Berns Hoofdstuk 1:
Ecology: the science of interrelationships between organisms and their environments
Human ecology: the biological, psychological, social and cultural contexts in which a developing
person interacts and the consequent processes that develop over time
Socialization: the process by which individuals acquire the knowledge, skills and character traits
that enable them to participate as effective members of groups and society
Internalization: the process by which externally controlled behavior shifts to internally controlled
behavior. When people learn to internalize behavioral control, then a human society is possible.
The child influences his or her developmental outcomes by reciprocal dynamic processes. This
means that when a child interacts, often a response is given. It also means/happen that the
interactions change over time..
Genotype: the total composite of hereditary instructions coded in the genes at the moment of
conception.
- There are different types of genotype – environment interactions of which all differently will
influence the development of a child:
• Passive: childs genotype inherited from
Parents genotype + environment developmental outcomes.
Ex. Intelligence + intelligent raising by intelligent parents
• Evocative: child’s genotype elicts
Environmental response developmental outcomes
Ex. Sociable child joins more groups, will have more warm reactions than introvert
child
• Active: child’s genotype seeks
Compatible environment developmental outcomes
Ex. A child chooses its own groups/environment which will change/influence her
development
Temperament: the innate characteristics that determine an individual’s sensitivity to various
experiences and responsiveness to patterns of social interactions.
Maturation: developmental changes associated with the biological process of aging.
Intentional socialization: when behavior is learned on purpose by a parent/teacher
Unintentional socialization: when behavior is learned by accident by a parent/teacher (unintended)
Developmentally appropriate: a curriculum that involves understanding children’s normal growth
pattern and individual differences
Bioecological: refers to organisms play in shaping their environment over time.
Piaget:
- 0-2 Sensomotoric
- 2-7 preoperational
- 7-12 concrete operational
- 12+ formal operational
,Bronfenbrenner:
Microsystem: activities and relationships with significant others experienced by a developing
person in a particular small setting.
Mesosystem: linkages and interrelationships between two or more of a person’s microsystem
Exosystem: settings in which children do not participate, but which effects them in their
microsystem
Macrosystem: the society and subculture the child belongs to
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 knowledge, believe, arts etc. that is
characteristic of the social environment someone grows up in
, Low context macrosystem High context macrosystem
Rationality Intuitiveness
Practicality Emotionality
Competition Cooperation
Individuality Group identity
Progress Tradition
Chronosystem: temporal changes in ecological systems or within individuals, producing new
conditions that effect the development.
The chronosystem affects the socialization of children on different levels. For example the great
depression caused changes in the way children look at their parents.
To measure the well-being of children, America issues a report every year: America’s children: key
national indicators of well-being.
Hoofdstuk 2:
the socialization process is affected by:
- Biological factors: are thought to influence basic neural circuitry of the brain during early
development.
• Experience-expectant: the neural connections that develop under genetic influence,
independent of experience, activity or stimulation
- Sociocultural factors: are also thought to influence the development of brain neutral
circuitry.
• Experience-dependent: the neural connections that develop in response to experience
- Interactive factors: include the child’s receptivity to socialization (receiving knowledge)
The aims of socialization:
1. Develop a self-concept:
Self-concept is an individual’s perception of his or her identity as distinct from that of
others. Psychosocial influences on the development of self: Erik Erikson
0-1 infancy trust vs mistrust
2-3 Early childhood autonomy vs shame and doubt
3-5 play age initiative vs guilt
6-12 school age industy vs inferiority (incompetence)
12-18 adolescence identity vs indentity diffusion
18-30 young adulthood intimacy vs isolation
30-65 adulthood generativity vs self-absorption
65+ senescence integrity vs despair
2. self-regulation: the ability to control one’s impulses, behavior, and/or emotions until an
appropriate time, place, or object is available for expressing them.
3. Empower achievement
4. Teach appropriate social roles
, 5. Implement developmental skills:
Developmental tasks to achieve
• An appropriate dependence/independence pattern
• An appropriate giving-receiving pattern of affection
• Relating to changing social groups
• Developing a conscience
• Learning one’s psychobiological role
• Accepting and adjusting to a changing body
• Managing a changing body and learning new behavioral patterns
• Learning to understand and control the physical world
• Developing an appropriate symbol system and conceptual abilities
• Relating to oneself to the cosmos
developmental task: a task that lies between an individual need and a social demand
Agents of socialization:
1. Family:
Behavior patterns according to heritage;
Orientation: collectivistic vs individualistic
Coping style: active vs passive
Attitude toward authority: submissive vs egalitarian
Communication: open vs private
Kagiticibasi: interdependent socialization: family loyal
Independent socialization: individual
2. School and child care:
Educational philosophy category of goals:
• Academic (reading etc)
• Vocational
• Social and civic
• Personal
3. Peers
4. Mass media
5. Community:
A group of people sharing fellowship and common interests, living in the same area who
are bound together politically and economically.
Social capital: human recources that create social bonds between individuals and groups
Advocacy: speaking or writing in support of a person, group or a cause.
Effective methods of socialization:
Affective; having to do with feelings or emotions
Attachment: an affectional tie that one person forms to another person binding them together in
space and enduring over time. A child who is securely attached to a parent is more likely to
comply with parental standards than a child who is insecurely attached.
Operant methods of socialization:
Operant: producing an effect
Positive reinforcement: a reward, or pleasant consequence is given for desired behavior.
