Reading I (summary): Lesson 1. Biological, social and cultural basis of the process of human development.
1. Is it the development a prerequisite for education?
Talking about formal education, according to the text and according to what I think, development may be a prerequisite for education mainly in physical but also in physiological way. There is not education without a development of our principal organs (for example our brain); we cannot learn new concepts nor attitudes or values without a minimum physical development of those organs and senses. Apart from that in order to learn in a formal educative way we have to have been through a psychological development; children has to be mature enough to be capable to learn, we have to know how to be properly in class or in the educative context they are found. Most of the times learning takes place in a community not in an isolate context, therefore children also have to know how to get along with other people.
Now, let’s see the informal education that it is considered the education that we receive from our very first day through our context: parents, family, social background, etc. the informal learning comes from experiences not planned to be a learning experience. In this case I think that the development it is not a clear requirement because precisely with the informal education we learn all the patterns, values and behaviors that will help us to live in community (those are needed form formal education). While we are learning we are developing ourselves.
2. Is it the development a result of education?
Yes. Since the learning takes place in community we develop our social abilities (attitude, values, behavior, etc) and to live in community. At the level of conceptual learning we also develop or learning and memory capabilities and we learn things that can be useful in our life in society. So when we are learning we are developing ourselves, our minds, our knowledge, our behavior and our social values.
3. What are the mechanisms of evolutionary change?
The mechanisms of the evolutionary change can be divided in several levels. Firstly what identifies us is the specie we are this characteristic is unmovable among our specie. After that
we start t change due to our cultural surrounding (people does not behavior the same way if they live in Nepal that if they do in Moscow). Our evolutionary change follows with the historical moment we are living in including the way of life and the rules of that specific time. Following with the development there is also a change in the social group and finally we are changed by our individual characteristics.
Talking about formal education, according to the text and according to what I think, development may be a prerequisite for education mainly in physical but also in physiological way. There is not education without a development of our principal organs (for example our brain); we cannot learn new concepts nor attitudes or values without a minimum physical development of those organs and senses. Apart from that in order to learn in a formal educative way we have to have been through a psychological development; children has to be mature enough to be capable to learn, we have to know how to be properly in class or in the educative context they are found. Most of the times learning takes place in a community not in an isolate context, therefore children also have to know how to get along with other people.
Now, let’s see the informal education that it is considered the education that we receive from our very first day through our context: parents, family, social background, etc. the informal learning comes from experiences not planned to be a learning experience. In this case I think that the development it is not a clear requirement because precisely with the informal education we learn all the patterns, values and behaviors that will help us to live in community (those are needed form formal education). While we are learning we are developing ourselves.
2. Is it the development a result of education?
Yes. Since the learning takes place in community we develop our social abilities (attitude, values, behavior, etc) and to live in community. At the level of conceptual learning we also develop or learning and memory capabilities and we learn things that can be useful in our life in society. So when we are learning we are developing ourselves, our minds, our knowledge, our behavior and our social values.
3. What are the mechanisms of evolutionary change?
The mechanisms of the evolutionary change can be divided in several levels. Firstly what identifies us is the specie we are this characteristic is unmovable among our specie. After that
we start t change due to our cultural surrounding (people does not behavior the same way if they live in Nepal that if they do in Moscow). Our evolutionary change follows with the historical moment we are living in including the way of life and the rules of that specific time. Following with the development there is also a change in the social group and finally we are changed by our individual characteristics.
Reading II (summary): Emotional Development (Laura E. Berks)
FUNCTIONS
OF EMOTIONS
To energise behaviour aimed at attaining personal goals. They are very important in the cognitive processing, social behaviour and physical health.
DEVELOPMENT OF EMOTIONAL EXPRESSION
Expression:
UNDERSTANDING AND RESPONDING TO THE EMOTIONS OF OTHERS
Even when they are toddlers (8-10 years old) they start to develop consciousness about their emotional information and realize that they might different from the other ones. They understand causes, consequences and signs of emotions. As they develop emotional awareness they are able to empathize with people and to understand other’s information influenced by their current feeling or emotion.
TEMPERAMENT AND DEVELOPMENT
According to the type of temperament that children have we find that there are three groups: easy child, difficult child and the slow-to-warm child. Who defines the type of temperament? They are in part heritable but mostly the influence of different social agents has the main weight in this creation.
DEVELOPMENT OF ATTACHMENT
The most important theory that talks about the attachment bounding between parents and children is the ethological theory that recognises the infant’s emotional tie/bound to the caregiver in order promote their to survival. The separation anxiety proves that there is a true attachment bond.
