1、,C H A P T E R 3Social Contexts and Socioemotional Development,Copyright The McGraw-Hill Companies, Inc. Permission required for reproduction or display.,Social Contexts and Socioemotional Development Chapter Outline,Contemporary Theories Bronfenbrenners Ecological Theory Eriksons Life-Span Developm
2、ent Theory Social Contexts of Development Families Peers Schools Socioemotional Development The Self Moral Development,2,Social Contexts and Socioemotional Development,Learning Goals for Chapter 31. Describe two contemporary perspectives on socioemotional development: Bronfenbrenners ecological theo
3、ry and Eriksons life-span development theory. 2. Discuss how the social contexts of families, peers, and schools are linked with socioemotional development. 3. Explain these aspects of childrens socioemotional development: self-esteem, identity, and moral concepts.,Social Contexts and Socioemotional
4、 Development,Contemporary Theories,Eriksons Life-Span Development Theory,Bronfenbrenners Ecological Theory,Bronfenbrenners Ecological Theory,The primary focus of Bronfenbrenners Theory is the social contexts in which children live and the people who influence their development.,5,Microsystem: Within
5、 this system the student has direct interactions with parents, teachers, peers, and others. Mesosystem: This system involves the linkages between microsystems such as family and school, and relationships between students and peers. Exosystem: This system works when settings in which a child does not
6、 have an active role influence the students experiences.,Bronfenbrenners Ecological Theory,6,Continued,Macrosystem: This system involves the broader culture in which students and teachers live.Chronosystem: The sociohistorical conditions of a students development.,Bronfenbrenners Ecological Theory,7
7、,Continued,Eriksons Life-Span Development Theory,Development proceeds in stages.Each stage is characterized by a psychosocial challenge or crisis.Stages reflect the motivation of the individual.,8,Eriksons Human Development Stages,Trust vs. Mistrust 02 yearsAutonomy vs. Shame and Doubt 24 yearsIniti
8、ative vs. Guilt 46 years,Developed through consistent love and support. Independence fostered by support and encouragement. Developed by exploring and accepting challenges,9,Eriksons Human Development Stages,Industry vs. Inferiority 68 yearsIdentity vs. Role Confusion AdolescenceIntimacy vs. Isolati
9、on Early adult years,Mastery comes from success and recognition Exploration of different paths to attain a healthy identityForm positive, close relationships with others,10,Eriksons Human Development Stages,Generativity vs. Stagnation Middle AdulthoodIntegrity vs. Despair Late Adulthood,Transmitting
10、 something positive to the next generation Life review and retrospective evaluation of ones past,11,Strategies for Eriksons Stages of Development,IdentityRecognize that identity is multi-dimensionalEncourage independent thinkingStimulate students to examine different perspectives IndustryNourish mot
11、ivation for masteryBe tolerant of honest mistakes InitiativeEncourage social playHave children assume responsibilityStructure assignments for success,12,Contemporary Theories in the Classroom,Child is embedded in several environmental systems Important link between schools and families Community, cu
12、lture, and socioeconomic status are powerful influences,Encourage imagination and social play Initiative Nourish the motivation for masteryIndustry Recognize the value of self-exploration Identity,13,Erikson,Bronfenbrenner,Social Contexts and Socioemotional Development,Social Contexts of Development
13、,Families,Peers,Schools,The Changing Family Divorce and Single Parenting,In families of divorce- The quality of parental relationships, the use of support services, the type of custody, and the socioeconomic status all affect students.- Elementary school children did best when the parent and the sch
14、ool environment were authoritative.Single parents - Have less time, money, and energy, yet many still find ways to raise competent children.,15,The Changing Family Socioeconomic Variations Affect Student Development,Minority students - Families tend to be larger and depend more on the extended famil
15、y for support.Low-income parents- Tend to value external characteristics such as obedience and neatness.- See education as the teachers job.Middle-class families - Often place high value on internal characteristics such as self-control and delayed gratification. - See education as a mutual responsib
