This document summarizes key concepts from chapters on social cognition and socialization from a developmental psychology textbook. It discusses Zone of Proximal Development and how assistance from more knowledgeable others can help learning. It also summarizes Jean Piaget's concepts of egocentrism and theory of mind, how children develop the ability to see from other perspectives. The document then discusses factors that influence socialization like parent and child effects, parental beliefs, shared and nonshared environmental influences, and internalization of social norms. It distinguishes between moral, conventional, and personal conduct rules.
Intellectual development (Piagetian, Psychometric, and Classical Approach)reneegomez
I was assigned to report about the Intellectual Development of children. I discussed about 3 different approaches in learning. The Piagetian which is from Jean Piaget, Psychometric which talks about the measurement of intelligence, and the Classical Approach from Ivan Pavlov. I hope that this slide will be useful to you.
Intellectual development (Piagetian, Psychometric, and Classical Approach)reneegomez
I was assigned to report about the Intellectual Development of children. I discussed about 3 different approaches in learning. The Piagetian which is from Jean Piaget, Psychometric which talks about the measurement of intelligence, and the Classical Approach from Ivan Pavlov. I hope that this slide will be useful to you.
Social Cognition (1)The gullibility of children is a.docxjensgosney
Social Cognition (1)
The gullibility of children is a discontinuous process. (4)
Acknowledge the different needs of other children, their emotions, and their preferences (2)
Gullibility of children
Nurture highly plays a role in this example (3)
Domain-general processes highly apply (5)
Running head: DEVELOPMENT 1
DEVELOPMENT 5
Cognitive Development of Children
Student’s Name
Institution
Date
By the age of four years, children become highly aware of the information provided to them by adults, their parents are their individual caregivers. Gullibility refers to the susceptibility of a person to getting fooled easily or manipulated by an individual. In regards to their development, children between the ages of three to five years are typically unable to formulate and create their sense of separate self from their caregivers (Forrester, 2013).This fact means that children are highly affected by the perceptions of their parents towards them. Also at an early age, most children usually see themselves through the reflection imposed from the eyes of their caregivers. The message conveyed through the various communication processes by parents is highly robust and affects their level of self-regard. A great example is where parents view their children as incompetent in all aspects of both academic and social excellence. These perceptions of inferiority lead children to grow eventually old seek acceptance and a particular life direction from others. As the children see themselves as inferior due to the influence of the parents on their perception, another person’s viewpoints might impact their beliefs. This issue is due to the children profoundly unable to make incisive inquiries needed in proper decision making (Greenspan, 2008). As a result, children are cornered into make choices that counter their better sense of judgment.
1. Development stage of Theory of Mind
In the chosen example, the development stage of the theory of the mind is social cognition. This phase is the primary facet of the ability of a child to interact appropriately with other children and also to see the world through their lenses. The fundamental fact of this knowledge mainly lies in the development of the theory of the mind. Theory of the mind refers to the comprehension of different people as capable individuals that have their various states such as feelings, motives wants, and thoughts (Pennington, 2012) .Around three to four years in children, a significant development occurs whereby children become aware that the ideas inside their minds might not be implicitly true. An instance of gullibility is whereby children are allowed to find out that a similar candy box contained pens and asked what their friend would think of the exact contents of the box before knowing what truly is inside the box.
2. Support of theory
Concerning the theory within.
How does the development of self-awareness and self-esteem factor .docxwellesleyterresa
How does the development of self-awareness and self-esteem factor into the development of social problem solving skills? Based on what you’ve learned, does the media (social, video games, music, movies, etc.) help or hurt the development of social problem solving skills? Please give examples to support your claim.
I have a challenge for you. Can you find an example, online, of a child, (any stage of development), showing positive social problem solving skills and an example with poor or no social problem solving skills? Start your search locally. If you can't find anything, broaden your search to state and national news. If you still can't find anything you may use social media. Please post the results of your search. If you found something, post the link/s, a summary of what you found, and your thoughts about it.
READING
CHFD215 | LESSON 7
Social Understanding, Peers, Media, and Schooling
This week addresses the development of social cognition, or how children come to understand their multifaceted social world. We will also learn about the importance of peer relations, television, computers, and schooling in child development.
Topics to be covered include:
· Stages in Social Understanding.
· Impact of Peer Relations, Media, and Schooling in Child Development
Development of Self-Awareness and Self-Concept
How do children come to understand their multidimensional social world? How do they think about and interpret their experiences with others? These questions address the concept of social cognition, thinking about characteristics of the self and other people. The first step in this development is self-awareness.