There are 4 attachment patters: secure, avoidant, resistant and disorganized or disoriented that must take into account the cultural conditions of each individual.
The attachment bonding can be recovered and it is not totally necessary to be the caregiver, the attachment bonding security still works with grandparents, external caregivers, etc.
ATTACHMENT, PARENTAL EMPLOYMENT AND CHILD CARE
The quality of care is essentially important, spending time with the family helps to improve in some social and academic paths in the future.
To energise behaviour aimed at attaining personal goals. They are very important in the cognitive processing, social behaviour and physical health.
DEVELOPMENT OF EMOTIONAL EXPRESSION
Expression:
- 0-6 months: development of basic emotions.
- Anger and fear (due to separation anxiety) are increased from 6 months until the two years as cognitive and motor functions are developed and balanced.
- Self-conscious
emotions.
- Emotional
self-regulation
- They
start to be more stable. In order to regulate emotions they copy models
- They start to understand rules and apply them
because of the parental effort to make children accomplish them.
UNDERSTANDING AND RESPONDING TO THE EMOTIONS OF OTHERS
Even when they are toddlers (8-10 years old) they start to develop consciousness about their emotional information and realize that they might different from the other ones. They understand causes, consequences and signs of emotions. As they develop emotional awareness they are able to empathize with people and to understand other’s information influenced by their current feeling or emotion.
TEMPERAMENT AND DEVELOPMENT
According to the type of temperament that children have we find that there are three groups: easy child, difficult child and the slow-to-warm child. Who defines the type of temperament? They are in part heritable but mostly the influence of different social agents has the main weight in this creation.
DEVELOPMENT OF ATTACHMENT
The most important theory that talks about the attachment bounding between parents and children is the ethological theory that recognises the infant’s emotional tie/bound to the caregiver in order promote their to survival. The separation anxiety proves that there is a true attachment bond.
There are 4 attachment patters: secure, avoidant, resistant and disorganized or disoriented that must take into account the cultural conditions of each individual.
The attachment bonding can be recovered and it is not totally necessary to be the caregiver, the attachment bonding security still works with grandparents, external caregivers, etc.
ATTACHMENT, PARENTAL EMPLOYMENT AND CHILD CARE
The quality of care is essentially important, spending time with the family helps to improve in some social and academic paths in the future.
Reading III: Emotional Management Reflection
How do you typically manage negative emotions?
Normally I consider that I manage my negative emotions pretty well. I have divided the most important negative emotions in two groups according to the feeling that produce to me and the reactions that I have in front of them.
Considering as negative emotions sadness, guilt, fear, frustration, depression, grief or shame, I manage them well; I like to do not much things, I tend to spend more time alone in order to try to think or to work on how I may solve the problem that has caused this feeling. If we refer to other kind of negative emotions like envy, jealousy, anger I manage them worse because they imply a passionate feeling specially anger and jealousy; the problem is in the way that I control that feeling; when I feel them very much sometimes is hard for me to be quiet, shut up and don’t be messy.
Describe several recent examples. How might you early experiences, gender, and cultural background have influenced your style of emotional regulation?
One example from the first group of emotions that I have mentioned before (sadness, guilt, fear, frustration, depression, grief or shame) was experimented last year when my Grandparent passed away. Firstly my feeling where a little bit confused and I felt a little bit impotent in front of this situation, after it I felt a deep grief and sadness about the lost which lasted during a long time. As I have described in the question above, this feeling made me want to stay alone sometimes and not wanting to do pretty much things out home.
I think that as I had passed through the same experience two years before, although my feeling where confused I knew better how to react and how to act. In this case the cultural-social background effect shall be focused to the relation that I have with my family which is a very strong bond that maybe made me feel more sadness. In this case the gender I think that didn’t affect me much because I saw the others’ reactions and was mainly the same and not differentiating between one sex and another.
How would you describe your “temperament” or your personality traits as a child? Do you think it has remained stable, or has it changed? What factors might be involved?
When I was a child my temperament was similar to mine today. I was more impatient and more destructive in some aspects, although I consider that I was a nice and happy, shy and thankful girl. The things that have changed in me since I was a child are, mainly, that today I am more calmed and patient although I still have some difficulties in controlling my anger. The factors that might be involved this change are the maturation process and to learn to act properly in several different situations.
How would you characterize your internal working model? What factors in addition to your early relationship with your parents, might have influenced you?
I would characterize my Internal Working Model as Autonomous but Preoccupied. I think that my parent have characterized it in the way that they act in the same way; saying that they are autonomous do not means that they are not worried all the time and that they have cared my very well. I think that another factor that has influenced it has been the peers that I have found during my educational process from which I have learned also this “attitude patterns”.
