ch. 7 Flashcards
Super’s Model of The Career Development of Children
curiosity, exploration, information
curiosity
Basic drive
May develop out of changes in physical or social needs, i.e. hunger or loneliness, need for excitement or plain boredom.
New stimuli leads to new behaviors, fantasizing and make believe play
Curiosity may be at odds with classroom rules, i.e. when a child is coloring when they are supposed to be reading
Kids are constantly told to sit down, listen and do what their told
This can be stifling curiosity
Curiosity should be encouraged
Find ways to explore curious tendencies without being disruptive
exploration
Satisfies curiosity by expressing exploratory behavior through play
Can be intentional or accidental
When exploratory behaviors are discouraged children lose motivation, become less imaginative and less likely to initiate activities in the classroom
Exploration leads to more exploration, leading the child to learn about their environment
information
Piaget’s (Cognitive Development)
Pre-Operational (2-7yrs)
-increase use of symbolic and representational activity, like make believe play.
-lacks logic
Concrete Operational (7-11 yrs)
-thoughts are more logical and organized
-still unable to think abstractly
Erikson’s Psychosocial Stages of Development
Initiative vs.Guilt (3-5 yrs)
-children develop positive view of themselves through selecting personally meaningful
Activities.
Industry vs. inferiority (6-11 yrs)
-further expand understanding of the world
-setting and attaining personal goals
Key Figures
Individuals that affect how children view occupations:
Parents
Teachers
Public figures such as athletes and T.V. personalities.
Community helpers- police officers or mail carriers.
Characteristics in role models can representative of a child’s own wants, needs and ambitions
Internal vs. External Control
Over time children start to feel in control over external events leading to a sense of Autonomy
Development of Interests
Fantasies and make believe play become interests
A child who wants to become a horse jockey may ask to be taken to the races
A child who wants to be the next Michael Phelps may join the swim team .
Encourage, Encourage, Encourage these interests
This helps them further sense of of self, their likes and dislikes and how they are different from others, Self-concept essential for later career development
Time Perspective
Children under the age of 9 years old do not have an accurate perspective of time. They
Cannot distinguish how long “later” actually is.
It is unrealistic for children to play for the future, instead it is important to encourage
exploratory behaviors and discuss interests.
Self-Concept
Modifications of Super’s Substages
O Pure Association, level 1
Kids give attributes of a job, such as where its done, what equipment is used, or what is worn on the job. They know people do work.
O Magical Thinking, level 2
Children’s career choices are simple, career choices are made with little thought how they occur. Ex: they want to be a teacher, but don’t know how you become a teacher, they know you have to learn.
O External Activities, level 3
Focus on the development of interest that children participate in and how its relationship to a career choice.
Gottfredson’s Theory
O Cognitive Growth
Children have to match occupations with their view of themselves, they must learn about the world of work.
Chilfen create a cognitive map of occupations that is unique to each. This can based on where they live and and the information they are exposed to.
Develop a capacity to learn using Bloom’s taxonomy 6 levels of learning:
-remember
-understand
-apply
-analyze
-evaluate
-create
Self-Creation
Focus on how genetics and environment interact and influence an individual to create a life
Circumscription
Involves eliminating occupations based on gender and prestige. Has four stages:
Stage 1 Orientation to Size and Power- classify people as big and powerful vs little and
Weak. Look at the adults they will become (3-5yrs)
Stage 2: Orientation to Sex Roles- eliminate occupations incompatible with their gender
(pick careers based on whether they are a boy or girl). (6-8yrs)
Stage 3: Orientation to Social Valuation- Begin to conceptualize jobs as abstract
collections of activities. Focus on Income, Status, and Effort. (9-13yrs)
Stage 4: Orientation to the Internal Unique Self- They replace idealistic aspirations with
careers that are more realistic. Focus on careers more congruent internal unique self
(14-18yrs)
O Compromise
Process in which they abandon most preferred careers and adjust aspirations to accommodate reality.
Three factors that can cause uncertainty during this phase:
-why do young people know little about enter or get education for work they prefer?
-how does their behavior affect their access to education or occupational information?
-which factors will young people give up in selecting an occupation, when they can’t
obtain their for choice of a career or work?