16、ility.,16,Baumrinds Parenting Styles,Authoritarian Parents place firm limits and controls on children. Children tend to be socially incompetent with poor communication skills.,Indulgent Parents are highly involved but set few restrictions. Children have poor self-control.,Neglectful Parents are perm
17、issive anduninvolved. Children have poor self-control and low achievement motivation.,Authoritative Parents are nurturing and supportive. Children are self-reliant, get along with peers, and have high self-esteem.,17,Family and School Linkages,18,Schools Change with Student Development,Early Childho
18、od and Elementary School,19,Protected educational environment with one or two teachers High-quality Head Start interventions are effective Great emphasis on peer groups Developmentally appropriate educational plans,Schools Change with Student Development,Adolescents in SchoolMiddle schools are massi
19、ve, impersonal institutions where students trust few adults and have limited access to health care and counseling. Schools emphasis on achievement often overshadows physical and socioemotional changes causing stress. Beginning students relegated to the bottom of the school hierarchy.,20,Peer Relatio
20、nships,Neglected Infrequently“best friend” Are not disliked,Rejected Seldom“best friend” Often disliked,Controversial Frequently“best friend” Often disliked,Popular Listen carefully Act like themselves Show enthusiasm Are happy,Social Contexts and Socioemotional Development,Socioemotional Developmen
21、t,The Self,Moral Development,Self-Concept and Self-Esteem,Self-Esteem is the affective or emotional reaction to ones self-concept (reflects a persons overall confidence and satisfaction with oneself ).,Self-Concept is a cognitive appraisal of our social, physical, and academic competence (a measure
22、of suchthings are our skill in various subject areas, our assessment of our appearance, and the skill we have in peer relationships).,Academic skills,Social skills,Physical,Cognitive,23,23,Improving Childrens Self-Esteem,Encourage and facilitate Competence in areas students find important Improvemen
23、t of academic skills through the use of professional tutors, parent volunteers, and peer tutors Emotional support and social approval by parents, friends, and peers Social skills that promote positive peer relationships Coping skills to face the day-to-day problems as they appear,24,Marcias Four Sta
24、tuses of Identity,Identity Diffusion Identity Foreclosure,Adolescents have not yet explored meaningful alternatives or made commitments Adolescents have made a commitment without exploring alternatives,25,Marcias Four Statuses of Identity,Identity MoratoriumIdentity Achievement,Alternatives have bee
25、n explored but commitments are absentAlternatives have been explored and commitments have been made,26,Domains of Moral Development Piagets Theory of Moral Development,Heteronomous morality age 47Autonomous morality age 710,Rules are unchangeable properties of the worldImminent justiceif the rule is
26、 broken, punishment is immediateLaws are created by people, and intention and consequences should be considered.,27,Domains of Moral Development Kohlbergs Theory,28,Domains of Moral Development Kohlbergs Theory,PreconventionalConventionalPostconventional,Moral reasoning is controlled by external rew
27、ards and punishments Internal standards are imposed by others Morality is internal, not based on external standards,29,Moral Education,1. Hidden CurriculumSchool personnel serve as models of ethical behavior.Classroom rules and peer relationships transmit positive attitudes to students.2. Character
28、EducationSchools take a direct approach to teaching moral literacy and design an environment that rewards proper behavior.,30,Moral Education,3. Values ClarificationSchools design programs that allow students to clarify their own values and understand the values of others. 4. Cognitive Moral Educati
29、onSchools base programs on the belief that students should learn to value things like democracy and justice as moral reasoning develops. 5. Service LearningSchools encourage students to be involved in the community by becoming a tutor, helping the elderly, volunteering in hospitals or day care, etc.,31,Childrens Prosocial Behavior,Classroom teachers need to: Emphasize consideration of others needs Model prosocial behavior Identify and encourage positive classroom behavior Facilitate perspective taking Foster altruism in classroom projects,32,
