key concepts related to environmental deprivation in the context of child social development:  Environmental deprivation- low economic status, social status, level of education, inferior jobs, unemployment, social involvement, limited potential for upward social mobility, lack of knowledge, insufficient materials, lacking meaningful experiences  Cycle of inadequate parenting -> Inadequate child-rearing practices -> children are emotionally, socially and intellectually deprived -> learning failure occurs -> unemployment, insufficient funds to escape from socially deprived circumstances -> unstable and unsatisfactory marital and family life. The common effects of environmental deprivation on the young child’s social development:  Deprivation- Lack resources for child’s adequate development, factors that lead to deprivation- family factors, school, community.  Opportunity deprived  Culturally and linguistically different child- handicapped and have deficiencies, language acquisition is deficient, ability to convey concepts, descriptive and concrete rather than analytical and abstract, parents set a poor example, poverty, poor health and unstable domestic conditions Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000  Factors that inhibit learning achievements: - Inconsistency - Parents do not demand anything from child and do not carry out instructions. - Negative self-concept - Negative attitude towards education – poor attendance - Overprotective parents = lack of independence - Broken homes/ rejected by parents - Family problems cause stress  Neglect- employ strategies to avoid stress, starved for attention, difficulty in listening, concentrating, not inquisitive, hyperactive, cry without being hurt, do not know how to play  Environmentally deprived child- readiness for school is the parents responsibility  Inhibitory factors of child development- weak emotional bond, insecurity, lack of living space, parents have a low cultural and intellectual level, inadequate fulfilment of needs, lack of routine, negative communication, lack of parental interest, lack of opportunities for language development.  Educational neglect- stable home and family environment: Marital intimacy, nurturing, enculturation, emancipation, socialisation, ,management of family crisis. Left unsupervised.  Emotional neglect- lack of love and emotional warmth  Social neglect- toys and play are minimal or absent/ not age appropriate.  Family circumstances that lead to deprivation- neighbourhood: neglect, overcrowding, shabby, poverty, crime, noise, extramural sexuality, alcoholism, drug abuse, low social cultural and economic level, lack of order and regularity, marital discord, divorce and extra marital affairs, unemployed father, mother takes care of children on her own. No feeling of safety and security.  Material deprivation- limited playing area, unable to provide experience, no correction of physical defect  Cultural deprivation- no stimulation of language (weak language model) and sensory perception (need to look, listen and touch).  Inadequate parental interest- not supported and encouraged by parents, negative view on education, due to lack of knowledge, feelings of lack of skills, work several jobs, feel uncomfortable at the school.  Emotional deprivation- lack a consistent mother figure, fatherless, warmth and affection is missing, rejection of a child, scant communication  School circumstances leading to deprivation- not accepted, socially isolated, rejected or neglected- underperform and show problematic behaviour.  Neighbourhood circumstances that lead to deprivation  Backlog in the environmentally deprived child: - Language: limited vocab, structure, abstract symbols, thought sequence, comprehension, non-verbal communication means, meaningful questions, class discussion Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 - Social- affective: low self-concept, achievement and behaviour, recognition, motivation, aggressive behaviour, limited practice for socially acceptable behaviour. - Experiential: situations that provide school and learning readiness. - Physical defects: fed, health care, neglected (self-concept) - Educational : parents are illiterate and do not value learning, teachers responsibility to therefore provide compassion, love and to guide towards school readiness  Learner traits: - Weak auditive orientation - Focus externally - Inductive - Spatial attitude - Non-verbal communication - Concrete application - Attention span and carrying out orders - Knowledge and learning experiences - Acknowledgement and tradition - Immediate needs and leisurely passes time - Unscientific - Cooperation rather than competition - Limited language - Antisocial behaviour: daring, lack imagination, insecure, poor motivation, not spontaneous, mistrustful, socialisting, aggressive, egocentricity, self-control, wont take on a leadership role, wont follow, handle failure, take and share, take the lead, problem-solving, communication, share feelings, group identity. Practical ways to maximise social development outcomes for the young child experiencing environmental deprivation:  Role of the teacher: - Identify personal strengths- - Find cooperation and assistance in families - Less sibling rivalry - Collective values - Less sensitive to status - Accept responsibility at an early age - Coordination and physical skills - Physically and visually orientated - Concrete experiences - Routine tasks Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 - Focus on hygiene, social, experiential, cultural, emotional, cognitive, functional and language enrichment  Objective teachers should strive for: - School is safe and enjoyable - Feeling of belonging - Involve the whole family - Empower the family - Encourage task independency - Controlled behaviour - Age-appropriate materials - Task completion - Sense of responsibility - Master difficult situations - Giving constructive criticism - Value gender, race and culture. - Value uniqueness - Experience success - Deal with emotions and recover from setbacks - Create a secure and emotionally warm atmosphere - Positive supportive atmosphere - Form attachments with other learners - Low-stress - Layout of classroom - Empower families and parents - Avoid stereotypes - Emotional development and sense of worth - Do not compare - Developmentally appropriate programme - Express emotions - Support for special needs - Competent and responsible workers - Do not overprotect  Red flags of environmentally deprived: - Broken homes - Less healthy - Stunted growth - Limited living space - No figure it identify with - Move houses - Unstable relationships - Opportunity deprived - Low self-confidence - Poorly motivated - Language use Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 - Perceptual defects - Creativity - Poorly supervised - Attention span, cognitive level - Not school ready - Morally and intellectually poor Theme 5: The influence of Child Abuse On Child Social Development: Key concepts related to child abuse in the context of child social development:  Needs of children: nurturing relationship, protection and safety, experiences that cater for individual differences, developmentally appropriate experiences, limit expectations, supportive stable community.  Child abuse- behaviour by any person in the child’s microsystem or mesosystem that prevents the child’s efforts to achieve potential as a human being. The common types, impacts and red flags associated with abuse of the young child:  Kinds of abuse: - Physical assault: an individual who deliberately injures or allows a child in his or her care to sustain injuries. - Emotional abuse: emotional and intellectual abilities are radically affected owing to either the action or omission of the person taking care of him. This child will display- lack of daring, insufficient imagination, insecurity, poor motivation, lack of spontaneity, mistrustful, socialising difficulty, aggression, language deficiency, body language - Sexual molestation: Exposure of dependent and developing children to forms of sexual stimulation that they are not yet able to manage and that are inappropriate for their psychosexual development and their roles in the family. - Neglect: a caregiver’s indifference to the child’s basic needs/ failure to meet the child’s physical and psychological needs and is likely to result in the serious impairment of the child’s health and development.  Factors related to maltreatment: - Parent: history of abuse, unreasonable expectations, low educational level - Child: premature, temperament, overactivity, development problems - Family: low income, homeless, overcrowded, poverty. - Community: violence, social isolation, family support. - Culture: approval of violence to solve problems  Child abuse in the microsystem (personal) Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 - Child abusers- abused as children, deprived, poor self-image, not in touch with own feelings, impulsive. - Abused children- difficult, sickly, handicapped, hyperactive, gifted/ under gifted, overly compliant, avoid confrontation, demanding and aggressive, over-dependent, developmentally delayed, behave like a baby, injuries, act out violence with dolls, attendance is inconsistent, unhealthy appearance, sexual interest in play, difficulty playing with others, intimidated in the presence of family members - Family interactions: negative behaviour, marital discord, conflict resolved by violence, little physical contact, little verbal contact, parents feel inadequate.  Child abuse in the exosystem (society): - Families denied of support systems undergo stress - Unemployment- domestic violence - No family or friends to provide assistance  Child abuse in the macrosystem (Culture): - Political unrest, war, murder.  Physical assault: bruises, burns, loss of hearing, undernourished, dehydrated, retarded development, behaviour patterns.  Emotional abuse: try to modify a child’s behaviour, rocking or sucking, do not play, difficulty sleeping, passive, aggressive, don’t smile, language development, negative social behaviour, irritable, eye contact, seek attention  Behaviour patterns of physically abused pre-schooler: self-suppression, reaction to frustration or adversity, language and learning, relationship with peer groups, relationship with other adults.  Sexual molestation: - No physical contact: verbal stimulation, telephone calls, improper exposure, spying, discussing, suggestive signs, witnessing sex between adults - Physical contact: cuddling, penetration, intercourse, incest, rape - Other forms; forcing touch, pornography and prostitution.  Indications: - Stress - Interest in sex and knowledge - Negative self-image - Social with drawl - Sexual disfunction - Schizophrenia - Physical indications - Changes in behaviour - Sexual behaviour  Forms of molestation in the family: - Incest - Divorce Downloaded by Onthatile Teffo ([email protected])  lOMoARcPSD|41619000 - Single parent - Boys by mother/father - Older men - Adolescence  Myths: only men, teenage girls only, homosexuals, lower socio-economic groups, violent and non-recurrent, child will forget the incident.  Red flags: lack of motivation, does not trust the teacher, home visits, agression Practical, legally and ethically compliant ways in which to prevent and report abuse whilst maximising social development outcomes for the young abused child:  Defence mechanisms: avoid stereotypes about girls being subservient and boys not showing feelings, regard child’s rights, childlike sensuality, don’t leave children with far older children, promote privacy, prepared for sexual advances, bond of trust must be developed, teach them that they are allowed to say no, safety programmes, private places are his own, how to protest and seek help, timely sex education, don’t get into cars with strangers or walk with them, nothing wrong with touching own genitals.  Prevention: promote awareness, training for marriage and parenthood, churches and welfare organisations, training of all parties, early identification of high risk factors  The teacher: observe relationship between parent and child, observe games and fantasy play, relationship of trust, answer questions, observe during toilet routine, obliged to take steps- report to principle and social welfare (police, doctors and nurses, religious leaders, educators, leaders) Downloaded by Onthatile Teffo ([email protected])