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Summary PSBK of Berns Chapters 1 to 7 and Chapter 10
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This is a summary of chapters 1 through 7 and chapter 10 of the book Child, Family, School, Community by Roberta M. Berns (10th edition).
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Samenvatting Pedagogische Systemen in Baby- en Kindertijd (Berns, NRC en artikelen)
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PSBK samenvattingChapter 1: Ecology of the child
1.1: Ecology and child development
Ecology= the science of interrelationships between organisms and their environments
Human ecology= the biological, psychological, social and cultural contexts in which a
developing person interacts and the consequent processes that develop over time
Adaptation= the modification of an organism or its behavior to make it more fit for existence
under the conditions of its environment
Demographics, economics, technology and politics are all examples of societal forces that
impact human adaptation.
1.2: Socialization and child development
Socialization= the process by which individuals acquire the knowledge, skills and character
traits that enable them to participate as effective members of groups and society
Socialization occurs: over time, trough interactions with significant others, by means of
communication and in emotionally significant contexts
1.3: Socialization as a unique human process
Socialization is unique to human beings because we can think. Language separates us from
animals. Language makes ideas and communication possible. Language also makes it
possible to replace action with thoughts and then use thoughts to transform behavior.
Trough language, humans can develop the abilities to reason and to develop a characteristic
pattern of behavior enables internalization (externally controlled behavior shifts to
internally and self-regulated behavior)
1.4: Socialization as a reciprocal dynamic process
Reciprocal (wederzijds) when one individual interacts with another, a response elicts a
response in the other
Dynamic interactions change overtime because individuals become producers and
products of responses
Genetics:
Genotype= the total composite of hereditary instructions coded in the genes at the
moment of conception
Passive genotype-environment interaction: the child inherits genes from their parents
and is therefore prewired to be affected by the environment their parents provide
(intelligent parents intelligent child stimulating environment)
Evocative genotype-environment interaction: an individual’s genotype will tend to
evoke certain responses from the environment in which they interact
(social child interacts others in social activities more responsive environment)
, Active genotype-environment interaction: an individual’s genotype will tend to
motivate that person to seek out environments most compatible with their genetic
prewiring (shy child seeks solitary activities influences development)
Temperament:
Temperament= the innate characteristics that determine an individual’s sensitivity to
various experiences and responsiveness to social interaction
Babies are born with different temperaments
Temperamental quality Easy child Slow to warm up child Difficult child
Rhythmicity Very regular Varies Irregular
Approach/ withdrawal Positive approach Initial withdrawal Withdrawal
Adaptability Very adaptable Slowly adaptable Slowly adaptable
Intensity of reaction Low or mild Mild Intense
Quality of mood Positive Slightly negative Negative
If there is a goodness of fit between the child’s temperament and their caregivers, then
socialization is likely to proceed smoothly
,Maturation:
Maturation= the developmental changes associated with the biological process of
aging
1.5: Intentional and unintentional socialization
Intentional socialization= when adults have certain values that they consistently convey
explicitly to the child, and when they back these up with approval for compliance and
negative consequences for noncompliance
Unintentional socialization= trough human interaction, without the deliberate intent to
impart knowledge or values
Sometimes the socialization goal can be intentional on the part of parents but can have both
intentional and unintentional outcomes for the child.
1.6: Change, challenge, and socialization
Parents, teachers, grandparents, siblings etc. are all agents of socialization.
Society becomes more diverse and technological children have to learn more to adapt
more socialization agents contribute the socialization process takes longer
Adults are directly affected by societal change (ex. Economic fluctuation impacts the family’s
finances)
The way adults adapt to societal change indirectly affects the children (ex. Parents work
more child has greater responsibility in the household)
New technology helps in multitasking, but may also contribute to diminished attentiveness
to family members.
Developmentally appropriate= a curriculum that involves understanding children’s normal
, growth patterns and individual differences
The concept of childhood changes throughout the centuries
1.7: Scientifical theory and the bioecological model of human development: a major
socialization-theory
Theory:
= an organized set of statements that explains observations, integrates different facts or
events and predicts future outcomes
- provides a framework for interpreting research findings and gives direction for future study
- explains a particular aspect of development such as genetics
- describes settings that influences many aspects or the child’s development such as culture
- examines the interaction between the child and their environment
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