Negative reinforcement: the termination of an unpleasant condition following a desired response
Ecology: the science of interrelationships between organisms and their environments
Human ecology: the biological, psychological, social and cultural contexts in which a developing
person interacts and the consequent processes that develop over time
Socialization: the process by which individuals acquire the knowledge, skills and character traits
that enable them to participate as effective members of groups and society
Internalization: the process by which externally controlled behavior shifts to internally controlled
behavior. When people learn to internalize behavioral control, then a human society is possible.
The child influences his or her developmental outcomes by reciprocal dynamic processes. This
means that when a child interacts, often a response is given. It also means/happen that the
interactions change over time..
Genotype: the total composite of hereditary instructions coded in the genes at the moment of
conception.
- There are different types of genotype – environment interactions of which all differently will
influence the development of a child:
• Passive: childs genotype inherited from
Parents genotype + environment developmental outcomes.
Ex. Intelligence + intelligent raising by intelligent parents
• Evocative: child’s genotype elicts
Environmental response developmental outcomes
Ex. Sociable child joins more groups, will have more warm reactions than introvert
child
• Active: child’s genotype seeks
Compatible environment developmental outcomes
Ex. A child chooses its own groups/environment which will change/influence her
development
Temperament: the innate characteristics that determine an individual’s sensitivity to various
experiences and responsiveness to patterns of social interactions.
Maturation: developmental changes associated with the biological process of aging.
Intentional socialization: when behavior is learned on purpose by a parent/teacher
Unintentional socialization: when behavior is learned by accident by a parent/teacher (unintended)
Developmentally appropriate: a curriculum that involves understanding children’s normal growth
pattern and individual differences
Bioecological: refers to organisms play in shaping their environment over time.
Piaget:
- 0-2 Sensomotoric
- 2-7 preoperational
- 7-12 concrete operational
- 12+ formal operational
,Bronfenbrenner:
Microsystem: activities and relationships with significant others experienced by a developing
person in a particular small setting.
Mesosystem: linkages and interrelationships between two or more of a person’s microsystem
Exosystem: settings in which children do not participate, but which effects them in their
microsystem
Macrosystem: the society and subculture the child belongs to
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 knowledge, believe, arts etc. that is
characteristic of the social environment someone grows up in
, Low context macrosystem High context macrosystem
Rationality Intuitiveness
Practicality Emotionality
Competition Cooperation
Individuality Group identity
Progress Tradition
Chronosystem: temporal changes in ecological systems or within individuals, producing new
conditions that effect the development.
The chronosystem affects the socialization of children on different levels. For example the great
depression caused changes in the way children look at their parents.
To measure the well-being of children, America issues a report every year: America’s children: key
national indicators of well-being.
Hoofdstuk 2:
the socialization process is affected by:
- Biological factors: are thought to influence basic neural circuitry of the brain during early
development.
• Experience-expectant: the neural connections that develop under genetic influence,
independent of experience, activity or stimulation
- Sociocultural factors: are also thought to influence the development of brain neutral
circuitry.
• Experience-dependent: the neural connections that develop in response to experience
- Interactive factors: include the child’s receptivity to socialization (receiving knowledge)
The aims of socialization:
1. Develop a self-concept:
Self-concept is an individual’s perception of his or her identity as distinct from that of
others. Psychosocial influences on the development of self: Erik Erikson
0-1 infancy trust vs mistrust
2-3 Early childhood autonomy vs shame and doubt
3-5 play age initiative vs guilt
6-12 school age industy vs inferiority (incompetence)
12-18 adolescence identity vs indentity diffusion
18-30 young adulthood intimacy vs isolation
30-65 adulthood generativity vs self-absorption
65+ senescence integrity vs despair
2. self-regulation: the ability to control one’s impulses, behavior, and/or emotions until an
appropriate time, place, or object is available for expressing them.
3. Empower achievement
4. Teach appropriate social roles
, 5. Implement developmental skills:
Developmental tasks to achieve
• An appropriate dependence/independence pattern
• An appropriate giving-receiving pattern of affection
• Relating to changing social groups
• Developing a conscience
• Learning one’s psychobiological role
• Accepting and adjusting to a changing body
• Managing a changing body and learning new behavioral patterns
• Learning to understand and control the physical world
• Developing an appropriate symbol system and conceptual abilities
• Relating to oneself to the cosmos
developmental task: a task that lies between an individual need and a social demand
Agents of socialization:
1. Family:
Behavior patterns according to heritage;
Orientation: collectivistic vs individualistic
Coping style: active vs passive
Attitude toward authority: submissive vs egalitarian
Communication: open vs private
Kagiticibasi: interdependent socialization: family loyal
Independent socialization: individual
2. School and child care:
Educational philosophy category of goals:
• Academic (reading etc)
• Vocational
• Social and civic
• Personal
3. Peers
4. Mass media
5. Community:
A group of people sharing fellowship and common interests, living in the same area who
are bound together politically and economically.
Social capital: human recources that create social bonds between individuals and groups
Advocacy: speaking or writing in support of a person, group or a cause.
Effective methods of socialization:
Affective; having to do with feelings or emotions
Attachment: an affectional tie that one person forms to another person binding them together in
space and enduring over time. A child who is securely attached to a parent is more likely to
comply with parental standards than a child who is insecurely attached.
Operant methods of socialization:
Operant: producing an effect
Positive reinforcement: a reward, or pleasant consequence is given for desired behavior.
Negative reinforcement: the termination of an unpleasant condition following a desired response
