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Summary Social Emotional Development - Elementary
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Summary of 33 pages for the course Sociaal Emotionele Ontwikkeling at UvA
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Sociaal Emotionele Ontwikkeling op de BasisschoolIntroductie in de sociaal-emotionele ontwikkeling op de basisschool
Equifinality: verschillende paden kunnen op het zelfde eindpunt terecht komen
Verhaal jongen Curaçao (drop-out)
Verhaal jongen klein dorpje in NL (perfect schoolleven)
Jongens hebben totaal verschillend leven, maar hebben uiteindelijk
dezelfde baan
Er zijn globaal twee manieren om te denken over de ontwikkeling van kinderen
Alles wat kinderen doen heeft een functie, namelijk leren voor iets wat je in
de volwassenheid nodig hebt
development as a continuous process towards a finished adult
o V.b. moedertje spelen
Het gedrag van een kind helpt het kind om in het hier en nu te
functioneren
development in the niche of childhood
o V.b. een knuffel bij het slapen
o V.b. Gekke bekken trekken (plezier beleven)
Concepts of the current views of development
1. Critical period and Sensitive period
2. Individual differences (a.k.a. temperament)
3. Regularity concerning the sequence of stages
4. Functional considerations (with beneficial consequences)
5. Continuity versus discontinuity
o homotypic continuity: we have very similar response modes across
time
o heterotypic continuity: involves the inter-relation of different
response modes across time (zie TCAS vb op blz 10)
Ontwikkeling: aanleg x omgeving x leeftijd
Factor leeftijd: leeftijd beïnvloed hoe de aanleg tot uiting komt, sommige
dingen komen namelijk pas tot uiting in de volwassenheid. En in welke
mate omgeving invloed heeft op de ontwikkeling hangt ook af van de
leeftijd.
Interactions in the classroom: teacher-pupil interactions
How to assess the ‘effects’ and ‘effectiveness’ of teaching?
Transmission of knowledge
Efficient orchestration of teaching skills
Facilitation of learning
Differences between teachers
Formal v.s. informal
Quantitative v.s. qualitative
Teacher centred v.s. pupil v.s. subject centred
Individual v.s. class teaching
,Teacher expectations
What are expectations?
Four groups of definitions of expectations:
1. Ability or achievement measures
2. Expected improvement
3. Manipulated expectations (expectations created by false information)
4. Natural discrepancy measures (how much a teacher over- or
underestimates student’s performance)
Do expectations causally affect pupils’ achievements?
Judgements of pupils that are accurate
Judgements of pupils which are biased and causally and adversely affect
pupils
Self-fulfilling prophecy
1. Teacher has an ideal type -that is, characteristics necessary for success-
and this is related to social class
2. Students on entry are subjectively evaluated in terms of the presence of
these characteristics and put into groups expected to succeed (fast
learners) or fail (slow learners)
3. The groups are differentially treated by the teacher –the fast learners
receiving most teacher time. Slow learners are taught infrequently, receive
more control and receive little support from the teacher
4. Interactional patterns become rigid and caste-like with the completion of
academic material widening over the year
5. The process continues into later years but is now no longer based on
subjective judgements but on objective performance information (which
the judgements originally served to cause)
What processes mediate the connection between expectations and achievement?
Four social psychological mechanisms by which expectations are
communicated:
o Climate teacher’s warmth
o Input material
o Verbal output opportunity to academic interactions
o Feedback
Elements of Four-factor model of expectancy
1. Instruction groups
2. Curriculum
3. Motivational strategies
4. Students role in their own learning
5. Evaluation
6. Differential allocation of warmth, trust, humour and concern
7. Different parent-class relations
What factors affect expectations?
1. Children’s verbal skills
2. Parental income (a measure of home circumstances)
3. Whether children were seen by teachers as having behavior problem that
interfered with their learning
4. Whether children were seen as a pleasure to teach
, Teacher and classroom influences
Explain the type of planning and decision-making process that teachers seem to
employ most often
Teachers often do not follow a rational planning model because they do not
always begin planning in relation to specific objectives or goals. Rather, they
often begin planning by considering the learning context and the content to be
taught, after which they shift their attention to motivational concerns (e.g.
student participation and involvement). Teachers affect student motivation and
learning through their planning and instruction, but student reactions to
instruction cause teachers to take stock of the situation and implement strategies
that they believe will have better effects on motivation and learning.
Discuss how grouping practices, teaching methods, use of models, and
technology can be applied most effectively to promote motivation and
achievement
Grouping
Effective teaching enhances motivation because it validates students
beliefs about their learning capabilities
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