Bài giảng Human Development - Chapter 6 The Worlds of Children of School Age

Chapter 6The Worlds of Children of School Age6-1Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentDefining childhood studiesBeginning: traditionally the transition to schoolEnd: puberty or move to secondary schoolingChildhood is not clearly marked by agesNew area of Tween studiesChildren aged 7-12 (approximately) no longer interested in separate children's toys, clothing, but those specific to their age-group6-2Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentThree key theorists for this age-periodJean Piaget: - Rational understanding of the physical worldLev Vygotsky: - Learning with the support of others in one's cultureErik Erikson: - Learning about emotions related to achievement6-3Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentPiaget's stage of concrete operational thinkingBetween pre-operational and formal operations stagesFocus on specific, observable ("concrete") aspects of realityConservation of physical properties:The understanding that properties such as volume remain the same even though appearances may changeExample: conservation of liquid volume in the 3-glasses task6-4Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentOther achievements in the concrete operational stageClassification: Using categories with sub-categoriesSeriation: Understanding ordering in a sequence6-5Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentIs Piaget's theory universally relevant?Questions from cross-cultural researchersCultures differ in ages likely for various stages (Berry, Poortinga, Segall & Dasen, 1992)Questions about Piaget's tests for determining stages Artificial testing conditions may underestimate children's understandingsTest conditions may fit some cultural settings better than others6-6Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentVygotsky's approach: emphasis on culture and languageKnowledge is co-constructed:Created together by the children and people around themLearning as a two-way process where younger and older people learn from each other- Similarities to Ako in Māori culture6-7Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentSocio-cultural theory: influences from VygotskyThe culture we live in shapes the knowledge available to us - Culture creates the selves we can beWe interpret our worlds through language & cultural practices with our families, friends and wider social networksArtifacts or items such as textbooks and flip-charts are important components of the ZPD6-8Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentDevelopment of literacyNew Zealand longitudinal research found groups of children who continued to have reading difficulties from age 10 to age 16Parental education can help children's literacyGirls also tended to do better at reading and writing at age 14 - Do some cultures give more encouragement to the literacy skills of girls? - NZ Competent Children project (Wylie & Hodgen, 2007)6-9Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentEncouraging literacy in developmentStruggling readers may also have difficulties understanding phonemes (links between letters and sounds)New Zealand's Reading Recovery programme (Clay, 1991) gets children to use their knowledge to help their literacy learningBringing in Vygotsky's theory: are both phonemes and cultural knowledge important?"children learn literacy in the community and social settings and go to school to practise it' (McDonald, 1995, p. ii)The Picking up the Pace programme (Phillips et al., 2002) looked at the way children and teachers co-construct knowledge togethere.g. in creating stories together6-10Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentLearning more about yourself: genderIdentifying that you are a girl or a boyPiaget: Children cannot conserve gender until concrete operational stagee.g., young children may think they will grow up to be the opposite genderVygotsky:Would acknowledge that societies focus on gender, often organising different experiences & knowledge for girls & boyse.g. social studies primary classroom lessons tell different stories about achievements of men and women 6-11Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentLearning more about yourself: ethnicityIdentifying as being of a particular ethnic group or culturePiaget might suggest that:- Young children cannot conserve ethnic identity- (i.e. think that ethnicity might change over life)Vygotsky might suggest that:- Children subtly pick up power dynamics and status of groups in their societyExperiences of bullying based on ethnicityRacist taunts in primary classrooms6-12Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentErik Erikson's theory: coping with pressures that come with schoolingExpanding on the theory of Sigmund Freud, Erikson looked at crises or challenges in development that could need to be tackled successfullyErikson’s fifth psycho-social crisisIndustry or InferiorityThe child has to learn to “knuckle down” and get used to the pressures of schoolwork (be industrious), or feel inferior for not keeping up6-13Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentSchool: a new social environment for childrenSocial comparison process- Looking at how others are doing compared to oneself- May be more likely as child reaches primary school New Zealand Competent Children project (Wylie, Thompson & Lythe, 2001)- Girls may do better than boys at primary school- Girls and boys differ more in interests and skills by the end of primary school6-14Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentDevelopment of achievement motivationDefinition: The drive to accomplish things on one's ownChildren who do not think their actions can lead to good outcomes may indicate learned helplessnessThis pessimism may be the result of learning, over many experiences, that rewards are unlikely even when they trySome cultures may value collective achievement more than individuale.g. Chinese and Japanese cultures (Chen & Kaspar, 2004)– Pacific cultures– New Zealand may not have as competitive a classroom climate as US schools (Wylie & Smith, 1993)6-15Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentFeelings of competenceMost NZ children aged 10 feel positive about school & learning (Wylie, Thompson & Lythe, 2001)Psychologists have studied self esteem by self-report questionnaires that focus on the individual’s feelingsRecent theory questions the assumption that feelings of self-worth are stable rather than varying by situationCovington (1998) argued that schools create situations that compare students who then worry about their supposed abilitiesIn Māori culture, the mana (personal esteem) of a person depends on interconnections with others rather than individual achievement (see Metge, 1995)6-16Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentFriendships: important in childhoodLack of friends can be detrimental to children's learning (Alton-Lee & Nuthall, 1992)Children's understanding of other people is an aspect of building friendshipsPiaget's theory suggests that children focus on concrete qualities of friends (e.g. toys owned, friendliness)Children, like older people, may be biased towards more tolerant, positive views of friends compared to non-friends6-17Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentEmotional control in childhoodIn childhood, children gain increasing control over emotional outburstsUS study (Underwood, Mayeux & Galperin, 2006) found that:Boys learned to mask their emotions more in childhood Across age, children learned to hide anger from adults more than from other childrenChildren develop more coping skills, such as “thinking of something else” or asking for help Learning to shareA classic New Zealand study (Thomas, 1975) found a high level of sharing in Pacific children playing on a cooperation board game compared with Pākehā children6-18Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentMoral development: learning the social rules of good behaviourLawrence Kohlberg's theory of moral development follows Piaget's framework(from Claiborne & Drewery, 2009)6-19Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentGoing to school: a key life transitionYoung children can feel anxious about the change to attending schoolBeing around more children the same age invites more social comparisonSimilar early childhood centre and primary school environments help the child's transition (Peters, 2000)6-20Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentChildren from Pacific families and the transition to schoolSauvao, Mapa and Podmore (2000) studied six families from each country: Cook Islands, Nuie, Samoa, Tokelau, TongaSchools did not support Pacific culture and languages in same way that homes didParents wanted schools to focus on literacy, respect, maths and sharing tasks at home 41% of children in the study reported experiences of bullying 6-21Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentChildren's experiences of harassment & bullyingAuckland study found parents concerned about effects of violence in the media on their children (Eagle, de Bruin & Bulmer, 2002)Most popular after-school activity for 8- and 10-year-olds was watching television (Wylie et al., 2001)NZ children experience high levels of bullying(Maxwell & Carroll-Lind, 1997)Several New Zealand Ministry of Education programmes have been designed to reduce bullying (see Sullivan, 2004)e.g. Eliminating Violence programme6-22Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentThe United Nations Convention on the Rights of the Child (UNCRC)Relevant for all children to age 18Agreed by most countries in the world in 1989. Main issues:Children's right to be provided for by adultsChildren's right to be protected from harmChildren's right to participate in decisions that affect their livesRemoval of parents' right to use physical force to discipline children came from New Zealand’s agreement to the UNCRC6-23Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development