Social and Emotional Development



CHDV 138Theoretical PerspectivesI. Psychoanalytic ApproachA. Freud 1. assumptions2. Personality (Id, Ego, Superego) is what develops3. Freud and developmenta) Processesb) StagesORAL (0-1) - ANAL (1-3) PHALLIC (3-6) Oedipus/Electra complex LATENCY (6-12) – GENITAL (12 -) - 4. Evaluation: Contributions: Criticisms: B. Erikson1. Assumptions 2. Developmental nature of theory trust vs. mistrust autonomy vs. shame initiative vs. guilt industry vs. inferiority identity vs. identity diffusion intimacy vs. isolation - if integrated identity, psychological intimacy is possible. Romantic and friendship relationships (by enhancing feeling of solidarity) provide opportunities for development of generativity vs. self-absorption ego integrity vs. despair 3. Social nature of theory4. Evaluation:Contributions: Criticisms:II. Learning ApproachesTraditional behaviorism AssumptionsWhat constitutes learning?Repetition (exposure) or associationClassical ConditioningOperant conditioning (Skinner)Reinforcers = more likely Punishers = less likely 3. EvaluationContributions:CriticismsBandura - Social Learning TheoryAssumptionsBehavior is social in nature Broadened notion of learning:observational learning Classic experiment (Bandura)cognition plays a roleSelf-efficacy Reciprocal determinism 310896042989500evaluationContributions:Criticisms:III. Cognitive PerspectivesPiaget – Cognitive Developmental1. assumptions2. Mechanisms of development:Thought physical experience AND maturation AND social experience AND… Equilibration through process of Adaptation: AssimilationAccommodationOrganization 3. Piaget and Social DevelopmentObject permanenceSeriationConservationEgocentrism4. EvaluationContributionsCriticismsB. Social Information ProcessingFoundations/Assumptions??? Humans as information processing devices Development as self-modification Social development is a function of improved cognitive2. Social Problem Solving process??? ??? 1) encoding of cues??? ??? 2) interpretation of cues??? ??? 3) clarification of goals??? ??? 4) response access or construction5) response decision3. Research questions and methodology4. EvaluationContributionsCriticismsC. VygotskySociocultural/dialectical theory – based on contextualist world view1. AssumptionsCognition is socially and culturally mediated. Culture = Child-in-Activity-in-Cultural-Context 2. Processes of development social interaction/joint activitiesLanguage plays key role Zone of proximal development intersubjectivity 3. Piaget and VygotskyResearch Questions/Methods5 . Evaluation Strengths/ContributionsWeaknesses/CriticismsIV. Bronfenbrenner – Systems Approaches/Bioecological approachImportance of contextContext is a nested systemMicrosystem MesosystemExosystem Macrosystem Chronosystem2. Family as the first important context3. Natural experiments 4. The role of person in development: Process-Person-Context-Time The person is both influenced and influencer in developmentProximal processes What qualifies as proximal process?5. EvaluationV. ACTIVITY – comparing theories of social and emotional development ................
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