SOCIAL DEVELOPMENT

1. SOCIAL DEVELOPMENT

2. 4 Areas of Development... Human beings develop in 4 different aspects of growth. The areas are all inter-connected, so when one is affected it may influence the others. Social Physical Intellectual Social development is the process of learning to relate to other people. Emotional

3. Sigmund Freud was born May 6, 1856, in a small town in Moravia. His father was a wool merchant with a keen mind and a good sense of humor. His mother was a lively woman, her husband's second wife and 20 years younger. She was 21 years old when she gave birth to her first son, Sigmund. Sigmund had two older half-brothers and six younger siblings. When he was four or five , the family moved to Vienna, where he lived most of his life. A brilliant child, always at the head of his class, he went to medical school. There, he became involved in research, concentrating on neurophysiology and later psychiatry. After spending a short time as a resident in neurology and director of a children's ward in Berlin, he came back to Vienna, married his fiancée of many years Martha Bernays, and set up a practice in neuropsychiatry. Freud's books and lectures brought him both fame and ostracism from the mainstream of the medical community. Unfortunately, Freud had a penchant for rejecting people who did not totally agree with him. Some separated from him on friendly terms; others did not. Freud emigrated to England just before World War II when Vienna became an increasing dangerous place for Jews. Not long afterward, he died of the cancer of the mouth and jaw that he had suffered from for the last 20 years of his life. Sigmund Freud... 1856 - 1939

4. Freud's 3 part theory of human behavior... ID: an individual’s needs and wants; including the instincts to have food, water, shelter, sex, etc. The “id” wants to be satisfied, and right now! EGO: the action a person takes to satisfy the needs and wants of the id; it is “self”-centered, but regulated in part by the superego SUPEREGO: the moral development of the being; the sense of right and wrong; the conscience; controls the ego

5. Erik Erikson... 1902 - 1994 Erik Erikson was born in Frankfurt, Germany. His biological father abandoned the family before Erik was born. During his childhood, and his early adulthood, he was Erik Homberger, (named after his pediatrician/step-father) and his parents kept the details of his birth a secret. So here he was, a tall, blond, blue-eyed boy who was also Jewish. At temple school, the kids teased him for being Nordic; at grammar school, they teased him for being Jewish. After graduating high school, Erik focused on becoming an artist, wandering totally carefree around Europe with a friend, struggling with the question “who am I?”. He eventually began teaching art at a school run by a friend of Anna Freud (Sigmund Freud’s daughter), he gathered a certificate in Montessori education and one from the Vienna Psychoanalytic Society. He was psychoanalyzed by Anna Freud herself, and studied Freud’s work carefully. While Freud believed in “destiny”, Erikson believed that a child’s “environment” had a great influence on their development. With the advent of World War II he immigrated to the United States. He later taught at Yale, and later still at the University of California at Berkeley. It was during this period of time that he did his famous studies of modern life among the Lakota and the Yurok. When he became an American citizen, he officially changed his name to Erik Erikson. No-one seems to know where he got the name! Erikson was known and praised for his theories on pyscho-social development, personality, and identity crisis.

6. 8 Stage Theory of Psycho-social Development... Erik Erikson refined the work of Sigmund Freud, creating the 8 stage theory of psycho-social development. This theory is widely accepted as “fact” in the psychology community today. The first 6 stages deal with the developing child and young adult. Freud outlined the stages of his theory in a manner imitating “developmental tasks”. In other words, every human being, in order to successfully deal with life in society, will pass through each stage…preferably in order and preferably during a specific timeframe. If an individual does not “accomplish the task” in one of the 8 stages, difficulties emotionally and socially will undoubtedly show up later in life. Stage 1: Trust This baby cries for the parent. The parent responds. This helps establish trust. 1.  Learning Basic Trust Versus Basic Mistrust (Hope)Chronologically, this is the period of infancy through the first one or two years of life.  The child, well - handled, nurtured, and loved, develops trust and security and a basic optimism.  Badly handled, he becomes insecure and mistrustful. 

7. 2.  Learning Autonomy Versus Shame (Will)The second psychosocial crisis, Erikson believes, occurs during early childhood, probably between about 18 months or 2 years and 3½ to 4 years of age.  The "well - parented" child emerges from this stage sure of himself, elated with his new found control, and proud rather than ashamed.  Stage 2: Autonomy Autonomy is not, however, entirely synonymous with assured self - possession, initiative, and independence but, at least for children in the early part of this psychosocial crisis, includes stormy self - will, tantrums, stubbornness, and negativism.  For example, one sees many 2 year olds resolutely folding their arms to prevent their mothers from holding their hands as they cross the street.  Also, the sound of "NO!" or “I can do it myself!” is heard often. “Why?”

8. Stage 3: Initiative 3.  Learning Initiative Versus Guilt (Purpose)Erikson believes that this third psychosocial crisis occurs during what he calls the "play age," or the later preschool years (from about 3½ to, in the United States culture, entry into formal school).  During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow.  Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination.   It’s time for bed. This 4 year old starts the job of cleaning up his crayons before going.

