Flashcards
YC MIDTERM
Cards in this deck (46)
- 1Chapter 1Histories in Childhood
- 2What does it mean to be a child?-Child/childhood is a social construct
-Socially constructed phenomena
-Vary according to social context and culture - 3Childhood is a Social ConstructThe definition of a child caries across:
-Time
-Disciplines
-Culture
-Contexts - 4Childhood Across Time: Medieval TimesChildren Were: -Treated as "mini adults"
-Monitored less and given more autonomy
-Not given special allowances when it came to the law
-children were born of "original sin" - they were neither good or bad - 5Children Across Time: Between 13th and 16th Century-development of childhood emerged
-Childhood seen as a distinct life stage
-Recognition that children required special care and nurturing - 6Childhood Across Time: Around the 18th centuryJohn Locke argues that:
-Children were born as blank slates and unequal to adults
-Parents responsibility to gradually bring their children up to reason
-education formed the basis for bringing children out of their state of imperfection in order that they become reasonable adults - 7Childhood Across Time: Around the 18th century - continuedRousseau argued that:
-children were born free and innocent not blank and unequal to adults
-that their own way of thinking and feeling that is unique from adults
-should be free to explore their own reasoning and play
-should be educated differently depending on their age - 8Locke and RousseauLocke and Rousseau disagreed on the type of attention children needed - but they did agree that childhood is unique and distinct from adulthood
-This have revolutionized the way we approach childhood today - 9Chapter 2Social Theories of Childhood
- 10Nature/Evolutionary Psychology-Our behaviour is explained by our genetic and biological characteristics
-Belief that children are born with a set of characteristics and personality traits
-The effects of parenting on human behaviour is negligible because children are just "born that way" - 11Psychoanalytic/Stages of Development Freud(early 1900's), Erik Erikson,Jean Piaget(1960's and 70's)-"Normal" development occurs in fixed stages
-We can not move to the next stage without first completing the first stage
-Erikson and Piaget emphasized the importance of the environment in helping children progress to the next stage - 12Behaviourism John Watson (early 1900's) and B.F Skinner(mid- 1900's)-Behaviour should only be understood to what can be observed and is overly visible
-We can not make speculations about development if we can't see what is happening
-We can "train" children to behave accordingly through positive and negative reinforcement and stimuli - 13Symbolic Interactionism Charles Cooly (early 1900's), George Herbert Mead(mid 1900's)-Stress the importance of symbolic communication and interaction with others
-Looking Glass Self: We construct our self-image and adjust our behaviours according to how we think others perceive and judge us (Cooley)
-We are comprised of "I" self (biological and impulsive) and the "me" self(learned and attained through social interaction;Mead) - 14Social Learning Theory Albert Bandura, Lev Vygotsky, Urie Bronfrenbreener( mid to late 1900's)-Explains human development through the reciprocal relationship between child and others
-It is through the interaction among the individual, the environment, and others that fosters development and growth - 15Chapter 3Doing Research on and with Children
- 16Research about Children-Much of the research we read about has been conducted from the point of view of the adult
-Adults have appointed themselves the translators and interpreters of children
-Adults often believe that children are innocent and naive.
-Always have the point of view of the adult
-When we are doing research about adults, we take what adults, we believe adults to be more creditable - 17Research ABOUT children vs. Research with children-The way researchers perceive children influence their choice and method for conducting research
-Our perceptions of children will effect how we treat them and work with them - 18What does the broccoli and fish cracker experiment tell us about doing research on and about children?-fifteen month olds can't quite understand others perspectives but 18 month olds can
-At what stage of their life do they start understanding what other people want?
-It teaches us that the information that we get from kids valuable
-There is no power struggle between the children and the researchers
-shows you how to take the right approach and method on researching children - 19Research about Children-In the past, researchers made inferences on children's thinking based on observations
-While these observations have contributed a lot to many of the theories we have today - it is argued that adult interpretations do not paint a accurate picture of children's understanding of the world
-Methods that we use to study young people matter a lot
-How can we do things better and what do we do to address these gaps? - 20Research WITH children-In the last 20 years a host of research has been conducted with children that is changing the way we think about child development
*What do you think about the idea that adults need to think more like children?
