Development in Context

7/29/2019 Development in Context

1/19

People do not grow in isolation

from their surroundings. Rather,we constantly interact with our

environment: our family, peers,schools, neighborhood andsociety.


2/19

Our social class, historicalcontext, and culture also play a

role in shaping who we are.


3/19

There is wide diversity in

development because of

differences in the which

people grow


4/19

Bioecological Systems Perspective

Proposed by Urie Bronfenbrenner

Exemplifies development as

contextual

According to this perspective,

a child develops within acomplex dynamic system

of relationships and is

affected by multiple levels of the surrounding

environment Moreover, children are active producers in their own

development, influencing their environments

Inasmuch they are also influenced


5/19

What are these systems?

Microsystem,

it consists of the primaryrelationships, interactions, activities, androles experienced by a person in his/herimmediate, or proximal, surroundings.

Examples: childs relationship with parents

in the home setting.

childs interaction with teachers

in the school setting


6/19

Mesosystem,refers to connections, or

interrelationships, among themicrosystems in which the person isinvolved

Example: the interaction between the

home and school settings, as

when parents involvethemselves their childs school

activities


7/19

Exosystem, which refers to settings that

do not directly involve the personhimself/herself, but in which eventsoccur that affect his/her development

nonetheless

Example: Parents work environment may

affect a childs developmenteven though the child is not part

of that setting


8/19

Macrosystem, comprises the larger

variables of culture, historical context,social class, religion, government policies,and the like

These contexts shape an individuals values,

belief systems, sociocultural practices, and

life opportunities


9/19

Chronosystem, reflects the influence of

historical time in shaping the personsenvironmental and life experiences

Example: Overseas work and migration isa modern-day phenomenon

that significant implications for

Filipino society, familyrelationships, and youthaspirations


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Bioecological Systems Perspective
http://rds.yahoo.com/_ylt=A0S0204khmRKnxIASUujzbkF/SIG=12650jesp/EXP=1248188324/**http%3A//gozips.uakron.edu/~susan8/devparch/urie.jpg


11/19

Rubics Cube Approach

This is a landmark article written by Ma.Lourdes Arellano-Carandang, a FilipinoClinical Psychologist

Rubics Cube approach offers a localapproach to working with children

Likening the framework to popular toyconsisting of different colored cubes

Carandang emphasized the importanceof integrating four dimensions to gainunderstanding of children


12/19

Four Dimensions

1st - views the child as a total person withphysical, intellectual, socio-emotional, andmoral/spiritual facets

2nd - grounds these characteristics on the

childs developmental level

3rd - looks at the childs behavior within thecontext of the family and community

4th - looks at the childs inner world, how thechild makes sense of all that happens withinand around him/her


13/19

Lawrence Kohlbergs Moral Development

Jean Piagets Cognitive Development

Sigmund Freuds PsychosexualDevelopment

Erik Eriksons Psychosocial Development


14/19

Lawrence Kohlbergs Moral

Development

What is the nature of morality?

Is there an absolute, universal

definition of good and bad?

Or is morality determine by the individual,the situation or the sociocultural context?

How do people evaluate whether a certain

behavior is good or bad? These are the questions spurred Kohlbergs

interest in morality, specifically in moraljudgment or reasoning


15/19

Moral Development

Kohlbergs theory was influenced byJean Piaget and Immanuel Kant

Particularly on Kants practical

imperative philosophy: Treat eachperson as an end, not as a means

This forms the basis of Kohlbergs

notion of a universal moralitycharacterized by justice and equalityhighest stage of moral development


16/19

Story:

HeinzDilemma


17/19

Preconventional Level

Stage 1- Punishment and ObedienceOrientation

-One must obey rules in order to

avoid punishment

Stage 2- Reward Orientation

-One conforms in order to obtain

rewards, to have favors returned


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Conventional Level

Stage 3- Good boy/Good girl Orientation

-approval seeking orientation

-trying to meet the significant others

expectations

Stage 4- Social System /Authority Orientation

-justice orientation

-strong emphasis on law and order,duty, and legitimate authority


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Postconventional Morality

Stage 5- Morality of social contract anddemocracy

- relies on fundamental principlessuch as individual rights, equality,

human dignity, contractual agreement,and mutual obligation

Stage 6- Morality of individual principles of

conscience- willing to break social rules and the law,and accept the consequence if such lawwent against the highest principles ofhuman life, such as equality and dignity

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Development in Context