SOCE7312 Test Notes - Summary Social Education PDF

lOMoARcPSD|25599729 SOCE7312 Test Notes - Summary Social Education Social Education (Varsity College) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university...

lOMoARcPSD|25599729 SOCE7312 Test Notes - 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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729 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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729  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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729  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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729 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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729 - 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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729 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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729 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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729 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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729 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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729  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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729  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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729  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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729  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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729  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 Hlompho Rampai ([email protected])  lOMoARcPSD|25599729  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. Downloaded by Hlompho Rampai ([email protected])