Reading Reflection- Sept. 24

3 Things I Learned:

  1. Within the Bronfenbrenner Theory of Bioecological Human Development I learned about some subsets and styles for microsystem development, including learning more about styles of parenting and differences between cultures in effective parenting styles. Out of the four parenting styles listed: authoritative, authoritarian, permissive and rejecting/neglecting, I immediately latched onto the authoritative style being the most effective as it was parenting style I was most exposed to within my own home and the homes of my peers. In continuing to read however, I could connect the experiences of some of my African-Canadian and Asian friends with the authoritarian parenting style that is strict and structured and think no less of their parents as loving and caring figures. I was interested to learn that through cultural experiences these children may come to expect a stricter set of rules and therefore can thrive in this environment.
  2. Erikson’s Theory on Stages of Individual Development was new to me and I was interested in the scaffolding effect that seems to take place at every stage of development. For example, it is clear that in the earliest and most simple stage, basic trust vs. basic mistrust, a sense of relationship must be formed with a caregiver and without that may be limited in moving into later stages such as intimacy vs. isolation in their ability to make connection with a partner in an intimate relationship.
  3. Lastly, I learned about Kohlberg’s Theories of Moral Development within this chapter and while I can understand Kohlberg’s idea that people develop morally as their capacity for complex reasoning grows, the criticism of Kohlberg’s theory that most people do not seem to flow through this system in a timely fashion and without context to the situation seems to have more accuracy. With this, I learned from the section on moral vs conventional domains and while I have in the past been more likely to use only moral reasoning to speak with children, I can now see that conventional domains also play a part in our society’s makeup.

2 Connections I Made:

  1.  Throughout the section devoted to Teachers and Child Abuse I was interested in the responsibility of teachers to be able to identify child maltreatment and act accordingly. With the included section on divorce I was reminded that although these home situations have not been my experience, the children coming into my classroom cannot be assumed to have had the same experience as I have had in my upbringing. I can connect this to my experience working at the SEARCH program in North Central Regina, realizing that the human experience for those using that program is drastically different than mine.
  2. In the section on Identity and Technology I noted how advanced North America’s technology has gotten since the writing of this textbook, as a cell phone to only call parents is a distant memory. Already, almost everybody can be tracked through Snapchat’s mapping service or sharing location on Apple cell phones. How will this tethering affect the “moratorium” of adolescents? When I experienced my identity shift in the first year of university, my family was not only a phone call away but could be Facetimed at any time with any dilemma.

1 Question I Have:

Although we have seen several theories on development from the pens of Erikson and Kohlberg that have strong criticisms, how can the best of these theories be implemented in the classroom? Is there room for “grey area” in development and social theory?

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