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Samenvatting BernsHoofdstuk 1, ecology of the child:
1.1
Ecology: the science of interrelationships between organisms and their environment.
Human ecology: the biological, psychological, social and cultural contexts in which a developing
person interacts and the consequent processes (f.e. perception, learning, behavior) that develop
over time.
Adaption: the modification of an organism or its behavior to make it more fit for existence under the
conditions of its environment.
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 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.
Many forces in society contribute to children’s development and so do children themselves.
Socialization occurs:
- Over time
- Through interaction with significant others
- By means of communication
- In emotionally significant contexts
➔ This leads to certain outcomes that are shaped by various social groups.
1.3
Language makes ideas and communication of these ideas possible, language also makes it possible to
replace action with thoughts and then use thoughts to transform behavior.
- Internalization: to process by which externally controlled behavior shifts to internally/self-
regulated behavior.
Language enables thoughts which lead to behavior and thoughts enable language which also leads to
behavior.
1.4
Socialization as a reciprocal dynamic process
- Reciprocal: when one individual interacts with another a response usually triggers a response
in another.
- Dynamic: interactions change overtime, individuals become producers of responses as well
as products of them.
,1.4a (genetics)
Genotype: 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
development outcomes.
3 types of genotype-environment interactions:
- Passive; child’s genotype inherited from parents genotype + environment provided by
parents → developmental outcomes.
For example: intelligent parents = intelligent child. Intellectually stimulating things and
activities. Because of child’s genotype this intelligence comes to good use.
- Evocative; child’s genotype elicits environmental response → developmental outcomes.
For example : a happy, sociable child is more likely so engage in social activities which makes
the child even more social.
- Active; child’s genotype seeks compatible environment → developmental outcomes.
For example: child chooses its environment and friends, shy child prefers solitary and a very
social child chooses big group activities. They choose these environments themselves.
1.4b (temperament)
Another aspect of one’s biological makeup is temperament.
Temperament: innate characteristics that determine an individual’s sensitivity to various experiences
and responsiveness to patterns of social interaction. → this is evident soon after birth in activity
level, distractibility and mood.
‘goodness of fit’: socialization between child and caregiver likely to proceed smoothly. The
temperament of child and caregivers are a ‘good fit’.
‘poor fit’: socialization likely to proceed rough. The temperament of child and caregivers are a ‘poor
fit’.
3 ‘types’ of children:
- Easy child: rhythmicity very regular, positive approach, very adaptable, intensity of reaction
low or mild, positive mood.
- Slow-to-warm-up child: rhythmicity varies, initial withdrawal, slowly adaptable, intensity of
reaction mild, slightly negative mood.
- Difficult child: rhythmicity irregular, withdrawal, slowly adaptable, intensity of reaction
intense, negative mood.
The way that parents handle the parenting can make a child more difficult or make a child easier.
Every child needs a different parenting style.
1.4c (maturation)
Maturation: developmental changes associated with the biological process of aging.
As children mature, their needs and abilities elicit changes in parental expectations for behavior.
→ ‘You are 6 now, you can make your own sandwich.’
,1.5 intentional and unintentional socialization
Intentional socialization: done on purpose, approval when done right, disapproval when not done
right or not done at all.
Socialization is a domain-specific process, different child situations elicit different parental
interactions and require different socialization methods.
Unintentional socialization: the product of involvement in human interaction or observation of
interaction. Most socialization is unintentional.
1.6 change, Challenge and Socialization
Children are socialized by many people in society; parents, siblings, grandparents, aunts, coaches,
religious leaders, teachers, etc. These agents of socialization use many techniques to influence
children to behave, think and feel to what is considered worthy.
Adults are effected directly when societal change occurs, for example, new opportunities and
challenges cause a parent to make more choices. How adults adapt to societal change indirectly
affects children.
A developmentally appropriate curriculum involves understanding children’s normal growth patterns
and individual differences.
Societal change can produce family tensions because of misunderstandings, it can also produce
challenges.
1.6b (change, adaptation and socialization)
Input can be used to affect output (intentional socialization).
Examples of Input Examples of Output
Instruction Values
Feedback Self-esteem
Punishment Morals
Setting standards Attitudes
Group pressure Gender roles
, Intentional socialization can be difficult since children play a role in their own socialization.
1.7 Scientific theory and the bioecological model of human development: a major socialization
theory.
Theory: organized set of statements that explains observations, integrates different facts or events
and predicts future outcomes.
Bioecological: the role organisms play in shaping their environments overtime. 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 4 basic structures, together called the
chronosystem.
- Microsystem: activities and relationships with significant
others experienced by a developing person in a particular
setting such as family, school, peer group, the media or
community. The interactions between child and person.
- Mesosystem: consists of linkages between two or more of a
developing person’s microsystems, such as the family or the
school, family and the peer group.
- Exosystems: refers to settings in which children are not active
participants but they still get affected by it in their
microsystems. Like; dad’s work, gone a lot means child grows
up with mostly mom.
- Macrosystems: consists of the society and subculture to which the developing person
belongs. (religion, race, economics, technology, political ideology)
Society: a community, nation, broad grouping of people having common traditions,
institutions and collective activities and interests.
- Chronosystem: temporal changes in ecological systems or within individuals, producing new
conditions that affect development.
Ethnicity: an ascribed attribute of membership in a group in which members identify themselves by
national origin, culture, race or religion.
Culture: the learned or acquired behavior, including belief, art, morals, law, customs and traditions
that is characteristic of the social environment in which an individual grows up.
- Low-context macrosystems: (individualistic oriented) are characterized by rationality,
practicality, competition, individuality and progress.
- High-context macrosystems: (collectivistic oriented) are characterized by intuitiveness,
emotionality, cooperation, group identity and tradition.
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