1 Dr. Richard A. NeSmith Studying Childhood Development The Epilogue Part IV

11Dr. Richard A. NeSmithDr. Richard A. NeSmith

Studying Studying ChildhoodChildhood

DevelopmentDevelopmentThe EpilogueThe Epilogue

Part IVPart IV

Dr. Richard A. NeSmithDr. Richard A. NeSmith 22

Social Learning TheoriesSocial Learning Theories

• Proposed that children learn new behaviors through ___________ and _________.



• Albert Bandura maintains that children form ______ representations of their _______ world.

• A child has as much influence on environment as the environment has on the child (________ ___________).



• Children’s mental representations of a situation influence the way they ___ and ____, which determines how others _______ and ________ to them.

• These reactions, in turn, influence children’s thinking and behavior in ___________ ________.


Model of the Bobo Doll Model of the Bobo Doll ExperimentExperiment


Bandura’s Bobo Doll Bandura’s Bobo Doll & the Study of Violence in Children& the Study of Violence in Children

See the video clip!



• Is an interactive perspective in that emphasis is on __________ relationships between a child’s internal states and the ___________.


Contextual TheoriesContextual Theories

•Help to explain ______ influences on children’s development.

•Assume a child has an _______ role in shaping his/her own development

•___ ________ _______ or endpoints

•Development cannot be separated from the “________” in which it takes place.


Social-Cultural TheorySocial-Cultural Theory

• Lev Vygotsky – considered the influence of a child’s _______ and ________ context.



• Proposed that knowledge is not individually constructed; rather, it is _____________ between people.

• Believed that children are _______ with certain “elementary functions”.– ___________– Memory– Attention– Language



• These functions are transformed into higher _______ functions through ___________ with others.

• As a child gains new skills and knowledge, the other person involved in an interaction ________ his or her level of guidance and assistance, which allows the child to assume more and more _____________.



Vygotsky did not specify • a set of developmental _______, or a

________ _______ of development...• Because _________ ______ with respect

to goals for children’s development• ___________ cannot be separated from

the context in which it takes place.


Ecological TheoriesEcological Theories

• Urie Bronfenbrenner envisions development as embedded in _________ __________.

• “A child’s world is organized as a set of ______ ________, each inside the next, like a set of Russian dolls.”



• Child is at the center, born with certain temperamental, mental, and physical characteristics that create the _________ context for his or her development…

• However, all are __________ in a broader ______ and _________ context.



Bronfenbrenner’s Ecological Model• ______ ______ – shared beliefs, values,

and customs (as well as various subgroups found within the culture)

• Change can originate from ______ the child or from _________ the child.

• Changes in one level of context can _________ what occurs at other levels.


Bronfenbrenner’s Ecological ModelBronfenbrenner’s Ecological Model


Bronfenbrenner’s Ecological ModelBronfenbrenner’s Ecological Model

Can:

• Be used for understanding ________ __________ between biological and environmental effects as well as relations between different environmental context.

• Help us understand that the environment in which children live is so ________ and _________ that development cannot be reduced to any one single source.



What Teenagers Really What Teenagers Really Think About Their SchoolsThink About Their Schools

Teenagers• Believe education is _________.• Want to do ___ in school and go on to college.• Want teachers who give __________ help, are

enthusiastic and excited, care personally, are compassionate and respectful for them, emphasize class discussions.

• Want ___________ that challenge them personally.

• Need close and unwavering __________ of teachers to help them ______ to learn and help them ________ learning.


What Teenagers Really ThinkWhat Teenagers Really Think (cont.)(cont.)

• See most of what they learn as ________ and __________.

• Complain about lack of ________ from teachers and other students.

• Want more _________, firmness, and ___________.

• Complain that we have too many ___________ schools, poor ________, and crowded classes.

• See drugs and ________ as serious concerns in their lives.

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1 Dr. Richard A. NeSmith Studying Childhood Development The Epilogue Part IV