You may wonder when babies begin to recognize the concept of self. The development of self-awareness occurs in stages, with the first stage commencing at birth.
As language takes more of a role in the toddler’s interactions, self-awareness increases, as the toddler is now able to express the self in a more defined manner. Between 18 and 30 months, children begin to classify themselves and others on the basis of perceptually distinct attributes and behaviors, such as age, gender, size, and temperament. This is known as the categorical self. The remembered self encompasses a bigger picture as children rely on autobiographical memories to view themselves as continuously existing individuals. This type of awareness grows out of conversations and interactions with adults who can elaborate on past experiences. Finally, the concept of the enduring self is developed as preschoolers begin to discuss future events and begin to view themselves as persisting over time.
SELF-AWARENESS
· NEWBORNS
· INFANTS
· TODDLERS
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Piaget theory for Cognitive Development by Bidita RahmanBidita Rahman
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Cognitive development refers to how a person perceives, thinks, and gains an understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence, reasoning, language development, and memory.
Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests, such as the widely used Stanford Binet Intelligence Quotient (IQ) test first adopted for use in the United States by psychologist Lewis Terman (1877–1956) in 1916 from a French model pioneered in 1905. IQ scoring is based on the concept of "mental age," according to which the scores of a child of average intelligence match his or her age, while a gifted child's performance is comparable to that of an older child, and a slow learner's scores are similar to those of a younger child. IQ tests are widely used in the United States, but they have come under increasing criticism for defining intelligence too narrowly and for being biased about race and gender.
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Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
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- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
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Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
1. DEV Module, Spring 2017
- Developmental Psychology across the life span.
Sonu Dawadi
Tilja Kontio
Delia Manea
Joey Vincentsen
Diakonia Ammatikorkeakoulu
Kalasatama, 17.03.2017
2. Introduction
As a team in this DEV module, we (group 1) have chosen to look further into Social Cognition
(chapter 6) and Socialization (chapter 8) in an effort to better understand the concepts
behind human learning and early childhood development.
This decision was a unanimous decision based on several factors playing into our immediate
every day, yet the largest two reason for choosing as such is that we, as individuals in the
Social Services bachelor studies are having our first intern placement in half a month, and
that we have not have had education in early childhood development prior to this, which
naturally is a concern for us, the implicated students in group 1.
The history, theories and methods described in the given chapters have been the cause for a
fair amount of aha-moments, bricks falling into place, but best of all – food for thought, and
a healthy amount of discussion.
----
Zone of proximaldevelopment (ZPD)
Zone of proximal development was conceptualized by Lev Vygotsky in a response to Jean
Piaget’s theories concerning “egocentrism” and “lone learners”
Vygotsky believed that children were products of their contemporary socio-cultural
environments and that such was the shaping factor of any human being, in the sense of
what was being taught down from one generation to another, from a skilled to less skilled
person.
For ZPD to be effective it is a prerequisite to be in possession of a common means of
communication as this is will function as building bridge to performing coherent and
uniform actions and responses.
Most common and basic means of communication are verbal and written languages as they
already possess predefined boundaries.
ZPD serves as an internalized cognitive tool for an individual to teach and expand another
individuals knowledge capacity in a given field to become an efficient problem solver
For example. Mother to child, teacher to student, skilled chess player to a novice.
It takes base in the already solidified knowledge and working to push beyond the comfort
zone in a controlled setting to the extent that the less experienced user experiences some
degree of challenge in performing the given task, yet still are able to effectively analyze,
absorb and internalize and replicate the given expected pattern to a satisfying extent over
time - which eventually will turn in to the individual being able to teach the same knowledge
on to yet another, thus making a complete circle.
3. Effectively it could be explained as a
“four stage rocket”:
Stage 1: Assistance from a more
knowledgeable other (capable peer or
adult).
Stage 2: Assistance from self (prior
knowledge and research).
Stage 3: Automatization (practice, trial-
and-error).
Stage 4: De-automatization
(recursiveness through prior stages,
provide explanation to others).
The base works of ZDP does not take into consideration:
-Vagueness regarding processes
-The failure to consider developmental aspects
-The disregard of children’s individuality
-Vagueness concerning the precise means whereby learning is produced
Egocentrism
Egocentrism is a concept first studied by the swiss psychologist Jean Piaget. Piaget regarded
egocentrism as an inherent part of children’s cognitive stages. It refers to the inability of
small children to view things from any other perspective than their own. Hence, it is a failure
to differentiate subjective from objective aspects of experience. This occurs usually among
children until 6 years of age. After that, they slowly start to understand that their perspective
is not the only one, but instead every person has their own.
