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PSY
Chapter 2-3
| Question | Answer |
|---|---|
| American & Developmental Psychologist | URIE BRONFRENBRENNER |
| Formulated the Ecological Systems Theory | URIE BRONFRENBRENNER |
| His theory focuses on the quality and context of the child's environment | URIE BRONFRENBRENNER |
| Immediate Environment | MICROSYSTEM |
| are the things that are in the child’s immediate surroundings and connection. | MICROSYSTEM |
| How these groups or individuals interact with the children will affect how they grow. | MICROSYSTEM |
| CONNECTIONS | MESOSYSTEM |
| It proposes that children don’t develop only by influence from their close familial environment – surrounding environments are influential on the development of the child as well. | MESOSYSTEM |
| INDIRECT ENVIRONMENT | EXOSYSTEM |
| Environment that do not directly interact with the child, but nonetheless have an important influence on the child’s development. | EXOSYSTEM |
| SOCIAL AND CULTURAL VALUES | MACROSYSTEM |
| is the largest and most distant collection of people and places to the children that still have significant influences on them. | MACROSYSTEM |
| CHANGES OVER TIME | CHRONOSYSTEM |
| is made up of the environmental events and transitions over the life course. | CHRONOSYSTEM |
| is the means by which human infants begin to acquire the basic skills necessary to perform as a functioning member of their society. | SOCIALIZATION |
| a person develops a sense of self | SOCIALIZATION |
| is the sum total of beliefs we each have about ourselves. How you think, evaluate or perceived yourself. | SELF-CONCEPT |
| SELF-CONCEPT | The Existential Self The Categorical Self |
| This is 'the most basic part of the self-scheme or self-concept; the sense of being separate and distinct from others and the awareness of the constancy of the self' (Bee, 1992). | The Existential Self |
| Having realized that he or she exists as a separate experiencing being, the child next becomes aware that he or she is also an object in the world. | The Categorical Self |
| Recognizing oneself | SELF-CONCEPT |
| ____________ __________ define our self | Social Relationships |
| American Sociologist, the founding member of the American Sociological Association in 1905. | Charles Horton Cooley |
| Best known for his concept of “looking-glass self”. | Charles Horton Cooley |
| Our self-image comes from our own self-reflection and from what others think of us. | LOOKING GLASS SELF |
| _________________ self describes the process wherein individuals base their sense of self on how they believe others view them | LOOKING GLASS SELF |
| FOUR PRIMARY GROUPS of looking glass self | Parent, siblings, play groups, elders |
| An American philosopher, sociologist, and psychologist. Mead’s central concept is the self. | George Mead (1863-1931) |
| 3 stages of development of the self | The preparatory, play , and game stage |
| (birth –about age 2) Children mimic or imitate those around them. They start to learn language. Incapable of taking in the perspective of others. | The Preparatory Stage |
| (from about age 2 to six) Children play pretend as the specific other. They do not adhere to the rules in organized games. | The Play Stage |
| (from about age seven onwards) Children begin to understand and adhere to the rules of games. | The Game Stage |
| They start to understand the attitudes, beliefs and behaviors of generalize others. | The Game Stage |
| They start to be concerned about the opinions of others that is why they start to act based on the expectations of society. | The Game Stage |
| 2 PHASES OF SELF | Me and I |
| The social self | ME |
| ___ is myself and how others see me. ____ receives the action. | ME |
| Our response to the “Me” | I |
| __ is how you see yourself. __ does the action. | I |
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