Question 5 Flashcards
Describe Bronfenbrenner’s theory –identify key constructs of the model.
Process Person Context Time (all components overlap and interplay)
Describe the PROCESS aspect of the model
a. (PC) (GE)
b. PP are the primary engines of development
c. Mechanisms through which genetic influences are actualized into observable phenomena.
d. Quality of PP determines the maximization of genetic potentials.
Describe the PERSON aspect of the model
biopsychological characteristics. Children actively shape the nature of their social contexts.
1) Dispositions: set proximal process in motion and sustain their operation.
2) Resources: ability, experience, knowledge, and skill are required for the effective functioning of proximal processes
3) Demand: characteristics invite or discourage reactions from the social environment that can foster or disrupt the operation of proximal processes.
Describe the CONTEXT aspect of the model
A set of nested structures—from micro to macro.
- social class
- mother-child dyad
Describe the TIME aspect of the model
- Microtime: ongoing episodes of proximal process.
- Mesotime: days and weeks.
- Macrotime: within and across generations
Describe Bronfenbrenner’s theory –identify key assumptions of the model.
1) Engagement. A person must engage in an activity
2) Frequency, intensity, and duration of that activity
3) Activities must become increasingly more complex
4) Proximal processes are bidirectional
5) No component has causal priority
6) Proximal processes are not limited to people. Objects and symbols are included.
7) Biological factors and evolutionary processes a) constrain human development b) impose imperatives for the realization of human potentials
8) Non-reductionistic
9) All systems are embedded and intertwined and cut across multiple domains of functioning.
Explain the general developmental trends across the lifespan for the development of morality: Piaget
Heteronomous morality: the consequences of behavior gage moral judgments. Moral laws are unchangeable properties of the world.
Autonomous morality: the intentions and consequences of behavior gage moral judgments. Moral laws are created by people and subject to change)
Explain the general developmental trends across the lifespan for the development of morality: Kohlberg
Stage 1
a. Moral behavior = maximum rewards and minimal punishments
Stage 2
b. Moral behavior = mutually beneficial outcomes
Stage 3
c. Moral behavior expands beyond the self to family, school, society and in some cases to universal human rights.
Explain the general developmental trends across the lifespan for the development of morality: service learning
- SL CONNECTS STUDENTS WITH A BROADER NETWORK OF PEOPLE AND VALUES (proximal processes)
- SL EXPERIENCES MAY CATLIZE EMPATHIC INCLINATIONS THROUGH SIGNIFICANT ROLE-TAKING EXPERIENCES.
- Self-transcendence, other-oriented, beyond-the-self
- SL EXPERIENCES MAY HELP FACILITATE THE CONSTRUCTION OF MORE COMPLEX COGNITIVE DEVELOPMENTAL STRUCTURES. FOR EXAMPLE, explanations and justifications for homelessness
- HIGHLIGHTS THE BIDIRECTIONAL RELATIONSHIP BETWEEN STUDENT AND CONTEXT SUCH AS CULTURAL, ENVIRONMENTAL, POLITICAL, AND HISTORICAL.
- SL CONNECTS STUDENTS WITH A BROADER NETWORK OF PEOPLE AND VALUES,
Explain the general developmental trends across the lifespan for the development of morality: Prosocial development
Self-orientationmutually beneficial orientationother-orientation
Stage 1: Self focused orientation
Stage 2: Needs-based orientation
Stage 3: Approval/Stereotypic orientation
Stage 4: Self-reflective empathic orientation
Stage 5: Strongly internalized level
Using each level of the bio-ecological theory, outline the most critical factors within each context level that impact the development of this topic? Microsystem & Temperament.
This system is the reciprocal relationship between the person and their context/setting.
- preschoolers who are low in EFFORTFUL CONTROL and emotional regulation display more reactive aggression than other children.
- Children who exhibit a fearful and/or irritable temperament will probably elicit less positive emotions from their parents compared to temperaments characterized by high levels of positive affect.
Using each level of the bio-ecological theory, outline the most critical factors within each context level that impact the development of this topic? Microsystem & Parents.
- Children with secure attachments to their mothers in infancy are more sympathetic as preschoolers and show more concern for others.
- Preschoolers with emotionally supportive, stimulating, and responsive caregivers tend to be more cooperative and sociable with peers.
- Parental warmth and acceptance serves as a pathway for early conscience for children who are temperamentally inhibited or fearful.
- Coercive, punitive, and harsh parental discipline is associated with high levels of physical and verbal aggression in early childhood and beyond.
- Parents who are hostile, critical, interfering, defensive, rigid, and insensitive provide a context that hinders moral development. In contrast, parents who are child-centered and scaffold their child’s moral development through dialog, effective listening, emotional support, attentiveness, non-judgmental tend to promote children’s moral development.
Using each level of the bio-ecological theory, outline the most critical factors within each context level that impact the development of this topic? Microsystem & Schools
- Character education
- Service learning
- Hidden curriculum
- Classroom climate
Using each level of the bio-ecological theory, outline the most critical factors within each context level that impact the development of this topic? Mesosystem
This system reflects the constellation of various microsystems in varying degrees of activity and manifestation. For example, interactions among peers, family, work, and other members of proximal institutions.
Using each level of the bio-ecological theory, outline the most critical factors within each context level that impact the development of this topic? Exosystem
This system constitutes elements that do not directly influence the activity of the person. Rather, the effects are manifested indirectly either proximally or distally.
Moral atmosphere
Moral climate
Hidden curriculum
