Pedagogische systemen in de kindertijd en adolescentie
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Uitgebreide Samenvatting Pedagogische Systemen in de Kindertijd en Adolescentie
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Pedagogische systemen in de kindertijd en adolescentie
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Universiteit Utrecht (UU)
Dit document is een uitgebreide samenvatting van alle literatuur die gelezen moet worden voor het tentamen van Pedagogische Systemen in de Kindertijd en Adolescentie (PSKA). De literatuur is samengevat per week. De meeste artikelen en hoofdstukken zijn samengevat in het Engels.
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Pedagogische systemen in de kindertijd en adolescentie
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Pedagogische systemen in de kindertijd en adolescentie
Literatuur week 1 – Socialisatie van kinderen en adolescenten
White & Berns – Child, family, school, community: socialization and support
Chapter 1: Ecology of the child
1.1 Ecology and child development
Ecology – 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 (e.g. learning, behavior).
Adaptation – modification of an organism or its behavior to make it more fit for
existence under the conditions of its environments.
Children are socialized and supported by their families, schools and communities, in
that these significant agents accept responsibility for ensuring children’s well-being.
These socializing agents nurture children’s development, enabling them to become
contributing adults.
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 groups and
society. Socialization takes place in the family, school, peer group, and community,
as well as via the media.
Socialization occurs:
- Over time
- Through interaction with significant others
- By means of communication
- In emotionally significant contexts
And leads to certain outcomes that are shaped by various social groups.
1.3 Socialization as a unique human
process
Language enables humans to develop the
abilities to reason and a characteristic
pattern of behavior. It is reason and behavior
that enable us to internalize the attitudes of
others. Children internalize the attitudes of
their parents in the form of role taking. They
incorporate parental and significant adult
expectations into their behavior, thereby
becoming socialized as a ‘generalized other’.
They, in turn, have similar 0065pectations of others with whom they interact. These
expectations for people to behavior appropriately form the foundation for a society.
,1.4 Socialization as a reciprocal dynamic process
Socialization is a….
- Reciprocal process – when one individual interacts with another, a response in
one usually elicits a response in the other.
- Dynamic process – interactions change over time, with individuals becoming
producers of responses as well as products of them. These reciprocal dynamic
processes become more complex throughout development due to changes in
the child and in the socialization agents.
Throughout development, children play a role in their own socialization. Children
sometimes motivate how others treat them. The way you socialize children is often
influenced by their reaction to you. 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.
Genetics
Genetics play a role in the child’s contribution to his or her developmental outcomes,
beginning with the child’s genotype (the total composite of hereditary instructions
coded in the genes at the moment of conception). Parents not only pass on genes to
children , but also provide environments, or contexts for development – there is a
correlation between the influence of one’s genotype and one’s environment on
developmental outcomes. Because children inherit genes from their parents, children
are prewired to be affected by the environments their parents provide.
- This type of genotype-environment interaction is passive
Child’s genotype inherited from: parent’s genotype + environment (provided by
parents) → developmental outcomes.
Another type of genotype-environment interaction is evocative – an individual’s
genotype will tend to evoke, or elicit, certain responses from the environments in
which he or she interacts.
- Child’s genotype elicits environmental responses → developmental outcomes.
Active genotype-environment interqaction : an individual’s genotype will tend to
motivate that person to seek out environments most compatible with his or her
genetic prewiring.
- Child’s genotype seeks compatible environment → developmental outcomes.
Temperament
Temperament – the innate characteristics that determine an individual’s sensitivity to
various experiences and responsiveness to social interaction. How caregivers
respond to their children’s temperaments influences the socialization process. if there
is a ‘goodness of fit’ between the child’s temperament and his or her caregivers, then
socialization is likely to proceed smoothly. If the fit is poor, socialization is likely to be
rough.
,Maturation
Maturation refers to developmental changes associated with the biological process of
aging. Newborn 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 in parental expectations
for behavior.
As infants become children, adolescents, and then adults, they interact with more
people and have more experiences. In so doing, they acquire skills, knowledge,
attitudes, values, motives, habits, beliefs, interests, morals and ideals.
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 interaction,
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 other’s behavior as well as from
their verbal statements. This information is all processes in the brain to influence
future behavior and feelings.
1.6 Change, challenge, and socialization
When social change occurs as, for example, rapid technological and scientific
advances that result in economic fluctuations, socializing agents are affected. Adults
are affected directly by the uncertainty that change produces, as well as by the new
opportunities and challenges it may present. How parents adapt to societal change
indirectly affects children.
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. It also involves exposing children to
active, hands-on, age-appropriate, meaningful experiences.
That children are pressured to know more than their parents is not new; it is part of
evolution or societal change. As new knowledge is discovered, it is the children who
learn it in school. Societal change can produce family tensions; it can also produce
challenges.
, Change and the concept of childhood
The concept of childhood did change throughout the centuries in that the treatment of
children by parents and society improved considerably. Throughout American history,
adults have defined how children experienced childhood. However, in the last part of
the 20th century, adolescence became a protracted concept and youth began to
define its own culture.
There is a general concern among child development specialists and educators
about the loss of childhood (children must cope with a world in which both parents
work, drugs are available, sex is as close as the TV etc.).
➔ 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.
Change, adaptation, and socialization
Since individuals reflect both their biological characteristics and their socialization
experiences, they are not static. Socialization is dynamic, transactional, and
bidirectional (or reciprocal). Ideally, as children develop, control over their behavior
gradually shifts from the adult to the child.
From a societal perspective, as politics, economics, and technologies change, so do
the goals of parenting and education, resulting in changes in children’s cognitive
development.
1.7 Scientific theory and the bioecological model of human development- a
major socialization theory
Scientific theory – organized set of statements that explain observations, integrates
different facts or events, and predicts future outcomes:
- Provide framework for interpreting research findings + give direction for future
study.
- Explain particular aspect of development.
- Describe settings that influence many aspects of the child’s development, or
- Examine the interaction between the child and his or her environment.
Bioecological – refers to the role organisms play in shaping their environment over
time.
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