1. H-370 September 8th, 2009 Agenda
Review Bronfenbrenner’s bioecological model of human development
Watch video for Holly’s Dilemma
Discuss Holly
Small group discussion of Amazing Grace

2. Bronfenbrenner’s model: Key components
Individual person characteristics
Environmental contexts in which people operate
Reciprocal processes between people and their environmental contexts
Time periods when everything takes place

3. Bronfenbrenner’s model: Person characteristics
impulsivity
apathy
curiosity
impulsivity
apathy
curiosity

4. Bronfenbrenner’s model: Understanding contexts
Microsystem – “A pattern of activities, social roles, and interpersonal relations experienced by the developing person…”
Examples: family, classroom
Mesosystem – “The relationships existing between two or more settings/microsystems”
Example: Interaction between family and classroom
Exosystem – “Linkages and processes taking place between two or more settings, at least one of which does not contain the developing person…”
Example: Interaction between family and neighborhood

5. Bronfenbrenner’s model: Understanding processes
Also processes between person and symbols or objects
Time

6. Bronfenbrenner’s model vs. Selman’s social perspective taking model
How does one theory inform the other?

7. Holly’s Dilemma How might she understand the problem?
What solutions might she come up with?
What will she think the best solution?
How will she know if her solution is right?

8. Holly climbs the tree because:
She is a good tree climber
She likes kittens
She does not want her friend to be sad
She thinks her father will understand that she took a small risk to her own safety to help a friend and his kitten, which is very important

9. Holly does not climb the tree because:
She is not strong enough to reach that high a branch
She does not like kittens that much
She does not want her father to be angry with her
She knows her friend will understand she cannot risk breaking a promise she just made to her father without asking him

10. Levels in the Coordination of Social Perspectives
egocentric (physical)
one-way (unilateral)
reciprocal (bilateral)
third person (mutual)
interdependent (contextual)
Danger of attaching ages to these levels, where is the field now

11. In whose eyes? Through whose eyes?
The eyes of the observer
The eyes/mind of the child
Thought as action and/or reflection

12. Psychological and Cultural comparative analysis of:
She thinks her father will understand that she took a small risk to her own safety to help a friend and his kitten, which is very important (Child A)
She knows her friend will understand she cannot risk breaking a promise she just made to her father without asking him (Child B)

13. Possible Psychological Explanations of Differences in Personality
Child A has a strong personality and thinks that others will trust her, or go along with her, or fear her.
Child B is submissive and afraid to disobey or be seen disobeying her father

14. Possible Cultural Explanations of Differences
Child A is being raised in a culture (or family) that heavily values assertiveness, autonomy, and independence
Child B is being raised in a culture (or family) that heavily values respect for parents and the role of parent as strong authority

15. Possible Contextual Explanations: Social/ Psychological Conditions
Child A: Just the other day she broke a promise to her father and is feeling like she can not break another one so soon.
Child B: The other day her friends accused her of not being a good enough friend, and she wants to show them she is.

16. Explanations?
How are these explanations different from developmental explanations?
Has Holly changed in 35 years?
Is the context or the culture different in ways that make a difference?

17. Two Theoretical Issues
Different versus Better Social Behavior and Relations
Social Thought and Social Action