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11ii Environmental Contexts - Coggle Diagram
11ii Environmental Contexts
Context
Characteristics
Complex
contexts influence and are
influenced by developing children
Examples
School environment influences children
but they can choose who to befried
mum not sensitive => baby cries more =>
mum becomes more detached
Dynamic
contexts change with development
Hierarchically
Nested
many different contexts of varying
degrees of proximity to individual
Eg.
Bronfrenbrenner's
Ecological Model
Microsystem
"
immediate contexts
experienced by child
"
Examples
Mesosystem
"
interactions between microsystems
"
Examples
Links between
family and school
Teacher calling mother
Links between
siblings and peers
Exosystem
Examples
parents' experiences
at work
"
Contexts the child never directly experiences that influence development indirectly
"
Macrosystem
"
cultural context in which microsystems, mesosystems and exosystems are embedded
"
Cultural orientation
Quantitative differences
West being more individualistic
East being more collectivist
Examples
Role of women
in society
GDP
how rich the country is affects
occupations, educational facilities etc.
Attitudes towards
achievement
Chronosystem
"
effects of time in terms of
child's age
or
time period
"
Co-sleeping
Morelli
Studied sleeping arrangements
in :flag-us: and Mayan families
Results
American families
0 - 3 months
Most babies sleep in mom's
room but
separate bed
After 6 months
Sleep alone in another room
Own bed with sibling
develop independence
and self-reliance
Mayan families
0 - 3 months
Mother's bed with father / sibling
Mother's bed w/o bedmate
After 6 months
No change in sleeping
arrangements
view sleeping as a social event
Advantages
Bedtime less stressful
No need for transitional
objects like chocho
Easier for breastfeeding
more sleep for
mom and baby
Non-parental
child care
NICHD
study
Longitudinal study
of 1400 children
Results
High
quality
care
associated with
better
cognitive development
High
quantity
care
(> 20 hours a week)
associated with being assertive,
socially competent
social-emotional problems like
aggression
and
non-compliance
disturbed stress response
on a biological level
Television
Chronosystem
increased availability
over time
Microsystem
American children spend same amount of
time on sleep school and television
Macrosystem
Television Violence
Perpetrators of violence often do
not display remorse or consequences
TV violence is ubiquitous
Catharsis
Hypothesis
cathartic or soothing to watch violence as it provides outlet for innate violence
Social Learning
Experimental
Research
Studied 5 to 9 year olds
Results
children in violent condition less
likely to offer help for "child"
Procedure
Half watched violent clip while
the rest watched exciting clip
Lacks ecological validity?
Field Studies
Procedure
Conducted naturalistic observations of preschoolers to establish baseline aggression levels
Half watched Batman
Half watched Mr Rogers
Results
Children in violent condition more aggressive
Children in non-violent condition
Exhibited nurturing behaviour
(praising others)
More self control
Increased cooperative play
Ability to verbalise their feelings
Greater persistence
Longitudinal
Studies
Studied 557 children
interviewed at ages 7 and 10
Procedure
Measured frequency
of watching TV
Identification with
TV characters
Perceived realism of
TV programme
Peer and adult ratings
of child's aggression levels
1 more item...
Asked favourite show and
frequency of watching show
Results
measured covariates do not
predict aggression as adults
Violent behaviour in
adulthood correlated with
amount of violent TV watched
Perceived realism of TV
Identification with
TV characters