What have you learned for your teaching practice from emotional regulation? I have learned that it is important for children that an adult understands them and help them in their emotional education in order to be more autonomous and not falling into frustration by not knowing how to express their feelings. I also have learned some aspects of the non formal education in the field of emotions such as not letting the baby cry a long time alone in order to the child to have a strong personality in the future. I think that this kind of learning are very important for future teachers.
Normally I consider that I manage my negative emotions pretty well. I have divided the most important negative emotions in two groups according to the feeling that produce to me and the reactions that I have in front of them.
Considering as negative emotions sadness, guilt, fear, frustration, depression, grief or shame, I manage them well; I like to do not much things, I tend to spend more time alone in order to try to think or to work on how I may solve the problem that has caused this feeling. If we refer to other kind of negative emotions like envy, jealousy, anger I manage them worse because they imply a passionate feeling specially anger and jealousy; the problem is in the way that I control that feeling; when I feel them very much sometimes is hard for me to be quiet, shut up and don’t be messy.
Describe several recent examples. How might you early experiences, gender, and cultural background have influenced your style of emotional regulation?
One example from the first group of emotions that I have mentioned before (sadness, guilt, fear, frustration, depression, grief or shame) was experimented last year when my Grandparent passed away. Firstly my feeling where a little bit confused and I felt a little bit impotent in front of this situation, after it I felt a deep grief and sadness about the lost which lasted during a long time. As I have described in the question above, this feeling made me want to stay alone sometimes and not wanting to do pretty much things out home.
I think that as I had passed through the same experience two years before, although my feeling where confused I knew better how to react and how to act. In this case the cultural-social background effect shall be focused to the relation that I have with my family which is a very strong bond that maybe made me feel more sadness. In this case the gender I think that didn’t affect me much because I saw the others’ reactions and was mainly the same and not differentiating between one sex and another.
How would you describe your “temperament” or your personality traits as a child? Do you think it has remained stable, or has it changed? What factors might be involved?
When I was a child my temperament was similar to mine today. I was more impatient and more destructive in some aspects, although I consider that I was a nice and happy, shy and thankful girl. The things that have changed in me since I was a child are, mainly, that today I am more calmed and patient although I still have some difficulties in controlling my anger. The factors that might be involved this change are the maturation process and to learn to act properly in several different situations.
How would you characterize your internal working model? What factors in addition to your early relationship with your parents, might have influenced you?
I would characterize my Internal Working Model as Autonomous but Preoccupied. I think that my parent have characterized it in the way that they act in the same way; saying that they are autonomous do not means that they are not worried all the time and that they have cared my very well. I think that another factor that has influenced it has been the peers that I have found during my educational process from which I have learned also this “attitude patterns”.
What have you learned for your teaching practice from emotional regulation? I have learned that it is important for children that an adult understands them and help them in their emotional education in order to be more autonomous and not falling into frustration by not knowing how to express their feelings. I also have learned some aspects of the non formal education in the field of emotions such as not letting the baby cry a long time alone in order to the child to have a strong personality in the future. I think that this kind of learning are very important for future teachers.
Reading IV: Parents' influence on Friendship
Family Influences on Children's Peer Relationships: Parents' Social Networks and educational Attitudes
This text talks about the influence that parents have during the Primary Education period on children sociological development.
The article aims to help us, future teachers, to understand better the children performance according to the relation with parents, the parental education give at home and the implication that parents have in the friendships of their children.
There’s a model of how the parents influence direct and indirectly to the children relation with other children.
This text talks about the influence that parents have during the Primary Education period on children sociological development.
The article aims to help us, future teachers, to understand better the children performance according to the relation with parents, the parental education give at home and the implication that parents have in the friendships of their children.
There’s a model of how the parents influence direct and indirectly to the children relation with other children.
After the experiment done in Berlin with 207 kids, now we can see the conclusion about it. In the aforementioned model there are two ways, now we are going to talk about the direct one:
Mainly, if parents have good social relations and friends in different circles out of the children school, children tend to have more friends than if parents hadn’t those relations. Also parents’ attitude in front of friends is important because their children will copy it, so if parents have good relations and attitudes with others, children will also have more friendship. Otherwise, we can also see that the parent’s kin relations do not affect the friendships of the children.
Now, talking about the marital relation among parents and how it influence the children in a way or in another we can see that: In the one hand, couples with good marital relations affect the children in having less friends outside of school; in the other hand, children that are affected by the lower marital relation of parents tend to have more friends outside of school In order to avoid the bad and disgusting situation that they live at home.
