QUIZ 2 PDF

Vygotsky: Sociocultural Theory - includes the environmental influences on development People do not get through development by themselves - A child isn’t going through development on their own - Cannot separate environment/culture from behaviour - Developing as a child within a culture is becoming a...

Vygotsky: Sociocultural Theory - includes the environmental influences on development People do not get through development by themselves - A child isn’t going through development on their own - Cannot separate environment/culture from behaviour - Developing as a child within a culture is becoming a part of it PRINCIPLES 1. Consciousness is linked to language Communication with others where we acquire practical activities and self perception is learned Language and communication with children (or others) differ culturally 2. Language acquisition: Language is external and as we grow and learn we internalize it Inner speech that then becomes part of our thinking - Helps organize thinking and behaviours - Main principle: we have these external functions that transforms into cognitive abilities to think 3. Learning assistance: children do not learn on their own (caregivers, schools, siblings) 4. Zone of proximity: development-actual vs potential development 5. Social learning: people internalize culture 6. Scaffolding: assistance in solving a problem, reaching a goal, completing a task-simplifying the learner’s role rather than the task - You dont want to simplify the task itself but provide assistance for them to complete it - Do not move the boundary - Culture is involved with the way you set the boundary and with the organization of the way you think Nsamenang: Cultural ecology - Culture and environment: people adapt to boundaries constantly - link to natural resources - Contact = cultural changes - Ecocultural theories themselves are eurocentric/Americocentric - Theories come from their own cultural perspective John Berry: the Original Ecocultural Theory Framework: human differences are a set of collective and individual adaptations to context - People are collectively adaptive CYCLE: People starts with: 1. Ecological context: place you were born, surroundings 2. Sociopolitical context: regulations, rules, governments They affect Population adaptations: 1. Biological adaptations: foods, allergies, food intolerances, genes, etc. 2. Cultural adaptations: Even if you move countries, your culture remains with you + adapt to new culture They affect Transmission variables: 1. Ecological adaptations 2. Genetic transmissions 3. Cultural transmissions: Process in which one learns about culture: acculturation Technology, moving away, travelling, music, TV, etc. 4. Aculturation: They affect: 1. Behaviours 2. Inferred characteristics: expectations Critique: design of the framework is not designed for human development Bronfenbrenner : Ecology System Theory - human development occurs within systems impacting human development differently - Development influences in 4 areas - Continuous Ecological system theory: how social environments affect development - people are complex - Product of interactions between different systems SYSTEMS 1. MIRO-: most direct interactions, individuals have an active role 1. Parents, friends, peers, teachers, biology/genes 2. MESO-: interactions/relations between micro- and other contexts 1. Family experiences, school experiences, church experiences, etc. 3. EXO-: links between social settings, individuals have a passive role 1. Media, social, services, politics 4. MACRO-: culture in which an individual lives 1. cultural contexts, SES, ethnicity, ideologies and attitudes 5. CHRONO-: structure of environmental events, socio-historical contexts 1. Divorce, migration, socialization Super & Harkness: Developmental Niche Framework How culture shapes child development PRINCIPLES 1. Child’s environment is organized as part of a cultural meaning system or cultural community Development is part of the culture Ex: “children should be seen and not heard” = respect of elders/authority 2. Child’s biological disposition affects their process of development 3 INTERACTING SUBSYSTEMS 1. Physical and social settings Physical: school Social settings: interactions with others 2. Customs and practices of child rearing Sleeping arrangements Discipline 3. Psychology of the caregivers Adaptations of the culture through the parents Child learns through social learning Nsamenang: Social Ontogenesis - human development is partly determined by the social ecology in which the development occurs - Children learn from their peers (interactions) - To understand the development, you need to understand the context PHASES 1. Ceremony of the naming: how the child should become (responsibility on caregiver) The actual name of someone may represent something; hopes for the future Ex: when a child does something wrong, parents use the full name (family meaning, remember who you are, who you represent) Ex: giving a child the name of someone in the family The name has value itself (feeling irritated when someone misspells or mispronounces name) - Ex: Key and Peele’s episode Takes in caregiver’s thinking: people think about children’s name a lot 2. Social priming: adapting to family’s eco-culture (responsibility on caregiver) Family rules enforced with consequences - Western cultures: less weight about consequences, gentle parenting - Ex: no argumenting, using parents’ language Shared context (values) taught through social learning “Getting the rules” 3. Social apprenticing: adapting Family’s values are becoming yours By receiving rewards for following and consequences for not following, the child will adapt “Learning about the rules” 4. Priming: reorganize, understand, rehearse Values are now a part of your identity Ex: if I have to be home at 6pm, then ill organize my activities to be home at 6pm “Organizing thoughts and behaviours about the rules” All phases can occur at any point/stage in life - people are adapting all the time - Emphasis on understanding development within community - People do not develop on their own