Pedagogische Systemen In Kindertijd En Adolescentie (201700102)
Summary
PSKA: Summary Social Development Clarke-Stewart & Parke
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Pedagogische Systemen In Kindertijd En Adolescentie (201700102)
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Universiteit Utrecht (UU)
Book
Social Development
This document contains an English summary of the book Social Development by Clarke-Stewart & Parke. It is a comprehensive summary, with more detailed information on tougher topics.
Pedagogische Systemen In Kindertijd En Adolescentie (201700102)
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Samenvatting Clarke Social development
Clarke-Stewart, A., & Parke, R. D. (2014). Social development, 2nd edition. John Wiley & Sons Inc.
Hoofdstuk 7 family: early and enduring influences
Intro:
Every child has a different family. This chapter describes some of these differences and discusses the
strong and enduring effects families have on children’s social development.
Families are systems for socialization: family members channel children’s impulses into coially
accepted outlets and teach children skills and rules they need to function in society.
The family system is composed of a number of subsystems
- Mother father
- Mother child
- Father child
- Mother father child
- … with siblings
…
Pagina 193 – 199 is tentamenstof:
The parent-child system
Raising children and being successful.
How parents socialize children
When children become older (preschool age), parents efforts to socialize them increases. These
efforts maintain until parents are satisfied with the result or give up in frustration.
Every family has somewhat different socialization goals. Regardless of these specific goals, parents
use learning principles to teach their children social rules and roles (reinforcement, modeling
(intended and not intended)).
Differences in socialization approaches
All parent use the same principles but they also differ in the way they go about the job of
socialization. Related to the parents’: emotional involvement (warm = better), level of control (happy
medium is ideal).
A key aspect of strict control is physical punishment. Studies showed that physical punishment is
linked to a variety of negative outcomes.
Negative effects of punishment (and accompanied with spanking which is not driven by anger) can
be avoided by making punishment contingencies clear and reinforcing appropriate behaviors.
Parenting styles
Combining the dimensions of emotion and control produces four different parenting styles:
- Authoritarian: emotionally rejecting and highly controlling
- Permissive: emotionally positive and low in control
- Authoritative: emotionally positive and firmly controlling
- Uninvolved: emotionally rejecting and low in control
Authoritative: Energetic and friendly kids (Baumrind, 1991 and 2010)
Authoritarian: Conflicted – irritable children, who tended to be fearful and moody (Baumrind, 1991
and 2010)
,Permissive: impulsive-aggressive children (Baumrind, 1991 and 2010)
Uninvolved: children are likely to be impulsive, aggressive, noncompliant, and moody. (other
research)
‘Uninvolved parents focus on their own needs before those of the children.’
Why parents have different parenting styles
The socialization style of parents has different sources:
- Quality of the relationship with each other – good marriage is more likely authoritative
- Parents’ personalities – less agreeable is more authoritarian
- Parents’ abilities – good adapting to change is linked with authoritative
- Parents’ mental health – uninvolved is often depressed
- Parents’ education – lower education is often more authoritarian in disciplining
- Parents’ family of origin – affected by the experience with their own parents ( to some
extent parenting styles are transmitted from one generation to the next).
- The circumstances in which families live (the neighborhood)
- The children’s behavior!!!!!
o Tested in correlational studies but also in experiments
Research up close: transmission of hostile parenting across generations
…
Socialization: from bidirectional to transactional
Bidirectional yes! But also transactional: if the situation is like this when the child is … years old, it is
likely that the situation is that when the child is … years old.
Mothers’ and fathers’ parenting
Fathers typically spend less time with their children than mothers do and are less likely to supervise
the childrens’ play with peers. (even today). Fathers do have a significant influence. The way fathers
play with their children is often more physical than mothers’ way.
Cross cultural data suggest that cultural and environmental contexts as well as biological factors
shape parents’ play patterns.
Hoofdstuk 9. Schools, mentors, media: connections with society
pp. 263-273
The role of the school in social development
Children today spend more time in school than ever before. Schools teach children in academic
subjects but also about the rules, norms and values children need to get along in society and heling
them develop the skills they need to interact with other people. Schools are important contexts for
socialization.
Schools as social communities
School is community.