9. 4.  Industry Versus Inferiority (Competence)Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls the "school age," presumably up to and possibly including some of junior high school.  Here the child learns to master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and (3) mastering social studies, reading, arithmetic.  Homework is a necessity, and the need for self-discipline increases yearly.  The child who, because of his successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious. However, the mistrusting child will doubt the future. The shame - and guilt-filled child will experience defeat and inferiority.  Stage 4: Industry Work hard; play hard; do your best!

10. Stage 5: Identity 5.  Learning Identity Versus Identity Diffusion (Fidelity)During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an adolescent, learns how to answer satisfactorily and happily the question of "Who am I?"  But even the best - adjusted of adolescents may experience some role identity confusion and self-doubts. Erikson believes the young person acquires self-certainty as opposed to self-consciousness and self-doubt.  He comes to experiment with different - usually constructive - roles rather than adopting a "negative identity" (such as delinquency).  He actually anticipates achievement, and does achieve, rather than being "paralyzed" by feelings of inferiority or by an inadequate time perspective. In later adolescence, clear sexual identity - manhood or womanhood - is established.  The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent). Erikson believes that, in our culture, adolescence affords children a time for to experiment, trying various roles, and thus hopefully find the one most suitable for them.

11. Stage 6: Intimacy The definition of intimacy is “a close, personal relationship”. Two people have detailed knowledge of each other, resulting from a close or long association or study of one another. The relationship may be sexual or platonic in nature. 6.  Learning Intimacy Versus Isolation (Love)The young adult, successful in establishing identity, can now experience true intimacy - the sort of intimacy that makes possible good marriage or a genuine and enduring friendship.

12. 7.  Learning Generativity Versus Self-Absorption (Care)In adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and parenthood, and in the sense of working productively and creatively. Stage 7: Generativity Stage 8: Integrity 8.  Integrity Versus Despair (Wisdom)If the other seven psychosocial crisis have been successfully resolved, the mature adult develops the peak of adjustment; integrity.  He trusts, he is independent and dares the new.  He works hard, has found a well - defined role in life, and has developed a self-concept with which he is happy.  He can be intimate without strain, guilt, regret, or lack of realism; and he is proud of what he creates - his children, his work, or his hobbies.  If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust and despair.

13. Early relationships... The child’s first relationships are the foundation for social and emotional development. Shortly after birth the child will recognize and prefer the voice of the parent over anyone else. At just about 6 weeks the child comes to know the parent, their smell and face and the way they hold the baby, etc. A sibling relationship can be important at this time as well, as long as a rivalry for the parent’s attention is not cultivated. When these first relationships are positive, children develop confidence in themselves, trusting relationships with others, and a hopeful outlook on life.

14. By the age of 6 months, the child should visibly demonstrate an attachment to the primary caregiver. This in turn may lead to stranger anxiety by the age of 8 months to 2 years. The child may fuss and cry when left in the care of a stranger. To make this time of “stranger” or “separation” anxiety a little easier for the parent, they may try the following steps. Leave with a hug, a kiss and a wave goodbye. Then leave promptly. Never sneak away. This only makes the situation more difficult. Encourage the child to take something like a favorite toy or blanket with them. Social anxiety... By the age of 9 months to 2 years, the child may suffer from separation anxiety. They have not yet learned that “objects and people continue to exist even when they can’t be seen”. The game of peek-a-boo teaches this concept. These forms of anxiety combine social and emotional development.

15. Homosocial behavior... “Yuk! I hate boys! They’re mean and dirty.” “Girls smell funny; girls can’t play baseball; go away!” During childhood, human beings display behavior that may be described as homosocial. They show a distinct preference for associating with the same sex. Girls like girls and boys like boys. This is not sexual behavior. It is a normal pattern of social development that should not be confused with suggestions to children that they should have a “boyfriend” or “girlfriend”.

16. Temperament / personality... Temperament is an unlearned tendency to experience things in a certain way. Your persona (personality) is the mask you put on before you show yourself to the outside world…the impression you give to others, which may or may not be a reflection of your true temperament. Carl Jung 1865 - 1961 Carl Gustav Jung was born July 26, 1875, in Switzerland. His father was a country parson. He was surrounded by a fairly well educated extended family, including quite a few clergymen and some eccentrics as well. The elder Jung started Carl on Latin when he was six years old, beginning a long interest in language and literature -- especially ancient literature. Besides most modern western European languages, Jung could read several ancient ones. Carl was a rather solitary adolescent, who didn't care much for school, and especially couldn't take competition. He went to boarding school where he found himself the object of a lot of jealous harassment. He began to use sickness as an excuse, developing an embarrassing tendency to faint under pressure. Although his first career choice was archeology, he went on to study medicine. While working under a neurologist, he settled on psychiatry as his career. He invented the psychiatric tool known as “word association”, and developed a theory on personality. His theory is the basis for most accepted personality identifiers used today such as the Kiersey or Myers-Briggs Personality Inventories.

