Development in Context
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Transcript of Development in Context
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7/29/2019 Development in Context
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People do not grow in isolation
from their surroundings. Rather,we constantly interact with our
environment: our family, peers,schools, neighborhood andsociety.
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Our social class, historicalcontext, and culture also play a
role in shaping who we are.
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There is wide diversity in
development because of
differences in the which
people grow
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Bioecological Systems Perspective
Proposed by Urie Bronfenbrenner
Exemplifies development as
contextual
According to this perspective,
a child develops within acomplex dynamic system
of relationships and is
affected by multiple levels of the surrounding
environment Moreover, children are active producers in their own
development, influencing their environments
Inasmuch they are also influenced
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What are these systems?
Microsystem,
it consists of the primaryrelationships, interactions, activities, androles experienced by a person in his/herimmediate, or proximal, surroundings.
Examples: childs relationship with parents
in the home setting.
childs interaction with teachers
in the school setting
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Mesosystem,refers to connections, or
interrelationships, among themicrosystems in which the person isinvolved
Example: the interaction between the
home and school settings, as
when parents involvethemselves their childs school
activities
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Exosystem, which refers to settings that
do not directly involve the personhimself/herself, but in which eventsoccur that affect his/her development
nonetheless
Example: Parents work environment may
affect a childs developmenteven though the child is not part
of that setting
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Macrosystem, comprises the larger
variables of culture, historical context,social class, religion, government policies,and the like
These contexts shape an individuals values,
belief systems, sociocultural practices, and
life opportunities
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Chronosystem, reflects the influence of
historical time in shaping the personsenvironmental and life experiences
Example: Overseas work and migration isa modern-day phenomenon
that significant implications for
Filipino society, familyrelationships, and youthaspirations
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Bioecological Systems Perspective
http://rds.yahoo.com/_ylt=A0S0204khmRKnxIASUujzbkF/SIG=12650jesp/EXP=1248188324/**http%3A//gozips.uakron.edu/~susan8/devparch/urie.jpg -
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Rubics Cube Approach
This is a landmark article written by Ma.Lourdes Arellano-Carandang, a FilipinoClinical Psychologist
Rubics Cube approach offers a localapproach to working with children
Likening the framework to popular toyconsisting of different colored cubes
Carandang emphasized the importanceof integrating four dimensions to gainunderstanding of children
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Four Dimensions
1st - views the child as a total person withphysical, intellectual, socio-emotional, andmoral/spiritual facets
2nd - grounds these characteristics on the
childs developmental level
3rd - looks at the childs behavior within thecontext of the family and community
4th - looks at the childs inner world, how thechild makes sense of all that happens withinand around him/her
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Lawrence Kohlbergs Moral Development
Jean Piagets Cognitive Development
Sigmund Freuds PsychosexualDevelopment
Erik Eriksons Psychosocial Development
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Lawrence Kohlbergs Moral
Development
What is the nature of morality?
Is there an absolute, universal
definition of good and bad?
Or is morality determine by the individual,the situation or the sociocultural context?
How do people evaluate whether a certain
behavior is good or bad? These are the questions spurred Kohlbergs
interest in morality, specifically in moraljudgment or reasoning
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Moral Development
Kohlbergs theory was influenced byJean Piaget and Immanuel Kant
Particularly on Kants practical
imperative philosophy: Treat eachperson as an end, not as a means
This forms the basis of Kohlbergs
notion of a universal moralitycharacterized by justice and equalityhighest stage of moral development
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Story:
HeinzDilemma
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Preconventional Level
Stage 1- Punishment and ObedienceOrientation
-One must obey rules in order to
avoid punishment
Stage 2- Reward Orientation
-One conforms in order to obtain
rewards, to have favors returned
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Conventional Level
Stage 3- Good boy/Good girl Orientation
-approval seeking orientation
-trying to meet the significant others
expectations
Stage 4- Social System /Authority Orientation
-justice orientation
-strong emphasis on law and order,duty, and legitimate authority
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Postconventional Morality
Stage 5- Morality of social contract anddemocracy
- relies on fundamental principlessuch as individual rights, equality,
human dignity, contractual agreement,and mutual obligation
Stage 6- Morality of individual principles of
conscience- willing to break social rules and the law,and accept the consequence if such lawwent against the highest principles ofhuman life, such as equality and dignity