Foundations
of Human Development
Instructor~ Rachel Karlsen
Website~
http://wpchd310a.wordpress.com
Cell number~ 360-901-5297
Workshop #5
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Inspirational
• Cards~ Names of God. There is a card
in your file with a name of God and a
few Bible verses on it.
• Activity: Please read aloud your Bible
verse. Please tell us the significance, if
any, this name has for you.
• Prayer…
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Your Predominate Style?
NORTH
Acting—let’s do it, likes to
act, try things, plunge
right in.
EAST
WEST
Speculating—likes to look
at big picture and the
possibilities before acting.
Paying attention to detail—
Likes to know the who, what,
when, where and why before
acting.
SOUTH
Caring—likes to know that everyone’s feelings have been
taken into consideration and that their voices have been
heard before acting.
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Your Predominate Style
Discuss:
1. Why did you choose this area?
2. How could this impact your learning team?
(Where are the other members of your learning
team?)
3. How might predominate styles affect the debate
and discussion tonight?
4. What would your secondary style be?
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Learning Objectives
(slide 1 of 2)
Upon completion of this workshop, each student should
be able to:
1. Explain Bronfenbrenner's bioecological model of
development, including the micro, meso-, exo-, and
macrosystems.
2. Identify aspects of systems theory that focus upon
developmental niche and family systems.
3. Articulate sociocultural influences on development
across the lifespan.
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Learning Objectives
(slide 2 of 2)
4. Report evaluation of the various development theories in
reference to what will be useful for his/her vocational fields and
what needs to discarded, placing the work in the context of
eclecticism.
5. Evaluate theories in light of issues of gender and culture.
6. Predict the value of theories of adolescent and adult
development for future development courses.
7. Discuss main points of selected theory and defend them in
contrast to other theories.
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Approximate Schedule
6:00-7:00 Bible inspiration, intro activity, overview of
evening, lecture notes, theory overview.
7:00-7:30 Final paper, notes/discussion (gallery walk)
7:30-8:00 break
8:00-9:30 Theory debate/di Nscussion (video, if time)
9:30-9:45 Preview next workshop
9:45-10:00 exit papers, group work, final questions
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Assignments due tonight
(5th workshop)
• Read Craig & Dunn, pages 49-57
• Complete a 5-6 page typewritten paper that demonstrates
eclecticism: what each student will retain and discard in light of
their vocational choice (see Theory Application Paper on page 4
of syllabus and rubric at http://wpchd311.wordpress.com)
• Learning Team
– Give copy of key points, etc., of theory to classmates.
– Present a brief overview of theory with main points and theorists
– Be prepared to discuss your theory from the viewpoint of a theorists
(debate using scenarios)
– Complete and turn in Learning Team End of Course Evaluation
– Be prepared to change Learning Teams (already accomplished in
prior courses)
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The Backwards Life Cycle
(anonymous contribution)
The life cycle is all-backwards. You should die first and get that out
of the way. Then you should live for 20 years in a retirement
center and get kicked out when you’re too young. You get a
gold watch and then go to work. You work for 40 years until
you’re young enough to really enjoy retirement. You should
then go to college and party until you’re ready to go to high
school. After that, you go to elementary school. You then
become a very young child; you play; you have no
responsibilities; you become a little baby. You go back to the
womb and spend your last 9 months floating and finish off as a
gleam in someone’s eye. From there, you go directly into God’s
presence.
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New insight…
• Please think for a few minutes and then
share with your elbow partner
something that has been a new insight
about human development and/or the
life cycle. Extension: assimilation or
accommodation?
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Systems Theories
• A system~A whole with interrelated parts
• Parts are interconnected so that a change in
one part causes change in the other parts
• Systems are characterized by openness to
and resistance to change
• Systems contain possibility for feedback
between parts
• Multiple levels..separate from and connected
to each other
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The Bioecological Model
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Bronfenbrenner’s bioecological model of
development
• Process-Person-Context-Time model
– Journal of Family Theory and Review
– Written by Jonathan Tudge, Irina Mokrova,
Bridget Hatfield, Rachana Karnik
• Title: The Uses and Misuses of
Bronfenbrenner’s Bioecological Theory of
Human Development
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Bronfenbrenner’s bioecological model of
development ~Process, Person, Context, Time
Process
•
Human development takes places through
processes
• Progressively more complex reciprocal interaction
between a human being and the people, objects and
symbols in their immediate external environment
• Must occur on a fairly regular basis over extended
periods of time
• Such enduring forms of interaction are referred to as
“proximal processes”
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Bronfenbrenner’s bioecological model of
development ~Process, Person, Context, Time
• Person
– Biological and genetic aspects are important
– personal characteristics given more attention
• Demand
– Include age, gender, skin color, appearance
– Initial interactions may be influenced because of the expectations
formed immediately
• Force
– Include personality, persistence, motivation, etc.
