Chapter 1 Ecology of the Child (The science of interrelationship of organisms and their environment.)

Chapter Objectives 1. The term “socialization” as characterized as a reciprocal, dynamic process. 2. The ways in which society's concept of childhood has changed over time. 3. Describe Bronfenbrenner’s bioecological model. 4. Differences between the microsystem, mesosystem, exosystem and macrosystem. 5. Describe the chronosystem and its relationship to the socialization process.

CHRONOSYSTEM? Low-Context Macro  Individualistic  Euro-American  Urban  Middle class High-Context Macro  Collectivistic  Native-American  Latino-American  Asian-American  Rural  Lower class

Three Main Points 1) Change and Consequences of Change 2) Socialization and Child Development 3) Socialization in Ecological Context

In a small group of four or five (Recorder, Reporter, Writer, Researcher) Everyone will write their answers to the 5 theory-based questions. Discuss how different or similar your group answers are. Discuss as a whole class group the trends within the different groups. Review video: change and different populations

Chrono-system Don’t forget “Terms to Know” posted on Blackboard by 5 pm on Saturday. How have our schools changed to accommodate the needs of children/families? What is Culture?

Change and Consequences Of Change The following ecological trends challenge families, schools, and communities’ commitment to children’s needs:  Family size is shrinking  Highly mobile society  mothers in the labor force  homelessness  number of children living w/both parents  children who are abused/neglected

As a result of change: Increased: PPhysical or mental disabilities CChildren who have no health insurance SSuicide rate of adolescents is increasing FFemale household PPoverty (African/Hispanic Americans)

Why You Should Join the C.S.I. Education Club? Teacher Education Association

Chronosystem The ERA in which we live! and how we are socialized due to the changes of that ERA

Society, Change, and Consequences  With change comes consequences, some affecting many people and others affecting few.  “The future will depend on what we do in the present.” -Mahatma Ghandi

……. Knowledge has become central to economic development. Thus, the control of knowledge has the potential for changing traditional power structures.  Access to knowledge has changed the doctor- patient relationship.

Change and the Concept of Childhood 1) The need for protecting children also became more apparent.  Pressure to achieve, stress, substance abuse, violence, eating disorders, teen pregnancies, depression, and suicide. 2) Today, however, a common concern revolves around the loss of childhood

Change & Concept of Childhood Children today must cope with a world in which  both parents work,  drugs are readily available, and  sex and violence are only as far away as the television set. Today’s children are increasingly thrust into independence and self- reliance before they have the skills and ability to cope.

Reconceptualization of Societal and Individual Responsibilities  The challenge is to create caring communities that teach children to: -think -apply -analyze -synthesize -evaluate -think -apply -analyze -synthesize -evaluate } } information NOT simply regurgitate facts

Megatrends 2000 (Chronsystem)  Ten major social, economic, political, and technical changes that helped shape our society from the  1980’s to the  1990’s, and will influence the future,  Naisbitt & Auberdene, 1990

Megatrends for the Millennium 1. Creation and distribution of information rather than manufacturing goods. 2. Interaction with one another, networking. 3. Dependent upon the world economy; less self-sufficient. 4. Restructuring: from a society run by short-term consideration to one that looks to long-term considerations. 5. Centralization to decentralization; the bottom up. (Increase individual responsibility)

Megatrends for the Millennium 6. From relying on Institutional help to relying on ourselves 7. From representative to participatory democracy 8. Informal networks (less hierarchal structures) 9. More U.S. citizens are living in the South and West. (Adaptability) 10. Range of multiple options for personal choices

Toffler 1980: Three waves of change 1.Agriculture was the first wave of change. In the past, crucial skills may have been hunting ability, farming ability, or business. 2.The second wave of change came from the urbanization of Europe through the Industrial society (growth of factories; manufacturing). People had to attend school in order to learn the skills necessary to survive in an industrial society.

3 rd Wave ( From manufacturing to information) White-collar and service workers outnumber blue-collar workers for the first time. Flextime and self-pacing replace the old need for mass synchronization of behavior, less repetitive. Men and women were needed who  accept responsibility,  who adapt swiftly to changed circumstances,  and who are sensitively tuned in to the people around them.  Foster cooperation  Use our brain power to create instead of our physical power.

Industrial Society to Information Society The type of society we live in is reflected by the type of work done by adults. 1950: 17% of jobs dealt with information 1980: 77% dealt w/info Today: Virtually every job

Hierarchies vs Networking Hierarchies: group of persons arranged in order of rank. (1 st, 2 nd,3 rd ) Networks exist to foster self-help; to exchange information; to change society; to improve productivity, work, and life; and to share resources.

Socialization and Child Development Ecology of the Child

 Socialization is the process by which individuals acquire the -knowledge -skills -character traits that enable them to participate as effective members of groups and society.  Socialization is the process by which individuals acquire the -knowledge -skills -character traits that enable them to participate as effective members of groups and society. Socialization and Child Development

Birth Death Infancy/ Early Childhood Middle Childhood Adolescence Early Adulthood Middle Adulthood Late Adulthood Toddlerhood A Reciprocal Dynamic Process Socialization begins and birth and continues throughout life

Socialization Intentional  When adults have certain values that they consistently convey to children  Approval for compliance  Negative consequences for noncompliance Unintentional  Without the deliberate intent to impart knowledge or values  Involves human interaction or observation of interaction

How children are socialized Parents Siblings Grandparents Aunts Uncles Cousins Friends Neighbors Peers Teachers Coaches Characters on television Characters on movies Characters in books

How Socialization Changes? Input  Interactions in various settings and situations Output  Values  Attitudes  Attributes  Motives  Self-esteem  Self-regulation  Morals  Gender roles

Children are Socialized: To be "intellectually independent” To be “intellectually successful” pressured to know more than their parents (not a new phenomenon) pressured to attain emotional independence at an early age.

Socialization, Change, and Challenge “latchkey” children responsible for younger siblings as well as for themselves. Even though they are independent for part of the day, many are fearful of staying alone. Cannot play with their friends, not permitted to let anyone into the home for safety reasons.  Most spend their time watching television.  What sorts of adults will these “independent” children become?

Review for DSIB Essay Section #2 Socialization in an Ecological Context

Bronfenbrenner’s Theory Systems Theory

Examining Socialization in an Ecological Context In Bronfenbrenner’s Theory there are Five basic structures: 1.Microsystem 2.Mesosystem 3.Exosystem 4.Macrosystem 5.Chronosystem Relationships and interactions take place to form patterns that effect human development.

Microsystem (micro meaning “small”) The activities and relationships with significant others experienced by children in a particular small setting such as: -Family: primary socializer -School: formal learning -Peer group -Community

Mesosystem (meso meaning “intermediate”) Interrelationships between two or more of a children’s microsystems: -Home and School -School and Community -Peer Group and School -Etc.

Exosystem (exo meaning “outside”) Settings in which children are not active participants, but that affect them in one of their microsytems: -parents’ job -city council -parental social support networks -etc.

Macrosystem (macro meaning “large”) The society and subculture to which children belong, with particular reference to: -belief systems -lifestyles (lower/middle/upper class) -patterns of social interactions -life changes -Traditions

Interaction of Ecological Systems Over Time The chronosystem involves temporal changes in ecological systems or within individuals as they develop that produce new conditions affecting children’s development.  Trends  Workforce