W7L2 - AB3 Social Flashcards
How do children understand others?
Learning behaviour (social learning theory) & perpsectives (role-taking) from others
What is social learning/cognitive theory
Self-concept development occurs alongside Social cognition development
Children learn by:
(1) observing the behaviours of others,
(2) observing how others react to those behaviours.
(3) observing how they (the child) feel about those behaviours
Social learning/cognitive theory experiment & results
Bandura Bobo Doll
Unprompted: Witness actor being punished for aggression = imitated fewer behaviours
Prompted: Easily reproduced behaviours under incentives
SCT: Learning aggression (& non-aggression). Age Trajectory
12 mos: Low
24 mos: Higher
36 mos: Slightly Lower Down
Across all times, boys are more aggressive than girls.
Applications of Social Cognitive Theory
Learning through “observing behaviours and reactions” applies to more than aggression
- Recycling campaigns, role models
What is Role Taking
Practicing awareness of the perspective of another person; better understanding that person’s behaviour, thoughts, and feelings.
5 Stages of Role Taking. What does it reflect?
Reflects increasing complexity.
Stage 0 (- 6 yo): Egocentric Stage 1 (6-8 yo): Subjective Stage 2 (8-10 yo): Self-reflective Stage 3 (10-12 yo): Mutual Stage 4 (12 yo +): Societal
Role taking: Stage 0
0-6yo. Egocentric
Difficulty recognizing others’ perspectives
Role taking: Stage 1
6-8 yo: Subjective
People have different perspectives only if they have different information
Role taking: Stage 2
8-10 yo: Self-reflective
People have different perspectives = they have different motivations
Role taking: Stage 3
10-12 yo: Self-reflective
Recognises motivations of others as a third-party spectator
Role taking: Stage 4
> 12yo: Societal
Makes comparisons of self and other to a “generalized other”
How do children’s social worlds contribute to their development?
- Support & constrain children’s development.
2. Shape & are shaped by children’s development.
- Social environments support and constrain the child’s development
Bioecological model of development
Bioecological model of development : Microsystem
Immediate environment
Parents; Siblings
Bioecological model of development: Mesosystem
Interaction between two microsystems
Daycare arrangements
Bioecological model of development: Exosystem
Indirect but prominent influences
Transport availability; Parents’ jobs
Bioecological model of development: Macrosystem
Cultural influences
Electricity, media
Bioecological model of development: Chronosystem
Transitional influences over the lifespan
Laws, values, roles 100 years ago
The child actively shapes and is shaped by their environment. 2 Ways “The Active Child”
Self-efficacy
Sociocultural perspective
Actively Shaping and being shaped: What is self-efficacy (Author). What is it fostered by.
Bandura: Beliefs about how effectively they can control their own behaviour, thoughts, and emotions, in order to achieve a desired goal.
Fostered by modelling, encouragement, mastery, and wellbeing.
Actively Shaping and being shaped: What is Sociocultural perspective (Author)
Siegler: Humans are social creatures, shaped by our social environments; and actively shaping our social environments. [ALL SOCIAL ENVIRONMENT IS SHAPED BY US]
Self-Efficacy: 4 ways
Cognition; Motivation; Emotion; Preferences
Actively Shaping and being shaped: Self-efficacy. Elaborate on how it influences development
Internal > external/social. External/social/others will change and change their self-efficacy > Internal