17. Temperament influences social development... Temperament is the "nature" part of our personality, the part that is determined by our genes or pre-natal conditions. Temperament is a person's unique responses to the people, events, and conditions in our world. Everyone, at every age, level of intelligence, or level of ability — has a natural tendency to respond to things, express themselves, and use their abilities in varying degrees. Temperament is not “right” or “wrong”. We may be able to alter how we display our temperament to others (personality), but we cannot change our actual temperament. Temperament can be reflected in several ways... Rhythmicity: people vary in the regularity, predictability, and strictness of personal habits Approach/Withdrawal: interest in meeting new people, seeing new places, and doing new things Sensory Threshold: tolerance for sensory stimuli, i.e. volume of music, flavors of food, etc.Adaptability: how flexible people are to change Attention Span: degree of persistence Distractibility: level of concentration Activity Level: calm or hectic Mood: optimists or pessimistsReactions: intense or less intense

18. Birth order... First born:    Perfectionistic   Reliable    Well-organized    Hard driving    Critical Natural Leader Middle child: Mediator   Avoids conflict    Independent    Diplomatic    Loyal    Has many friends Baby:    Charming   Attention-seeker    Affectionate     People person    Manipulative    Determined/stubborn 1870 - 1937 Austrian psychologist Alfred Adler, theorized on the personality influences attributed to birth order. These characteristics would be developed within, and as the result of the family environment rather than as a inborn temperament.

19. The only child... Research indicates that only-children may be slightly less affiliative than their peers, belonging to fewer organizations, having fewer friends, and leading a less intense social life. They do, however, have a comparable number of close friends, assume leadership positions in clubs, and feel satisfied and happy with their lives. Parents of an only-child have higher expectations, which may result in higher pressure. Only-children and first-born children demonstrate a less cooperative interactive style than do other children; especially in the area of sharing. They are often described as self-motivated, thorough, adult-like early in life, high achiever, can’t bear to fail, and avid readers. They are rated as highly “likeable” by peers. Research indicates that only-children have a slight edge over children with siblings on measures of intelligence and achievement--and that they suffer no serious interpersonal deficits. In fact, only-children may have some advantages as a result of their special status: more attention from parents, freedom from sibling rivalry and comparison, and access to more family resources.

20. A friendship is a reciprocal commitment between individuals who see themselves more or less as equals. They likely share common interests, display empathy for one another, and have built an intimate relationship. Friendships... Friendships are important, and fulfill several functions within the structure of social development: They are emotional resources, both for having fun and adapting to stress. They are cognitive resources for problem-solving and knowledge acquisition. PEER TUTORING - the transmission of information from one child to another COOPERATIVE LEARNING - requires children to combine problem-solving contributions and share rewards.PEER COLLABORATION - occurs when novices work together on tasks that neither can do separatelyPEER MODELING refers to one child setting an example and the other imitating that example Friendships are contexts in which basic social skills such as social communication, cooperation, and group entry skills,are acquired or elaborated Friendships are forerunners of subsequent relationships

21. Social Development Assessment checklist... Individual Attributes:Is usually in a positive mood.Is not excessively dependent on adults.Usually comes to the program willingly. Usually copes with rebuffs adequately. Shows the capacity to empathize. Has positive relationships with one or two peers; Shows the capacity to really care about them and miss them if they are absent. Displays the capacity for humor. Does not seem to be acutely lonely. Social Skills Attributes: Approaches others positively. Expresses wishes and preferences clearly; gives reasons for actions and positions. Asserts own rights and needs appropriately. Is not easily intimidated by bullies. Expresses frustrations and anger effectively and without escalating disagreements or harming others. Gains access to ongoing groups at play and work. Enters ongoing discussion on the subject; makes relevant contributions to ongoing activities.Takes turns fairly easily. Shows interest in others; exchanges information with and requests information from others appropriately.Negotiates and compromises with others appropriately.Does not draw inappropriate attention to self. Accepts and enjoys peers and adults of ethnic groups other than his or her own.Interacts nonverbally with other children with smiles, waves, nods, etc. Peer Relationship Attributes: Is usually accepted versus neglected or rejected by other children.Is sometimes invited by other children to join them in play, friendship, and work. Is named by other children as someone they are friends with or like to play and work with.

22. 3 Types of Play... Dramatic Play: acting things out; problem-solving Functional Play: using senses to find out what materials will do, and what happens when you do things to them; self-testing of abilities Constructive Play: building; creating

23. 6 Stages of Social Participation... While 6 different stages of social participation (play) have been identified, only 4 of those can be defined by observable activity. The remaining 2 do not involve movement or interaction. Stage 2: Solitary Play Independent play by herself with toys different than what others are playing with Stage 1: Unoccupied Engaged in no observable activity

24. Stage 3: Onlooker Watching other children, but not interacting with them Stage 4: Parallel Play Children are aware of each other’s presence; they are playing beside each other with similar materials, but not with each other

25. Stage 5: Associative Play Children are taking turns with each other; interchanging materials Stage 6: Cooperative Play All children working toward common goal with some evidence of social organization

26. SOCIAL DEVELOPMENT