EDU-202 Spring -2021 Dr. Fouad Yehya fyehya@aust.edu.lb
1 Big goals
In this session, you will:
• Describe two modern perspectives on socioemotional development: - Bronfenbrenner’s ecological theory - Erikson’s life-span development theory. LANGUAGE DEVELOPMENT LANGUAGE DEVELOPMENT • Language is a form of communication— whether spoken, written, or signed—that is based on a system of symbols. • Language consists of the words used by a community (vocabulary) and the rules for varying and combining them (grammar and syntax) LANGUAGE DEVELOPMENT • Language involves five systems of rules:. - Phonology: Every language is made up of basic sounds - The morphology of a language refers to the units of meaning involved in word formation. A morpheme is a minimal unit of meaning; it is a word or a part of a word that cannot be broken into smaller meaningful parts. LANGUAGE DEVELOPMENT - Syntax: The way words are combined to form acceptable phrases and sentences is their syntax. - Semantics: The term semantics refers to the meaning of words and sentences. Every word has a set of semantic features, or required attributes related to meaning. Girl and women, for example, share many semantic features, but they differ semantically in regard to age. LANGUAGE DEVELOPMENT • Pragmatics: the appropriate use of language in different contexts. Pragmatic rules can be complex, and they differ from one culture to another LANGUAGE DEVELOPMENT Biological and Environmental Influences • Children are biologically prepared to learn language as they and their caregivers interact. • Children benefit when parents and teachers actively engage them in conversation, ask them questions, and talk with, not just to, them. • In sum, biology and experience interact to produce language development. Language Development • Language acquisition advances through stages. - Children make advances in phonology, syntax, semantics, and pragmatics in early childhood. - Vocabulary development increases dramatically during the elementary school years, and by the end of elementary school most children can apply appropriate rules of grammar. Language Development • Self-Reflection (10 min) - How have teachers encouraged or discouraged the mastery of language? Social Context and Socio- emotional Development Children growth and development • Children grow and develop rapidly in their first five years across the four main areas of development. These areas are motor (physical), cognitive, communication and language, and social and emotional. • Children’s social and emotional development influences all other areas of development. What is Social and Emotional Development? • Social and emotional development means how children start to understand who they are, what they are feeling and what to expect when interacting with others. The Community’s Learning Opportunities and Supports Activity (15 min) • Use of the community and culture are very important and have powerful influences on the child’s development . Describe the community’s value for your students. Bronfenbrenner's Ecological Theory • Bronfenbrenner’s theory shows educators that a student’s environment is a key factor in how they develop. Not only do the teachers play a part of the environment, but so do friends, family, administrators, neighbors, and many more. Bronfenbrenner’s Theory • The ecological theory focuses on the social contexts in which children live and the people who influence their development. • Ecological theory consists of five environmental systems that range from close interpersonal interactions to broad-based influences of culture Ecological theory • The five environmental systems are the: microsystem, mesosystem, exosystem, macrosystem, and chronosystem • Bronfenbrenner's Ecological Systems Theory shows how the systems all interact with each other. Ecological theory • A microsystem is a setting in which the individual spends considerable time, such as the student’s family, peers, school, and neighborhood. • Within these microsystems, the individual has direct interactions with parents, teachers, peers, and others. The student is not a passive recipient of experiences but is someone who reciprocally interacts with others and helps to construct the microsystem Ecological theory • The mesosystem contains connections between microsystems. Examples are the connections between family experiences and school experiences and between family and peers. Ecological theory • Exosystem is a people and social settings that a person may not directly interact with. • The exosystem is at work when experiences in another setting influence what students and teachers experience in the immediate context. For example, libraries, which can help or hinder a child’s development. Ecological theory • Macrosystem involves values, morals, and traditions in a culture. Culture is a very broad term that includes the roles of ethnicity and socioeconomic factors in children’s development. It’s the broadest context in which students and teachers live, including the society’s values and customs (Shiraev & Levy, 2010). Ecological theory • Chronosystem: The chronosystem includes the sociohistorical conditions of students’ development. It is events and transitions that occur over time • For example, the lives of children today are different in many ways from when their parents and grandparents were children (Schaie, 2010, 2011). Evaluating Bronfenbrenner’s Theory Bronfenbrenner’s theory • It provides one of the few theoretical frameworks for systematically examining social contexts on both micro and macro levels, bridging the gap between behavioral theories that focus on small settings and anthropological theories that analyze larger settings (the study of humankind). • Shows how different contexts of children’s lives are interconnected. Criticisms of Bronfenbrenner’s theory • Bronfenbrenner (2000) added biological influences to his theory and subsequently described it as a bioecological