-Adults need to have more of an open and creative mind. They need to think and understand that maybe we don't know all the facts just because we are adults - 21Research, Ethics and ChildrenResearch with children: Children should be treated as a vulnerable and have a different sent of ethical guidelines
OR
Children should not have a set of ethical guidelines different from adults - 22Research should be treated as vulnerable and have a different sent of ethical guidelines because:-Power difference between adults and child
-Difference in cognitive abilities
-Children unable to make informed decisions
-Children unable to clearly communicate their needs and thoughts
-children have a lack of understanding about the world and their rights - 23Children should not have a set of ethical guidelines different from adults because:-To treat children differently perpetrates the idea that children are incompetent
-Adult-centered research exacerbates are ignorant and untrustworthy
-Assumes that adults "know best"
-Having an "overprotective" stance reduces children's rights - 24Research About and With Children-Conducting research on children is not clear cut
-In the past 20 years out perspectives on how to conduct research with children has changed the way we think about children's understandings of the world
-While the findings and theories of our forefathers are important for informing our theories today - it is important to stay current with new ways researches are conducting research with and about children - 25Chapter 4Schooling and Peer Groups
- 26What is the purpose of school?-Get a better education
-Meet peers that are interested in the same thing as you
-Piece of paper - 27The purpose of SchoolMeritocracy: Granting opportunity and reward based on skills and abilities rather than status
-Our school system should be based on how well people do and they should be rewarded based off of that and not their status - 28According to Parson'sTo equally prepare students for their future places in life by matching their talents to the job they are best suited for
- 29Conflict Theories of EducationConflict Theorists: Believe that societies are built on struggles for power, wealth, prestige control - and that those who have power and control the schools
-Our success is not based on our skills and achievements but on a whole background of factors - 30Bowles and Ginitis(1976) argues that schools:-Are not meritocratic
- Attempt to shape minds for capitalist purposes
-Create obedient, docile workers
-Reinforce the class structure - 31Bourdieu Explains that schools:-Cater to the elite and middle class
-Evaluate students according to middle-class standards - 32Myth of Level Playing Field According to Sir Ken RobinsonThere are three principles on which human life flourishes and they are contradicted by the culture of education under which most teachers have to labour, and most students have to endure
- 33Changing Paradigms of Education Gender and EducationGirls are often taught to resist traditional females roles but boys are not encouraged to resist traditional male roles
-Girls are being pushed toward careers that involve math and science
-Boys are rarely pushed to pursue careers in the humanities of social sciences - 34Boys and EducationIn the 1970's the Report of the Royal Commission on the status of Women in Canada highlighted girl's poor performance in school
-This fuelled a surge of energy to life girls up and develop policies and support systems to increase girls achievement in schools
-How girls are out performing boys in school - 35Gender and EducationSome theorists now believe that we need to shift things and change the education system to support boys
- 36Peers-Extant research has demonstrated that parents are the primary shapers of children's character and behaviour
-Work by Judith harris, argues that while parents be primary shapers during childhood - parental behaviours do not have long-term effects on children's psychological characteristics
-Group socialization theory: Peer fundamentally shape personalities and are the primary environmental influence on children
-Regardless of this debate, there is no question that friends do exert a powerful influence on child development
-Regardless of this debate, there is no question that friends do exert a powerful influence on child development
-Research has repeatedly indicated that children who have even one best friend do better socially, emotionally, and academically, then whose who have no friends - 37Bullying What is bullying?" A person is being bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons" Olweus, 1991
- 38Three Critical Components:-Intentionality
-Repetition
-Power Differential - 39Bullying =PowerPower comes in many forms..
-Physical size
-Numbers(mobbing, scapegoating)
-Social (more popular, more competent) - 40Types of Bullying:Physical Bullying: hitting, pushing, shoving, kicking
Verbal Bullying: name calling, mocking, teasing, taunting
Social Bullying/Relational: Ignoring, gossiping, spreading rumours, excluding
Cyber Bullying: Using the internet or text messaging to mock, embarrass, harass, spread rumours - 41Chapter 5Children, the mass media and consumerism
- 42Young Children and Media Use-80% of children between 0 and 5 use the internet in America
-Most children spend at least 2 hours a day watching tv
-60% of children under the age of three watch videos online
-23% of parents of children between 0 and 5 report that their children use the internet
-82% use the internet on a weekly bias
-By age 8, children
begin to interact with social media - 43Children, Media, and rapid image change-from birth to around age 7 things like this influence brain development
-It preconditions the mind to expect a lot of stimulation
-It leads to inattention in later life - 44TV-At the age three the more television children are watching are increasing,which effects their attention span
-For each hour children watched Tv before the age of three, their chances for .... increases their learning issues by 10% - 45Cognitive StimulationIf there is a lot of critical thinking and cognitive stimulation they are less likely to have attention problems
-For each hour of cog. stim, risk for attention problems decreased by 30% - 46Overstimulation and risk taking exposureThe more tv they watch, and are exposed to, the less attention they
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- Flashcards on YC MIDTERM, created by kennedywalkinsha on 18/10/2014.
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