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Summary of 53 pages for the course Pedagogische systemen in de kindertijd en adolescentie at UU (English)
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PSKA TentamenWEEK 1
Berns Hoofdstuk 1
Socialization is a process by which individuals acquire the knowledge,
skills, and character traits that enable them to participate as effective
members of groups and society (happens over time, through interaction
and communication with emotionally significant others)
- Socialization is unique to humans.
- Reciprocal (interaction more humans) and dynamic (interactions
change over time)
- Genetics: genotype (all hereditary components)
o Passive: parent and child genetics match
o Evocative: parents behavior elicits response environment
o Active: child looks for environment that fits them
- Can happen intentionally and unintentionally
Temperament: easy, slow-to-warm-up, difficult (sensitivity and
responsiveness) “goodness of fit” is important goodness of fit” is important
Maturation: developmental processes associated with the biological
process of aging
Piaget’s theory:
- 0-2 infants: senso-motorical stage ; senses
- 3-5: pre-operational stage ; intuitive, imaginative
- 6-11: concrete operational stage ; logic, but only for reality
- 12<: formal operational stage ; abstract and hypothesis
Bronfenbrenner: micro, meso, macro-, exosystem
Berns hoofdstuk 4
Prosocial behavior: involves benefiting others by behavior
Competence: effective adaptation to one’s environment
Parenting styles: authoritarian, authoritative, permissive, overinvolved,
uninvolved
Attachment:
, - Secure: explores environment when mother is present, upset when
she leaves, seeks contact when she returns
- Resistant: stays closr to mother, upset when she leaves, resists
contact when she returns
- Avoidant: little distress when mother leaves, ignores her when she
returns
- Disorganized: confused whether to approach stranger or not, seeks
contact with mother after return then withdraws
Interaction parents and others is also important: family friendly
neighbourhoods, informal and formal support influence parenting
Berns hoofdstuk 6
How schools and teachers respond to the child’s learning style affects the
child’s educational experience.
Schools need to interact with families so that socialization goals for the
child are complementaryt rather than contradictory.
- Decision making (determining policies), participation (assistance in
classroom) and partnership (home guidance)
-
Berns hoofdstuk 7
Teachers are the most important socializing influence of the school.
- Communication of high expectations, adapt learning activities,
organize classroom for optimal earning, etc.
- Know students and respond accordingly
- Communicate verbally
- Relate to students positively
- Be a role model
- Be democratic
- Be a collaborator: indirect instruction
- Be a mentor
Inattentiveness and misbehavior was often linked to problems of
discontinuity in a lesson. Overlapping is also important. Transitions as
well.
,Pygmalion effect: teachers treat certain students differntly students’
behavior starts reflecting expectations of teachers
Parke hoofdstuk 7
Children who’s parents are warm and responsive are more competent.
Physical punishment is linked to agression in children.
Parenting styles
- Authoritarian
o Conflicted-irritable, fearful and moody children
o less self-confidence, less socially competent, more unfriendly,
less likely to be leaders
o Less agreeable parents, poor at taking other’s perspective
o Parents often have less education
- Permissive
o Impulsive-agressive children
- Authoritative
- Uninvolved parenting
o Impulsive, agressive, noncompliant, moody, more likely
delinquency
o Neurotic parents are more likely to be negatie and rejecting.
Parents are affected by the parenting style of their own parents.
Neighbourhoods are also influential, as well as children’s behavior.
Parenting and child’s behavior have a transactional relationship: also over
time, parenting of now influences behavior later on.
If fathers are prosocial and positive, the children are more likely to be
competent. Fathers participate in play activities more, more physically
arousing. (Not in all cultures, though.) biology and
environment/culture matter in parenting
Parke hoofdstuk 9
Collective efficacy: people’s shared beliefs in their collective power to
achieve a goal or produce a desired result
- Significant predictor of student’s academic results; improves
classroom climate
, Participation in extracurricular activities is linked to a number of positive
outcomes.
Large schools have a negative effect on children. The variety of
extracurricular activities was not different, and children participated
more in small schools.
The transition to middle school is a difficult one for most children,
undermining their social competence and leading to a higher chance of
dropping out. It’s not a good stage-environment fit, because children at
this age are already undergoing other transitions. No age is ideal
however, and children differ.
Career aspirations are higher for girls in same-sex schools. Some good
outcomes, on self-esteem, but they also enhance gender sterotyping.
Smaller classes are benefitial for both teachers (satisfaction) and
students (supportive and caring), especially younger ones.
Open classrooms: students move around, help each other with projects,
participate in decision making social benefits, but noise
Cooperative learning: small groups of students working together
increases social skills
Peer tutors: tutors gain in self-esteem, satisfation from helping others
Impact teachers
- Keeping control: operant conditioning is succesful
- Expectations of children’s succes: Pygmalion effect
- Student-teacher realtionships: conflict (not cooperative, dislike
school) and dependency (withdrawn, less engaged in school
activities) are both not good
o Positive relationship can be a buffer for later adjustment
problems in school
Children from low SES families and minority groups have a more difficult
time because the school and home culture differ.
- Teachers should be exposed to multicultural values and ideals so
that they have a better understanding
Relegating pernts tot he playground committee rather than having them
participate in school decision making is less benefitial for children.
Parents’ involvement is more effective when they communicate
expectations to teachers and show their children that they value
education.
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