H-370 September 8th, 2009 Agenda Review Bronfenbrenner’s bioecological model of human development Watch video for Holly’s Dilemma Discuss Holly Small group discussion of Amazing Grace

Bronfenbrenner’s model: Key components Individual person characteristics Environmental contexts in which people operate Reciprocal processes between people and their environmental contexts Time periods when everything takes place

Bronfenbrenner’s model: Person characteristics impulsivity apathy curiosity impulsivity apathy curiosity

Bronfenbrenner’s model: Understanding contexts Microsystem – “A pattern of activities, social roles, and interpersonal relations experienced by the developing person…” Examples: family, classroom Mesosystem – “The relationships existing between two or more settings/microsystems” Example: Interaction between family and classroom Exosystem – “Linkages and processes taking place between two or more settings, at least one of which does not contain the developing person…” Example: Interaction between family and neighborhood

Bronfenbrenner’s model: Understanding processes Also processes between person and symbols or objects Time

Bronfenbrenner’s model vs. Selman’s social perspective taking model How does one theory inform the other?

Holly’s Dilemma How might she understand the problem? What solutions might she come up with? What will she think the best solution? How will she know if her solution is right?

Holly climbs the tree because: She is a good tree climber She likes kittens She does not want her friend to be sad She thinks her father will understand that she took a small risk to her own safety to help a friend and his kitten, which is very important

Holly does not climb the tree because: She is not strong enough to reach that high a branch She does not like kittens that much She does not want her father to be angry with her She knows her friend will understand she cannot risk breaking a promise she just made to her father without asking him

Levels in the Coordination of Social Perspectives egocentric (physical) one-way (unilateral) reciprocal (bilateral) third person (mutual) interdependent (contextual) Danger of attaching ages to these levels, where is the field now

In whose eyes? Through whose eyes? The eyes of the observer The eyes/mind of the child Thought as action and/or reflection

Psychological and Cultural comparative analysis of: She thinks her father will understand that she took a small risk to her own safety to help a friend and his kitten, which is very important (Child A) She knows her friend will understand she cannot risk breaking a promise she just made to her father without asking him (Child B)

Possible Psychological Explanations of Differences in Personality Child A has a strong personality and thinks that others will trust her, or go along with her, or fear her. Child B is submissive and afraid to disobey or be seen disobeying her father

Possible Cultural Explanations of Differences Child A is being raised in a culture (or family) that heavily values assertiveness, autonomy, and independence Child B is being raised in a culture (or family) that heavily values respect for parents and the role of parent as strong authority

Possible Contextual Explanations: Social/ Psychological Conditions Child A: Just the other day she broke a promise to her father and is feeling like she can not break another one so soon. Child B: The other day her friends accused her of not being a good enough friend, and she wants to show them she is.

Explanations? How are these explanations different from developmental explanations? Has Holly changed in 35 years? Is the context or the culture different in ways that make a difference?

Two Theoretical Issues Different versus Better Social Behavior and Relations Social Thought and Social Action