Development of social understanding: L14 Flashcards
define social cognitive theory
the development of self-concept occurs alongside the development of social cognition
social cognitive theory: children learn by (3)
- observing behaviour of others
- observing how others react to those behaviours
- observing how the child feels about those behaviours
social cognitive theory:
Person A engages in behaviour, person B rejects it. Childs reaction?
- child observes
- fear/avoidance
- child avoids opportunities to engage in behaviour
-> world view/attitude strengthened
social cognitive theory:
Person A engages in behaviour, person B endorses it. Childs reaction?
- child observes
- curiosity/acceptance
- child seeks opportunities to engage in behaviour
-> world view/attitude strengthened
bobo doll experiment = social learning theory
what happened?
- child watches actor
- P2 either rejects or endorses behaviour
- child’s behaviour towards doll is monitored
bobo doll: results
- > p2 rejects = child imitated fewer aggressive behaviours (unprompted)
- > children easily reproduced behaviours when promoted or offered incentives
- > boys = higher aggression generally
learning aggression
- 12m
- 24m
- 36m
- low level
- learning new physical movements, aggression increases
- aggression reduced -> social rules being learnt
Applications of social cognitive theory
example: learning through observing behaviour
- media & influence
- role taking (leads to understanding perspective of another)
- parents smoking/drinking = normalises action
Role taking: Selman study- understanding other’s perspectives
- anecdote shared
- children questioned
- questions range in difficulty
Selman, 5 stages (0-4) of complexity & age
- 6 = egocentric (difficulty recognising perspective)
- 6-8 = subjective (different perspectives come with different information)
- 8-10 = self-reflective (people have different perspectives/motives)
- 10-12 = mutual (recognises motivations of others)
- 12+ = societal (makes comparisons of self and other to a generalised other)
what do children’s role taking abilities develop alongside?
- at 6
- at 10
= self-concept
- basic social comparisons, subjective
- 10 other evaluations, self-reflective role taking
how do children’s social worlds contribute to their development?
-> social environments…?
-> support and constrain the child’s development
bioecological model of development
micro = child directly interacts with (parent)
meso = relationships between micro systems (e.g. parents and teachers)
exo = systems in which other people move that don’t have direct effect on child (parent’s workplace)
macro = broad ideology (electricity, media)
chronosystem = changes over time (laws, values)
What does 1. the child do 2. the environment do to contribute to the child’s development?
child actively shapes and is shaped by their environment
what is self-efficacy?
- > 4 main processes according to Bandura
- > impacted by?
- innate ability to achieve goal
- cognition, motivation, emotion and preference
- student teacher faculty (all impact one another directly or indirectly)
what is the sociocultural perspective about actively shaping and being shaped?
- externally shaped
- humans are social creatures, shaped by our environments and actively shaping our environments
what elements of the social environment does the sociocultural perspective include?
- cultural members
- local environments (home, school)
- cultural values, beliefs, practices, laws
socio cultural perspective: teacher-leaner interactions
- shared attention, both need to be attending the same thing
- inter-subjectivity (relationship between people) = guided participation & scaffolding
What is scaffolding?
when a teacher demonstrates how to solve a problem then steps back, allowing the child to work - offering support if need be
socio cultural perspective: classroom environment
- constructed space -> layout is important e.g. if surrounded by learning resources = designed for inter-subjectivity
- > university is designed for collective attention
socio cultural perspective:
school environment
- layout can impact development
- values of learning stressed by the school
- environment (e.g. boarding school v state)