The mechanisms through which these positive effects of a sense of community are achieved is
probably “collective efficacy” = peoples shared beliefs in their collective power to achieve a goal or a
desired result. Promoting collective efficacy is likely to improve both student achievement and
classroom climate and children’s social behavior as well.
School size and organization
,Appearances can be deceiving
Big schools; small schools
Against expectations in small schools more students are engaged in extra curricular activities.
Students feel a greater obligation to play an active role in the small school and developed a stronger
sense of belonging compared to students from bigger schools. The reduces sense of identification
and involvement of students in larger schools may be part of the reason that dropout rates tend to
be higher in large schools than small schools.
Extracurricular activities are linked to a number of positive outcomes.
- Better school attendance
- Higher self-esteem
- Higher achievement motivation
- Less likely to get involved in delinquent behavior, become pregnant, experience depression,
commit suicide.
Clubs and sports actually help children and adolescents navigate their school years successfully.
Age groupings in school
The way that different grades are organized also affects children’s development. Less school
changing is better for the development. Shifting to a middle school can have negative consequences.
This is also likely because preadolescents are undergoing other transitions at the same time. The
shift to a new school at this age does not provide a good stage-environment fit. Especially girls who
undergo a lot of transitions have less self-esteem, participate in fewer extra curricular activities, and
have lower grades.
If change comes too suddenly, too early or occurs in too many areas at once, children are likely to
suffer. They do better in terms of self-esteem and behavioral coping if they have some “arena of
comfort” in their lives.
The transition from elementary school to middle school is a challenge, but that from middle school
to high school as well.
No single age-grouping system for school is ideal for all children. A reform has been proposed and
has good results.
Coeducational versus same-sex school
Does it matter?
Outcomes in academic areas are better in same-sex schools. Children in same-sex schools are less
distracted by the opposite-sex classmates, participate more actively in class idscussions, and develop
more self-confidence and self-esteem. However, because same-sex schools are often private rather
than public, the quality of the instruction and the motivation of both students and teachers may be
higher in these school contexts than in public schools. It is suggested that single-sex schools increase
gender stereotyping.
If same-sex schools are more ideal is not yet determined. More research is needed.
Class size and organization
Children’s social experiences and development are also affected by variations in class size and
organization.
Advantages of small classes
Being in a small class is beneficial for children’s social development, particularly in the early grades.
, Benefits of open classrooms
Open classroom: a class where students can move around, work in small groups, help each other
with projects, and participate in decision making. Teachers implement this open classroom
organization because they believe children learn best by being involved and participating actively in
their own learning rather than passively listening to the teacher spout knowledge. Open classrooms
result often in noise, which is not beneficial for some students, but also offers a lot of social benefits.
Cooperative learning
Cooperative learning involves small groups of students working together. The goal is to maximize
the learning of all students and create relationships among diverse children. This is very very good!
But not seen much in practice.
Peer tutors
Teachers sometimes arrange peer tutoring in which an older, experiences student tutors a younger
or less capable child. Both tutors and tutees can benefit in a variety of ways, tutors usually gain
more.
Bet you thought that … homeschooled children were socially disadvantaged
…
The Teachers Impact
Teachers play several roles in the classroom: instructor, social model, evaluator, and disciplinarian …
etc.
Keeping control: classroom discipline and management
Numerous of studies have demonstrated the effectiveness of systematic reinforcement for
controlling children’s behavior. It is very common nowadays that students can accumulate points,
tokens or gold stars that they can exchange (collectively) for rewards.
Using operant conditioning principles is clearly better for children than having a teacher shout at
them or let the class go wild. But teachers need to exercise care in choosing the target activities and
in applying the reward system – for intrinsic motivation can become less with tokens to reward the
behavior.
Teacher expectations and childrens success
Early in the school years teachers form impressions about how well new students will do and act
accordingly which affects the children’s classroom performance.
Pygmalion effect self fulfilling prophecy
Believing that some students are exceptionally bright or stupid, makes teachers treat these children
differently.
When teachers thought children would do well, the children adopted a similar set of elevated
expectations, which in turn resulted in increase achievement.
Some suggested that these effect can besides academic success also be seen in social success.
Teacher-student relationships
The quality of the relationships that children form with their teachers is an important contributor to
the children’s social and academic success.
The teacher-student relationship may be especially important for the social adjustment of minority
children.
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