• Resource
– Mental, emotional, social and material resources
– Include past experiences, skill, intelligence, good food, caring
parents, educational opportunities
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Bronfenbrenner’s bioecological model of
development ~Process, Person, Context, Time
•
Context (Involves four interrelated systems)
MICROSYSTEM:
– Environment, such as home, school or peer group
– Great deal of time (activities and interactions)
MESOSYSTEM
– Interrelations among more than one microsystem
– Examples: school, neighborhood, family
EXOSYSTEM
– The individual being considered is not actually in the situation
– Important indirect influences on development
– Example: mom has a stressful job, so she is cranky at home. Mom’s job is an
exosystem for the developing child, even though they are never at mom’s work.
MACROSYSTEM
– Any group where members share values and belief systems (culture, resources, life
styles)
– The macrosystem influences and is influenced by all other systems.
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Bronfenbrenner’s bioecological model of
development ~Process, Person, Context, Time
• Time
– Crucial role
– Three subsystems
• Micro-time
– what is occurring during the course of some specific
activity or interaction
• Meso-time
– the extent to which activities and interactions occur with
consistency in the environment
• Macrotime (earlier term is chronosystem)
– developmental processes can vary depending on certain
historical events that are occurring as individuals are at
certain ages
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The Bioecological Model
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Video Clip
Description of Bronfenbrenner’s bioecological
model:
http://www.youtube.com/watch?v=me7103oIE-g
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Parenting Across Cultures: The Different
Ways We Raise Our Children
http://www.youtube.com/watch?v=BJic9NrYk0Y&feature=related
Many newer immigrants try to raise their children with
traditional values. A panel of diverse experts
discussing the role home cultures play in the way
immigrant parents raise their children.
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How Does Childhood Differ Between
Traditional Societies and Modern Societies?
http://www.youtube.com/watch?v=BvqOaWwLtjo
Until recently in human history, all societies were small, nonliterate, without centralized political leadership.
(Start at approximately 11 minutes and end at approximately 20 minutes)
– Nursing (minute 11), parenting, response of caregivers to child crying,
physical punishment (minute 24) freedom of a child to explore (minute
27) and play
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Sociocultural Influences
• Cultural factors affect a cohort, a group of
individuals born during the same historical era
• There are different types of cultural influences:
• Normative age-graded: biological and social
changes (puberty, graduating from school,
retirement, having children)
• Normative history-graded: historical events such
as wars, depressions, and epidemics
• Non-normative: individual factors such as
divorce, unemployment, illness, career changes
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A Lifespan Profile on Influences (p. 55)
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Small group discussion
(Craig, p. 55)
• Discuss
– Normative age-graded influences
– Normative history-graded influences
– Nonnormative influences
– Give personal examples of how each of
these influenced your own development.
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Development in a Broad Context
• Lifespan development is a complex interaction among
several important factors
• Mediating factors—gender, ethnicity, socioeconomic
background—determine how broader cultural-historical
forces will be experienced
• The family will shape one’s experience in important ways
• Each person’s unique personal characteristics will
determine how they act in and adapt to the broader
context in which life unfolds
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To summarize:
• Environmental influences can be very specific events in
our individual lives, or they can occur broadly across
cultures
• Learning is one of the primary environmental factors that
shape our development. Major forms of learning include:
• Classical and operant conditioning
• Social learning
• All development takes place in the broader context of
family and culture
• Thus, hereditary and environmental forces continually
interact as development unfolds
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Family and Culture
• Family systems are at the heart of human behavior
• Siblings share many similar experiences, but
nonshared experiences and relationships also exist
• Families pay a critical role in orienting him or her to
society and culture
• It is important to avoid ethnocentrism, the tendency
to assume that our own beliefs, customs, and values
are normal and others are abnormal
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Gallery Walk
Using appropriate sized sticky note, add
to the following posters. Use your
Theory Application paper to guide you.