Egocentrism can be divided into perceptual egocentrism and communicative egocentrism.
Perceptual egocentrism refers to a child’s assumption that others see a specific object or
scene in the same way as he or she does. The child thinks that a person observing the same
scene or object but from the opposite side of the room sees it in the same way as he or she
does. Communicative egocentrism is best illustrated by children’s talk on the phone. They
might ask the person they’re talking with things such as: “Do you like my new shoes?”
without understanding that the other person cannot see those shoes. The conversation
between two small kids is often very monologue-like. They keep talking about their own life
and experiences, without really minding if the other person is interested or not. Also playing
with another child tends to take the form of parallel play rather than joint play. They are
completely focused on their own thing. Eventually, when playing with other children they
face the need to resolve differences of opinion and goals. Piaget called this “the shock of
thought coming into contact with that of others”. Some traces of egocentrism can, however,
be found later, especially among adolescents, who might blindly think that their belief or
opinion is the only one that exists. Egocentrism should not, however, be confused with
4. narcissism or egotism. Egotists and narcissists are greatly influenced by the approval of
others and they seek external admiration constantly. This does not normally apply to
egocentric people.
There has been a strong criticism against Piaget’s theory of egocentrism. Many findings show
that children much younger than age 6 or so do possess the capacity for acting in a non-
egocentric way. It is now regarded that children become aware of other people’s perspectives
and feelings gradually, starting from infancy. Egocentrism cannot, therefore, be seen as a
solid truth as individual differences exist.
Also the negative stigma attached to egocentrism has been questioned. It has been shown that
anything that individuals can relate to themselves is more meaningful and therefore more
likely to be remembered, and this applies especially to young children. Therefore, seen from
an evolutionary point of view, egocentrism is beneficial rather than detrimental. In order for
children to grow into independent and strong adults, they need to go through this process of
first acknowledging their own perspective and experience, and then that of others.
Followed by the concept of egocentrism, emerges the concept of theory of mind (ToM). It
was also frequently used by Jean Piaget, although it has its roots far back in time, in the
philosophical debate of science of the mind, Descartes being a key figure in this debate. It is
the notion that individuals come to understand that not only they possess consciousness,
thoughts and feelings, but others do too. In other words, it is people’s intuitive understanding
of their own and others’ mental states. As mentioned already regarding egocentrism, the
theory of mind can be attained starting usually from around 6 years of age, but in some cases
before that. There are concepts such as mind reading linked to the theory of mind, because of
the fact that we can actually never know for sure what another person is thinking or feeling,
we can only try to interpret it from observable factors such as facial expressions, body
language, tone of voice etc. Children aged ~4 start to develop a representational concept of
the mind. They begin to understand that mental contents are not a copy of the reality but
instead an interpretation of reality, that the mind is capable of creating its own representations
of the reality. So, children start to understand that other people may perceive the same
experience differently and give it a different meaning. This leads to appearance-reality
distinction, in essence, the realization that things may be different from what they appear to
be.
There seems to be considerable individual differences concerning ToM development. It has
been discovered that usually the children from larger families have a greater rate of ToM
development, due to more social interaction with siblings of different ages. Also the talk
plays a great role in theory of mind development. In families where there’s more talk about
emotions, desires and other mental states, the children are more likely to consider other
people’s desires and beliefs too.
Egocentrism and the theory of mind that follows it are guidelines for understanding how and
when we develop the ability to view things from other perspectives, accept different beliefs
and opinions, and empathize. They are not absolute, as individual differences occur. But they
are useful in understanding the changes that take place in our minds.
5. Socialization
“Life long process of inheriting and disseminating norms, customs, values and ideologies,
providing an individual with the skills and habits necessary for participating within.”
Child effects and bidirectionality
This concept describes the effects from child to parents; the influences children exerts on
their caretakers by virtue of their particular characteristics.
This bidirectionality shows both parents and children contribution to socialization. According
to John Watson, the father of behaviorism, referred to newborn infants as a very lowly piece
of unformed protoplasm, ready to be shaped by any family in whose care it is first placed
(1928).
To explain the existence of child effects, two concepts - socialization and parent-child
interaction have been developed which can be grouped into three categories:
1. Individual attributes-Parents especially the mother respond to their child on the basis
of Individual attributes such as child’s gender, physical attractiveness, impulse
control, disability and temperament..
2. Discrete behaviors-Parents also response according to brief actions such as smiles,
cries, vocalization, gaze and gesture.
3. Age-related characteristics- Behavior of a child changes according to age and
parent’s reaction and interaction to the child at the different stages of life will be
different.
