Chapter 2. Theories Focusing on the Systems in Which Children Develop. Two Systems of Child Development. Urie Bronfenbrenner. Family systems theory

Transcription

1 Chapter 2 Theoretical Foundations of Child Guidance All rights reserved. Part 1 Theories Focusing on the Systems in Which Children Develop 2-2 Two Systems of Child Development Urie Bronfenbrenner Family systems theory 2-3 1

2 Urie Brofenbrenner Ecology of human development-idea that children exist in several environments within each other Microsystem Mesosystem Exosystem Macrosystem Chronosystem 2-4 Uri Bronfenbrenner Ecology of human development Microsystem Relationships within families and the resources in a neighborhood Mesosystem Connected network formed by different microsystems Exosystem Groups farther away from child Macrosystem Values of the culture, type of government, social trends, and major events such as natural disasters Macrosystems affect every other system Chronosystem Degree of change or consistency of various systems over time 2-5 Family Systems Theory Boundaries Family s ideas about separateness and togetherness Rules Traditions that families use to guide their interactions with each other Tell how families deal with persons and systems outside their family Roles Responsibility or job that a family assigns to different members of a group 2-6 2

3 Part 2 Theories Focusing on How Children Construct Knowledge 2-7 Several Theories on How Children Construct or Build Knowledge John Dewey Jean Piaget Lev Vygotsky 2-8 John Dewey Four primary interests of children Learner s curiosity Creating classroom communities 2-9 3

4 Four Primary Interests of Children Desire to investigate and discover things Need to communicate Joy in construction Artistic expression 2-10 Learner s Curiosity and Creating Classroom Communities Children have questions about their world Curiosity is a sign of a child s intellectual power and increasing knowledge Places where children can develop necessary thinking skills Teachers can create places where democratic values thrive Open and courteous communication Resolution of conflicts 2-11 Jean Piaget Processes involved in adapting Interaction with people and objects Children learn when they are actively involved and interact with others Assimilation and accommodation Assimilation-taking in new information into an existing repository Accommodation-the times when children change one of their existing ideas to make room for a brand new idea Stages of cognitive development

5 Piaget s Stages of Cognitive Development Sensorimotor Stage From birth to age 2 Babies center on their bodies for the first 7-9 months Gain information about the world through motor activity and coordinating movements Ability to use symbols emerges Preoperational Stage Children can use symbols to represent their experience and mental images Captured by how something appears and ignore other relevant information Cannot reverse things and do not think as a logically 2-13 Piaget s Stages of Cognitive Development Concrete operations stage Are no longer captured by appearance Can reverse operations See more logically with concrete objects Formal operations stage Can apply logic to abstract ideas Think through problems more efficiently Think about many possible reasons for a an existing problem and many ways to solve problems 2-14 Lev Vygotsky Scaffolding A teacher s changing support as a child develops a new competency or skill Zone of proximal development Space or zone where learning and development takes place Adult-child dialogue or discourse Talking about tasks that a child can accomplish without adult help

6 Part 3 Theories Focusing on Psychological, Emotional, and Social Learning Needs 2-16 Theories Focusing on Psychological, Emotional, and Social Learning Needs Erik Erikson Abraham Maslow Alfred Adler Carl Rogers Social learning theory 2-17 Erik Erikson s Stages of Psychosocial Development Trust vs. mistrust birth-18months Develop positive trait of trust when needs are met Autonomy vs. shame or doubt 18months-3 years Encourage independence when possible and safe Initiative vs. guilt 3-5 years Exploration of their world Industry vs. inferiority 6-12 years Support as challenges are faced in different systems

7 Erik Erikson s Stages of Psychosocial Development Identity vs. role confusion Adolescence Dealing with pressure from the outside world Intimacy vs. isolation Young adulthood Generativity vs. stagnation or self-absorption Middle adulthood Integrity vs. despair Late adulthood 2-19 Abraham Maslow Hierarchy of human needs Physiological needs Security needs Social needs Esteem needs Self-actualizing needs 2-20 Alfred Adler Children are social beings may base behavior on faulty perceptions play a role in their development Social environments and interactions influence personal development

8 Carl Rogers believed children have the power to solve their own problems can control their own actions need warm adult support 2-22 Parent Effectiveness Training Based on Carl Roger s Research Problem ownership Step one in problem solving Who owns the problem Deliver I-messages when an adult owns the problem Tell the child clearly that the adult has a problem with something the child did Provides observable data, tangible effects, states how you felt, focuses on change Listen actively when a child owns the problem 2-23 Social Learning Theory and Principles Principle 1: Social learning theorists do not emphasize stages of development Principle 2: Development occurs because of learning from the environment Principle 3: Modeling influences much of children s learning Children learn from a variety of models Principle 4: Children learn complex behaviors in big chunks rather than small steps Principle 5: Behavior can be changed if a child s social environment is changed Principle 6: Children can learn behaviors without reinforcement Principle 7: Reinforcement gives information to children

9 Social Learning Theory Tokens: Tangible positive reinforcers Used to target specific behavior Correct behavior earns tokens Effective Praise: intangible positive reinforcer Be specific, descriptive, and appreciative not mushy Give praise as soon as possible after the event Praise sincerely and reward small steps