theory. However, ecological, environmental contexts still predominate in Bronfenbrenner’s theory (Gauvain & Parke, 2010). Criticisms of Bronfenbrenner’s theory • It gives too little attention to biological and cognitive factors in children’s development • It does not address the step-by-step developmental changes that are the focus of theories such as Piaget’s and Erikson’s. Strategies for Educating Children Based on Bronfenbrenner’s Theory Bronfenbrenner’s theory: Application • Teachers need to consider not just what goes on in the classroom but also what happens in students’ families, neighborhoods, and peer groups. Strategies Based on Bronfenbrenner’s Theory • Think about the child as embedded in a number of environmental systems and influences. • Pay attention to the connection between schools and families. Build these connections through formal and informal outreach. • Recognize the importance of the community, socioeconomic status and culture in the child’s development. Developmental view of people’s lives in stages • Activity (10 min) How do you think your own socioemotional development can be described? ERIKSON’S EIGHT LIFE-SPAN STAGES Erikson’s theory • Erik Erikson presents a developmental view of people’s lives in eight development stages. 1-Trust versus mistrust is Erikson’s first psychosocial stage. The development of trust requires warm, nurturing caregiving. The positive outcome is a feeling of comfort and minimal fear. Mistrust develops when infants are treated too negatively or are ignored. Erikson’s theory 2- Autonomy versus shame and doubt (1 to 3 years of age). • Infants begin to discover that their behavior is their own. They assert their independence and realize their will. • If infants are restrained too much or punished too harshly, they develop a sense of shame and doubt. Erikson’s theory 3- Initiative versus guilt (3 to 5 years of age) • Young children need to engage in active, purposeful behavior that involves initiative. • Children develop uncomfortable guilt feelings if they see themselves as irresponsible or are made to feel too anxious. Erikson’s theory 4- Industry versus inferiority (elementary school years, from 6 years of age until early adolescence (10 years)). • children direct their energy toward mastering knowledge and intellectual skills. • The danger in the elementary school years is that of developing a sense of inferiority, unproductiveness, and incompetence. Erikson’s theory 5- Identity versus identity confusion (10-20 years).Adolescents try to find out who they are, what they are all about, and where they are going in life. 6- Intimacy versus isolation (20s-30s). The developmental task is to form positive close relationships with others. The risk of this stage is that one will fail to form an intimate relationship with a romantic partner or friend and become socially isolated. Erikson’s theory 7- Generativity versus stagnation (40s-50s) Generativity means transmitting something positive to the next generation. Stagnation as the feeling of having done nothing to help the next generation. Erikson’s theory 8- Integrity versus despair (60d- death). Older adults tend to review their lives, reflecting on what they have done. If the retrospective evaluations are positive, they develop a sense of integrity. In contrast, older adults become despairing (hopeless) if their backward glances are mainly negative. • Which stage of Erikson’s theory are you in? • Does Erikson’s description of this stage characterize you? Evaluating Erikson’s Theory • Erikson’s theory captures some of life’s key socioemotional tasks and places them in a developmental framework. • His concept of identity is especially helpful in understanding older adolescents and college students. Criticism • Experts point out that his stages are too rigid. • Identity, intimacy, independence, and many other aspects of socioemotional development are not appear in packaged age intervals. • The eight stages always occur in the order and according to the timetable he proposed has not been scientifically documented. Strategies for Educating Children Based on Erikson’s Theory 1- Encourage initiative in young children. • Children in preschool and early childhood education programs should be given a great deal of freedom to explore their world. They should be allowed to choose most of the activities they engage in. • Provide exciting materials that will stimulate their imagination. Encourage initiative in young children. • Help children assume responsibility for putting toys and materials back in place after they have used them. • Criticism should be kept to a minimum so that children will not develop high levels of guilt and anxiety. • Structure activities and environment for successes rather than failures by giving them developmentally appropriate tasks; 2- Promote industry in elementary school children. • Teachers could provide an atmosphere in which children become passionate about learning. • It is important for teachers to encourage motivation for mastery and curiosity. • Give students meaningful tasks to accomplish that are challenging, but not overwhelming. 3. Stimulate identity exploration in adolescence • Student’s identity is multidimensional. Ask adolescents to write essays about such dimensions, including vocational goals, intellectual achievement, and interests in hobbies, sports, music, and other areas, exploring who they are and what they want to do with their lives. • Have people from different careers come and talk with your students about their work regardless of the grade you teach 3. Stimulate identity exploration in adolescence • Encourage adolescents to think independently and to freely express their views by listening to, reading about, and participating in debates on religious, political, and ideological issues. • Understand that adolescents often express their developing identities through their appearance, language choices, and peer group choices.