Extra - Familial Influences The Child in Society SOCIAL DEVELOPMENT Extra - Familial Influences The Child in Society

Bronfenbrenner’s model of ecological systems A1 MICROSYSTEM A2 MICROSYSTEM B MESOSYTEM C EXOSYSTEM D MACROSYSTEM C B A2 A1

Bronfenbrenner’s model of ecological systems A1 MICROSYSTEM A2 MICROSYSTEM B MESOSYTEM C EXOSYSTEM D MACROSYSTEM CHRONOSYSTEM External and internal C B A2 A1

Microsystem: stands as child’s venue for learning about the world. Child is at the center and moves away and toward Family is the most important setting for a young child. Development is affected by the nature and extent of experiences: proximal processes: experiences with people and objects. Is someone showing the child appropriate ways to behave?

Mesosystem: relations between 2 or more settings in which the child actively participates. The number and quality of connections betwen settings have important implications for child’s development. Do parents and teachers communicate with one another often? Do they have similar expectations of him? (transition between settings)

services available in community Exosystem: contexts experienced vicariously. Does not directly involve the child. Example: Flexibility in work hours: child realizes stress of parent’s workplace without ever being in these places. services available in community access to and hours of child care D C B A2 A1

Exosystem: contexts experienced vicariously and yet have impact on child. “Risk” and “social address” factors alone don’t determine whether or not a child develops his potential. They can increase likelihood of experiences. D C B A2 A1

“. We don’t have any kind of life “...We don’t have any kind of life. When you work, you’re constantly racing around back and forth. There’s never any relaxation. Work, come home and work, go to bed... There’s no way you can cram seven days of housework into less than two days... There’s so little time.”

Continuity from work life to home life: “I work all day and my boss’s always telling me what to do. And everyone’s always telling me what to do. But when I go home, I’m the one telling what to do. And those kids better mind or they know what for.”

Macrosystem: blueprints for how other components should operate. - dominant ideologies and cultural patterns that organize all other social institutions. Influences what, how, when and where we carry out our relations - Culture, ideology, religion, social policy D C B A2 A1

Social class and parental cognitions SES and conception of one’s place in society influence expectations parents convey to children. Well-paid successful professional: a great deal of autonomy in work Lower paid manual worker: duties are directed from above

Fitting into the “system”: Kohn’s theory Unskilled/semi-skilled laborers: value conformity to rules and authority, emphasize good manners Higher status occupations: allow and even require self-direction, initiation and curiosity. SES groups differ in what they value in their children and whay they expect.

Cognition Parent goals: attributes parents value and want their children to attain Focus: target, term Short-term: prioritize parents’ wishes and needs, parents try to achieve immediate compliance. Long-term: aim to satisfy child’s emotional needs and to support autonomy, parents want their child to achieve desired behaviors in the long run.

Macrosystem: Culture and social policy What kind of government departments are provided to support families How the legal/health system is designed How communities organise themselves How families bring up children

Macrosystem:. Social policy related to parenting and child development: Mother-child program may positively impact a young mother through educational resources. It may empower her life so that she is more affective and caring with her new born.

Contributions of the Model: Inclusive of all systems in which families are enmeshed. Reflects dynamic nature of relations Acknowledges that each of the ever-changing and multi-level environments and their interactions are key to development.

Contributions of the Model: Transformed how scientists approach the study of human beings and their environment. Led to new directions in basic research and applications. Enables exploration and understanding of the relationship and interrelatedness of such abstract concepts as culture and ideology to the practical realities of caring for young children.

Two-way interaction Overriding ideology or cultural pattern of any given society and family Employer, work hours and family-related policies Lobbying for political and economic policies that support parent’s roles in their children’s development

Research on social sciences (e. g Research on social sciences (e.g., bullying, conflict resolution, the school system) has influence on child development