•
•
•
•
Description of each theory considered
Possible vocational future
Theory aspects you want to retain
Theory aspects you want to discard
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Learning teams for Debate/discussion
Basic information is from Understanding Human
Development, by Craig and Dunn
– Psychodynamic theories (overview p. 11-14)
• Clint, Darcy, Kate, Libby, Sarah
– Behavioral theories (overview p. 14-16)
• Chelsea, Cory, Heidi
– Cognitive theories (overview p. 16-18)
• Erica, Deanna, Milly, Yvette, Rachel
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Criteria
• Each member must participate in
debate and be willing to try
• Group must accurately reflect the
position of their chosen theory
• Creativity/getting into character
• Hand out to other teams
• Group presentation (5 minutes) to
present your theory
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Topic #1
• Heredity and Environment:
– What does your theory say about nature vs
nurture?
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Topic #2
• Maturation and Learning:
– How does your theory explain it?
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Topic #3
• If you had to partner with a theorist from
another group, whom would you
choose? Who would you stay away
from?
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Topic #4
• Why would the world choose your
theory as the correct theory?
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Topic #5:
Thoughts and behavior
• A young child’s thoughts and behaviors
are frequently quite different than ours.
Give examples from the viewpoint of
your chosen theory/theorists.
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Topic #6:
Baby noises
• Infant crying is often viewed as an
expression of discomfort, or a simple
reflex, or mere fussing. State what
might be happening, possibly including
reference to stages.
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Topic #7
To Raise a Child
• Give tips, best practices and proverbs
from the viewpoint of your chosen
theory on the best way to parent and
teach children
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Topic #8
What’s happening?
Andy is ten years old. Last year, his parents divorced after trying to
work things out through counseling. He lives with his mom and
sees his dad at least once per week. Despite his best efforts to
do well, he failed two subjects and has a hard time making
friends. He will sometimes complete his school work by copying
answers from students he considers to be smart. He feels like
he is not good at anything in particular.
From the viewpoint of your chosen theory, what is going on here?
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Topic #9
Boys in School
• Read the article title “When boys find
school a royal pain” from the Oregonian.
• Apply your theory. What would your
“favorite theorist” say about this article?
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Topic #10
• Read the article:
– Why are American Kids So Spoiled? (The
New Yorker, July 2, 2012)
– From the viewpoint of your theory, make a
few statements about parenting, children
and culture (if possible).
– As a theorist, what is your opinion of this
article? Why?
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Assignments due next week
(1st workshop of HD311) slide #1 of 3
Individual
1. Read Chapter 2 of the Craig & Dunn textbook.
2. Read Chapter 1 (pp. 1–47) of the Faber & Mazlish book.
3. In preparation for class discussion, record observations this week from
your home/work/community/environment of the way adults facilitate
children dealing with their feelings. Your observations will be used for a
class discussion on Chapter 1 of Faber & Mazlish.
4. Turn in a two-page paper explaining Paul Baltes' (see chart on p. 55 and
read pp. 54–57) lifespan profile of influences. Include an example from
your life, or a member of your family of origin and what the power the
event had.
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Assignments due next week
(1st workshop of HD311) slide #2 of 3
Learning Team
1. Discuss which of the following developmental topics your learning team would like
to research for presentation on the last evening of the course.
a. Infant and Child Attachment
b. Culture and Gender Issues in Development
c. Language Development
d. Effects of Media on Preschoolers
e. Effects of Parental Loss
f. Impact of Day Care on Development
g. Illness: It's Effects on Development
h. Effects of Abuse
2. During class, topic assignments will be made after a discussion to cover as many
topics as possible. Other topics can be considered in consultation with the
instructor.
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Assignments due next week
(1st workshop of HD311) slide #3 of 3
3. Each team will cooperatively present their topic to the class during Workshop
Five. Each individual will write a six to eight-page research paper on the same
topic (or sub-topic) chosen for presentation. For example: If one team chooses
the topic, Effects of Parental Loss, one team member may research and write a
paper on Loss of Mother to Death; another team member may research and
write a paper on Loss of Father to Death; another may do a paper on Loss of
Parent to Divorce; another to Loss of Parent's Incarceration and another to Loss
of Parent to Drugs. All members of a team may want to write on the same
aspect of Loss of Parent to Death. Either way is fine, however, the team will
work cooperatively for the presentation. More instructions for paper and
presentation can be found under Workshop Five.
4. During class, learning teams will choose a topic, dialogue about it, and discuss
with the class:
a. The implications of having a map of the human genome.
b. Human cloning and its implications.
c. The pros and cons of genetic counseling
d. The challenges in interpreting the results of adoption and twin studies.
e. How behavior geneticists study inheritance of psychological characteristics.
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Group work and Exit papers
• Remember to turn in exit/participation
papers in file folders
• Take everything you want from your file
folder…I will reuse the rest
• Thank you for participating tonight!
• Website will be
http://wpchd311.wordpress.com
• Have a nice week!
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