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Lecture12b: Environmental contexts (Definition: Children & adults are…
Lecture12b: Environmental contexts
Context
Types
Exosystem
eg. Parents' bad experience at work-->bring negative attitudes back home-->less caring towards child
eg. State budget crisis that affects school funding-->affect child
Settings the child never experiences directly but still influence development indirectly
Macrosystem
Culture context in which microsystems, mesosystems & exosystems are embedded
Eg. attitudes toward achievement, role of women in society, GDP
Mesosystem
Eg. Link between family & school
if parents let teachers know about the child’s problems, teacher becomes more patient with the child
If teacher becomes less responsive, gives up on them, child does poorly and bring in negative behaviours back home.
Links among microsystems
eg. Link between siblings & peers
if your siblings’ friends come over to attend a party, you get to know them too and make new friends
Chronosystem
effects of
time
-->the age of the child and time period
Microsystem
Immediate contexts that the child actually experience (eg. family school peer group, neighbourhood)
Definition: Children & adults are embedded in environments that are
Dynamic
Salient contexts change with development
Hierarchically nested
individual is at center of a set of contexts of varying degrees of proximity to individual
Complex
contexts influence & are influenced by developing children
Co-sleeping
Advantages
Breastfeeding easier
Mom & baby get more sleep cos don't have to keep going to the other room to attend to baby, hence responds faster to baby
bedtime not stressful-->no transitional objects
Justifying sleeping arrangements
US parents
focus on developing independence and self-reliance
Mayan parents
Separating babies from parents is almost like child abuse
sleep is a social event & should be enjoyed as family
Non-parental child care
High
quality
care for first 3yrs
better cognitive development
High
quantity
of care for first 3yrs (quantity refers to how long you receive the care)
Social emotional problems: Aggressive & non-compliant
Disturbed stress response-->abnormal cortisol response
benefits: Socially competent, assertive, self-sufficient
NICHD National study: followed 1400 children longitudinally
Television
Television Violence
Catharsis hypothesis
Violent shows provide a release for negative emotions
Social learning (Bandura)
Teaches children violent behaviours
Evidence
Field studies (Friedrich & Stein)
Half exposed to cartoon violence
Half exposed to nonviolent program (Mr Rogers' Neighbourhood) for 1 month
Naturalistic observation of preschoolers to establish baseline levels of aggression
Children in violent condition were more aggressive with classmates
Longitudinal studies (Huesmann, Moise-Titus, Podolski & Eron)
examined the adults 20 yrs later
how aggressive they were
close friend, family members' rating of the adult's aggressive behaviour
how much violent tv they watched
Police reports
Results
amount of violent tv watched, identification with tv characters& perceived realism in childhood
correlated
with violent behaviour in adulthood
IQ parenting style, SES & amount of violent tv watched as an adult did not predict adult aggression
Examined children
Perceived realism of tv
Peers, teachers, parents reported child's level of aggression
how much children tried to behave like tv characters
Data collected on parents behaviour, IQ, SES
how often children watched various programs
Experimental research (Liebert & Baron)
Half watched 3.5 min violent clip; other half watched equally exciting but nonviolent track meet
5-9yrs old children
Children in violent condition less likely to offer help for "child" in another room
in terms of contexts
Macrosystem
Type of tv programs prevalent in culture
TV violence is ubiquitous and appears in children's programs
Microsystem
American children spend equal amounts of time at school and watching TV
Chronosystem
Increased availability of mass media in modern decades
98% of americans own at least 1 TV
Conclusion
What parents can do
Explain content
Model good viewing behaviours
Encourage appropriate viewing
Parents should parent authoritatively
Limit TV viewing
Positive programming
Evaluated by Educational Testing Service
Sesame Street
3.5 yr olds who watched it more had highest overall test scores, largest gains in writing & knowledge of the alphabet
Effects of TV violence
Observed among girls & boys
Effects persist over time
Consistent across experimental & non experimental studies