Talking now about the indirect effect the most important point is the parenting style that parents have. As more leeway the children have and more friends the parents have (they let the children be freer and apart from that they are also more secure from letting them be alone). Also as more kin related are the parents they usually have a more traditional and restrictive educational performance, fact that affects the children in being less autonomous and with less friends.
After the initial analysis the text gives us an example an interpretation model of the optimum way of children social development affected by parenting.
Mainly, if parents have good social relations and friends in different circles out of the children school, children tend to have more friends than if parents hadn’t those relations. Also parents’ attitude in front of friends is important because their children will copy it, so if parents have good relations and attitudes with others, children will also have more friendship. Otherwise, we can also see that the parent’s kin relations do not affect the friendships of the children.
Now, talking about the marital relation among parents and how it influence the children in a way or in another we can see that: In the one hand, couples with good marital relations affect the children in having less friends outside of school; in the other hand, children that are affected by the lower marital relation of parents tend to have more friends outside of school In order to avoid the bad and disgusting situation that they live at home.
Talking now about the indirect effect the most important point is the parenting style that parents have. As more leeway the children have and more friends the parents have (they let the children be freer and apart from that they are also more secure from letting them be alone). Also as more kin related are the parents they usually have a more traditional and restrictive educational performance, fact that affects the children in being less autonomous and with less friends.
After the initial analysis the text gives us an example an interpretation model of the optimum way of children social development affected by parenting.
It aims to balance the traditional and restrictive family orientation that damages the children friendship relations as it has been said before, and the family orientation less focused on tradition that unconsciously give more importance to friends and for that reason parents impulse children to have strong friendships since they are little.
This article will help as in our future in order to predict and to try to arrange good or bad friendship relations either it they are at school or outside.
This article will help as in our future in order to predict and to try to arrange good or bad friendship relations either it they are at school or outside.
Reading IV: Reading about Development (Rogoff)
Main ideas about development:
Development is understood in 3 planes, that are complementary. There are three types:
- apprenticeship = that explains the personal process.
- guided participation = that reprpesents the interpersonal process of development
- participatory appropriation= that explains the community process of development.
Social interaction is really important in order to develop and to have activities with a cultural background because since we live in a context we are constatly influenced by it. Development is a dynamic process, so it changes contantly, it doesn't accummulated the existing items. Development means an actual involvement in activities (in present) and a constant renovation.
Concepts of development:(3 planes of development)
- Apprenticeship: apprenticeship learns through looking and interacting with the expert.
- Guided participation: you learn through the interaction with a partner. One learns from the other, correcting mistakes (no one is the teacher)
- Participatory appropriation: you learn from experiences. The knowledge you acquired is transformed and used in other situations.
Educational implication on distinguishing the appropriation from internalization:
- Appropriation: active and dynamic with continuity during time.
- Internalization: development in terms of state. It doesn't have continuity during time.
It is important to distinguish these two concepts in order to be conscious about what you are doing as teacher and to perform correctly in the future.
Development is understood in 3 planes, that are complementary. There are three types:
- apprenticeship = that explains the personal process.
- guided participation = that reprpesents the interpersonal process of development
- participatory appropriation= that explains the community process of development.
Social interaction is really important in order to develop and to have activities with a cultural background because since we live in a context we are constatly influenced by it. Development is a dynamic process, so it changes contantly, it doesn't accummulated the existing items. Development means an actual involvement in activities (in present) and a constant renovation.
Concepts of development:(3 planes of development)
- Apprenticeship: apprenticeship learns through looking and interacting with the expert.
- Guided participation: you learn through the interaction with a partner. One learns from the other, correcting mistakes (no one is the teacher)
- Participatory appropriation: you learn from experiences. The knowledge you acquired is transformed and used in other situations.
Educational implication on distinguishing the appropriation from internalization:
- Appropriation: active and dynamic with continuity during time.
- Internalization: development in terms of state. It doesn't have continuity during time.
It is important to distinguish these two concepts in order to be conscious about what you are doing as teacher and to perform correctly in the future.
AS TEACHER... HOW WOULD I APLLY IT IN MY CLASS?
As teacher I will apply the theory extration from different articles that I have been given in order to imporve my educative action so the children at my class will have a better performnce in terms of Development and academic and cultural Learning.
It is important to take into account that there are several different points of view and that every teacher should mix all the information of their teahcer trainning and extract their own conclusions about everything, not to just be foccused on an exclusive author or reading.
It is important to take into account that there are several different points of view and that every teacher should mix all the information of their teahcer trainning and extract their own conclusions about everything, not to just be foccused on an exclusive author or reading.