Parenteffects
Various ways in which parent’s behavior affects the development of children. Children’s
development depends upon behavior and attribute of their parents.
Four models which are characterized by nature of children and role of their parents play in
their development:
1. Laissez-faire model-parents play inactive or passive role and children naturally bear
all the essential traits of socialization.
2. Clay moulding model-views parents as determining factor to the socialization of their
children. Parents tend to give proper shape to the children.
3. Conflict model-views that children and parents have the conflicting ideas and parents
forcefully bring changes in children’s behavior.
4. Mutuality model-based upon the notion that both the parties have equally important
role to play. Parents play the role of facilitator or moderator for the socialization of
their children.
6. Child’s socialization or development depends mostly upon parents but other sources such as
siblings, the extended family, peers, teachers and the media also influence child’s
development.
Parentalbeliefs
This is a set of ideas that parents hold about the nature of children's socialization. These
beliefs make us understand how parents think about their children and themselves. Parental
belief is also known as parental cognition, ideas, thoughts, constructs, representation. As
much as children grow with them, they can be modified by individuals experience over a
period of time. It is believed that parents obtain their ideas from different sources such as
their parents or own experience during childhood, opinion expressed by relatives, neighbors,
friends and mostly by the media. We can assume child development by learning about
parental beliefs. This relationship between parental belief and child rearing practices involves
a complex interaction between them in which they mutually modify each other over the
course of time. Beliefs exist as a result of the individual’s active construction as determined
by multiple influences and its ongoing process. Believes do not exist in isolation from other
social cognitive domains. We should therefore understand that beliefs alone are only
moderately related to behavior. We also need to adhere to the fact that people behave
differently depending on how they have been reared. Parental belief is one of the factors that
determine or influence both parental practices and child outcomes.
Shared and Nonshared environmental influences
Research on behavioral genetics showed two kinds of environmental influences on children's
development, one is shared influences, referring to those environmental experiences that are
common to all children in a given family. Second is nonshared influences, refers to
environmental experiences that impinge differently on each child in the same family. Parental
alcoholism, divorce, social class and poverty are good examples of sharing the same
experience, makes the siblings acting more alike. Nonsharing environmental experiences is
more about favoritism towards one child in the family, neglecting the other siblings, will
have, most of the time, a negative impact on their development. Plomin and Daniels (1987)
wrote in detail about, that genetics are not solely about nature but that is also about
contribution to make to our understanding of our nurture, as well as analyses of experiential
factors and their relative influence on children. However, as behavioral genetics shows that
all psychological characteristics , autism and even schizophrenia which are heavily depended
on inherited forces, are influenced by experience too. Plenty of evidence showed that kids
raised in same family will develop differently, moreover is seems that siblings will receive
different treatment from their parents. It’s clear that both, shared and nonshared influences,
are proven to be productive and valuable in child development.
Internalization and Compliance
7. Socializations aims to ensure that children are adopting the values, rules and standard of
conduct of the community in which they are living, this being essential for functioning of
society. In our times, failure to socialize still looks like sign of maladaptation. It is now clear
that the processes whereby others set certain society standards and values will be adopted by
children as their own. In children development is required also compliance, adults are the
ones who are caregivers but also teachers, demanding from their children to do as asked and
expecting prompt obedience. 1 Internalization and compliance are highly valued qualities in
society, children will learn from early stage of their life both of them; of course, these two
qualities are difficult to be developed for autistic children, and unfortunately our society still
has more to learn when it comes to understating what does it mean to be different.
Moral, Conventionaland Personal Conduct Rules
Moral rules are ones expressing the individual’s conception of what is just and what is unjust,
of fairness and welfare, right and harm. Conventional rules pertain to the norms where a
group of individuals decide upon, in order to regulate the behavior of their members.
Conventional rules are found everywhere and their characteristics are determined by
authority figures as parents or teachers; they express the custom that they want to follow
etiquette, manners; their aim is to produce uniformity and stability of behavior within that
group or family; unlike moral rules, conventional rules are not the same, they vary from
situation to situation within a group or family.
Personal rules are set by each individual and therefore will have consequences only to the
individual. When making choices, we are influenced by actions of others, mostly peers, and it
will drastically differ from child to adult; that’s why there is always such a big gap between
parents’ values and believes and their children, especially when it comes to young-hood
stage.
Knowing more about human behavior is very important when working in social services.
Having this knowledge as a tool will be handy in our profession, each individual has a certain
behavior; being able to analyze it will increase the chances of understanding why that
individual is doing what it is doing.