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Extrafamilial Influences

Extrafamilial Influences. Most Important Concept/theory for Development?. Ecological Systems Theory. Bronfenbrenner Mutual Influence– Child Development Environment Environment is a set of nested structures – developing person at the center, rings of influence

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Extrafamilial Influences

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  1. Extrafamilial Influences Most Important Concept/theory for Development?

  2. Ecological Systems Theory • Bronfenbrenner • Mutual Influence– • Child Development Environment • Environment is a set of nested structures – developing person at the center, rings of influence • Relative influence changes over time (for infants, Microsystem is most important)

  3. Levels of the Ecology of a Child • Microsystem [innermost layer] (the immediate setting/surroundings) • Relations between the child and their immediate surroundings • Activities/individuals in which the child is DIRECTLY involved (i.e., Family, Daycare/ preschool/school, Peers – other children infant interacts with…

  4. Levels of the Ecology of a Child • Mesosystem [second layer] the interconnections between a child’s immediate settings/surroundings. • Relations between systems in which child is directly involved INDIRECT EFFECTS • Family – daycare (notebook back & forth each day) • Family – school (parent conferences, progress reports) • Supportive systems facilitate development (consistencies between home & school) • Non-supportive systems hamper development -Negative peer pressure devaluing academic achievement – reducing individual performance

  5. Levels of the Ecology of a Child • Exosystem [third layer] contexts which influence without individual’s actual participation in them • Parent’s employment status – influences SES, parent availability to child both emotionally & physically • School board policies – determine course, nature of educ system • Community politics – curfew, number/size/location of city parks • Religion

  6. Levels of the Ecology of a Child • Macrosystem [outermost layer] broad, over-reaching ideological influences • Culture, SES, customs, etc. influence how children should be treated. • Patterns & accepted behaviors of a specific culture or subculture • Laws that govern that culture or society • Religion- in terms of values

  7. Ecological Model Cultural Values, Laws Chronosys tem External Resources Microsystem connections Macro Exo Meso Micro Family, teachers Child

  8. At each level • 2 examples of things that: • Facilitate positive outcomes • Prevent positive outcomes

  9. Friends • What are they? • Why do we have them? • Friends?

  10. Familial Influences • Peers- • Continuous vs Discontinuous • a logical result of the original parent-child relationship? (continuous) • Or, are peer relationships qualitatively different?

  11. Peer Relationship Research • Causal Influences on Positive Social Development • Friendship Existence: Does the child have friends? • If not increased aggression and peer rejection • Having Friends≠ Having good friends

  12. Peer Relationship Research • Causal Influences on Positive Social Development • Personality of Friends: Who are these friends? • Good Quality vs. Poor Quality? • Deviancy training- can facilitate maladaptive behavior through modeling • But, having good quality friends≠ good relationships

  13. Peer Relationship Research • Causal Influences on Positive Social Development • Quality of Relationships with friends • Even good quality w/ delinquent friends encourage drug use & depression • Take home message: • Having friends • Having good quality friends • Having strong relationships with good quality friends

  14. Peer Relationship Problems • Gender Differences • Who engages in more aggression? • Males: • Males more likely to engage in reactive aggression w/ peers • Instrumental Aggression • More likely to develop externalizing behavior problems related to peer rejection

  15. Peer Relationship Problems • Gender Differences • Females • females more likely to engage in relational aggression w/peers. • More likely to develop internalizing behavior problems related to peer rejection. • Example- 1:30

  16. Peers Developmentally • First year – cries in response to other infants crying- Looks, touches, vocalizes @ other infants • Second year – turn taking, role playing, prosocial (sharing, comfort) • Social play increases (attempts to move from parallel to associative) • Pretend play (simplest forms begins) • Third year – initiates interactions w/peers • Begins to show preference for peers to adults

  17. Peers Developmentally • 4 – 6 years – Sharing & cooperative play increases, imaginative play reaches peak ***Main goal of friendship is to facilitate play • 7 years – begins to choose same sex peers consistently • 7 – 8 years – expectations of friends (sharing, support, participate) ***Main goal of friendship is to have someone else doing the same thing

  18. Peers Developmentally • 8 – 12 years – acceptance and admiration for/from peers • Expectation of loyalty, commitment ***Main goal of friendship is acceptance of same sex peers • Pre-teens – intimacy, self-disclosure, common interests, comparable values

  19. Extrafamilial Influences • NOT in the child’s microsystem • Community- Community norms can affect what is “acceptable” behavior. • Behavior in Hill Top vs. Behavior in Proctor- How are the two different?

  20. ExtraFamilial • Community can affect parenting, quality of schools, local policies, etc- HOW??? • parents are more involved in upper SES communities • Schools with more money • Residential law: Ban on cruising, neighborhood watch, noise ordnances • Access to quality daycare. • Local curfews • Driver’s ed before 18, school mandatory before 18

  21. Extrafamilial • Religion • Provides a framework that guides behavior toward the child and behavior of the child. • Provides many role models; other than parents

  22. Television • Stats: • 98% of American households have more than 1 TV • TV watching increases with age: Peaks @~12-14 years with 4-7 hours per day • 68% 8-18yr olds have tv in bedroom • Positive Influences? • Positive influences: Within 5 years of Sesame St. Debut, the average age of 1st reading decreased by 6 months.

  23. Television • Negative influences (Think: Bandura- Modeling) • 58% of all TV between 6 am and 11 pm shows repeated aggression- typically during children’s programming (cartoons) and typically by the “hero”. • Bobo Doll Experiment (Bandura): Children imitate what they see on television

  24. Television • What can parents do? • Violence on TV can be mediated by: • Co-watching (supervision) • 80% of parents report watching primetime tv w/ their children • Only 10% report watching children’s programming w/ their children. • Parent-child discussion • TV is NOT representative of the real world • Aggression is not okay • Aggression is not the only way to solve problems

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