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Samenvatting Theorie PSBK
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Samenvatting Pedagogische Systemen in Baby- en Kindertijd (Berns, NRC en artikelen)
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Theorie PSBK jaar 1Berns H1 (P.2-35)
1.1 Ecology and child development
Ecology is the science of interrelationships between organisms and their environments. Human
ecology involves the biological, psychological, social and cultural contexts in which a developing
person interacts and the consequent processes that develop over time. Adaption is the modification
of an organism or its behaviour to make it more fit for existence under the conditions of the
environment. Examples of societal forces impacting human adaption are demographics (statistical
characteristics of human populations such as age, income and race), economics (the production,
distribution, and consumption of goods and services), politics and technology.
1.2 Socialization and child development
Socialization is the process by which individuals acquire the knowledge, skills, and character traits
that enable them to participate as effective members of the groups and society.it takes place in the
family, school, peer-group and community, as well via the media. Socialization happens:
Over time
Through interactions with significant (>important) others
By means of communication
In emotionally significant context
1.3 Socialization as a unique human process
Language makes ideas and communication of these ideas possible. Also, it makes possible to replace
action with thoughts and then use thoughts to transform behaviour. Language enables humans to
develop the abilities to reason and a characteristic pattern of behaviour.
Language Thoughts
Behaviour
Thoughts Language
1.4 Socialization as a reciprocal dynamic process
Socialization is e reciprocal process in that when one individual interacts with another, a response in
one usually elicits a response in the other. It is also a dynamic process in that interactions change
over time, with individuals becoming producers of responses as well as products of them. Not only
do children actively contribute to interactions, but in so doing, they affect their own developmental
outcomes, transforming themselves in the process and influencing how others reciprocate.
Biological genetics plays a role in the child’s development. First, the genotype, the total composite of
hereditary instructions coded in the genes at the moment of conception. There is a correlation
between the influence of one’s genotype and one’s environment on developmental outcomes.
Types of genotype-environment interactions:
Passive > children are affected by the environments their parents provide
Evocative > individual’s genotype will tend to elicit certain responses from the environments
in which he/she interacts
Active > individual’s genotype will tend to motivate that person seek out environments most
compatible with his/her genetic “prewiring”
,Second, the temperament, the innate characteristics that determine an individual’s sensitivity to
various experiences and responsiveness to social interaction. Children’s psychological responses fall
into three broad temperamental categories: “easy,” “slow-to-warm-up,” and “difficult.” How
caregivers respond to their children’s temperaments influences the socialization process. Gentle
parenting techniques let the socialization process be smooth.
Maturation refers to developmental changes associated with the biological process of aging. New-
born humans come into the world with inherited characteristics and with certain needs and abilities
that change as they mature. As children mature, their needs and abilities elicit changes parental
expectations for behaviour. As infants become children, adolescents, and then adults, they interact
with more people and have more experiences, they acquire skills, knowledge, attitudes, values,
interests, etc.
1.5 Intentional and unintentional socialization
Much socialization is intentional, done on purpose. 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, it is referred to as intentional socialization. Much of
socialization, however, takes place spontaneously during human interactions, without the deliberate
intent to impart knowledge or values. Unintentional socialization may be the product of involvement
in human interaction or observation of interaction. Sometimes, a socialization goal can be intentional
on the part of the parents or teachers, but have both intentional and unintentional outcomes on the
child. In sum, children take cues, emote, and learn from others’ behaviour as well as from their
verbal statements. This information is all processed (constructed, interpreted, transformed, and
recorded) in the brain to influence future behaviour and feelings.
1.6 Change, Challenge and socialization
Socialization is a very complex process indeed. The more technological and diverse the society, the
more children have to learn in order to adapt effectively, the more socializing agents and experiences
contribute to the process, and the more time the socialization process takes. Societal change,
especially technologic and scientific, can influence the goals of child rearing and education. A
developmentally appropriate curriculum involves understanding children’s normal growth patterns
and individual differences. Thus, societal change can produce family tensions; it can also produce
challenges.
The age of protection for children has been undermined by societal pressures on parents. It is not
surprising that some parents react by becoming overprotective, hampering the child’s independence.
The input affects the output of socialization, for ex.:
>>> intentional socialization
Examples of input Examples of output
Instructions Values
Setting standards Attitudes
Learn by doing Motives and attributions
Feedback Self-esteem
Reinforcement Self-regulation of behaviour
Punishment Morals
Group pressure Gender roles
Thus, children play a role in their own socialization, which sometimes makes intentional socialization
difficult.
, 1.7 Scientific theory and the bioecological model of human development: a major socialization theory
A scientific theory is an organized set of statements that explains observations, integrates different
facts or events and predicts future outcomes. Theories:
Provide a framework for interpreting research findings and give direction for future study
Explain a particular aspect of development
Describe settings that influence many aspects of the child’s development (culture)
Examine the interaction between the child and his/her environment (ecology)
Bioecological refers to the role organisms play in shaping their environments over time. The
bioecological model of human development represents the evolving character of science, because it
can accommodate other theories and old research while providing a conceptual scheme to assimilate
new research.
1.8 Ecological systems and socialization
According to Bronfenbrenner’s bioecological theory, there are four basic structures in which
relationships and interactions take place to form patterns that affect human development:
1. Microsystem
2. Mesosystem
3. Exosystem
4. Macrosystem
The microsystem refers to the activities and relationships with
significant others experienced by a developing person in a particular
small setting such as family, school, peer group or community. The
family is the primary socializer of the child in that it has the most
significant impact on the child’s development. The setting of the family
provides nurturance, affection etc. The school is the setting which
children formally learn about their society. The peer-group is the
setting in which children are generally unsupervised by adults, thereby
gaining experience in independence. The community (neighbourhood)
is the main setting in which children learn by doing. The media (not in
Bronfenbrenner) is the setting in which child can view the whole world.
The child’s development is affected in each of the aforementioned
settings not only by the child’s relationships with others in the family,
school, peer group, or community, but also by interactions among
members of the particular microsystem > heel persoonlijk!
The mesosystem consists of linkages and interrelationships between two or
more of a developing person’s microsystems. The impact of
mesosystems on the child depends on the number and quality
of interrelationships. If it got impact, the mesosystem provide
support for activities going on in microsystems.
The exosystem refers to settings in which children are not
active participants, but that affect them in one of their
microsystems (for ex. parents’ jobs, the city council)
> beschikbaarheid van scholen
The macrosystem consists of the society and
subculture to which the developing person belongs,
with particular reference to the belief systems,
lifestyles, patterns of social interaction and life changes. A society is a
community, nation, or broad grouping of people having common
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