《儿童社会性发展与教育》中英文课件pptchapter5行为的影响因素

Chapter 5,Influences on behaviour,Contents:,Intrinsic influences,Can you think of some aspect of intrinsic influences factors or external ones?,External influences,Intrinsic influences,Intrinsic influences are those things that we are born with and are innate.,Intrinsic influences on behaviour,Nature/Nurture,1. according Noam Chomsky ( 1928 - ) , the process by which humans inherit language is known as a language acquisition device (L.A.D) 2. most of a persons behavior, intellect and personality is the result of their genotype and, as such, cannot be interfered with.,Nature view, Our experiences may have a far greater influence on our development than those characteristics that we inherit.,Nature/Nurture,Nature view,Discuss and answer,1. Do you think, for example, that aggression is inherited , ( a result of nature ) , or determined by influences in the environment ( a result of nurture ) , or a combination of both ? 2. Do intelligent parents always have intelligent children?,Development of personality/self-concept,A persons personality does not change that much as they mature. As we mature we encounter new experiences which influence how we behave. ( example ? ),Family,bonding and attachment,Parents behaviors towards their children have a very great influence on almost every aspect of the childs development. The style in which parents care for, love and meet their childrens needs vary greatly from family to family and in different culture.,There are two recognised ways of assessing if the baby has developed a secure attachment:,Two recognised ways,If they are not afraid of the primary carer, but are afraid of strangers-stranger fear. If they show distrss or are upset when away from the person they are attached to -separation distress.,can be clingy can display attention seeking behaviour can be aggressive and have angry scenes,The ways ,The ways that children may react to insecure or failed attachments :,Birth order and siblings,The position of a child in a family - their birth order - is a factor that may affect their needs and development and therefore behaviour.,first-born child revered/get undivided attention/sometimes in a difficult position second or middle-born child be born into a competitive atmosphere/be treated as the troublemaker youngest child more successful/have a very individual approach and attitude to life/slower to talk/continue to show behaviours normally associated with younger children.,first middle youngest,Siblings,Almost every child has some feelings of jealousy, envy and rejection when they have to compete with a new baby who demands so much of the parents, or other family members and carers attention.,Children need to learn how to live together and develop independently, so it is important that each child has somewhere,private place,where they can keep their things.,Gender,All children have their own individual needs, different societies and cultures have certain expectations of the sexes. Gender identity and roles are gradually acquired during childhood.,What can you see from the picture about the gender ?,A,B,What can you see from the picture about the gender ?,C,What can you see from the picture about the gender ?,Stage of development,A newborn baby is totally dependent on his or her cares.,Under on year Newborn babies are totally dependent on adults for all their needs.,Toddlers are egocentric by nature.,Stage of development,One to two years,A mobile, active baby or toddler needs to have their safety needs met.,Two to three years The behaviour of children in this age group is often characterised by temper tantrums, frustrated outbursts and bouts of impatience. Children of this age have a need to become more independent not just socially but in other areas of development .,Stage of development,Three to four years Most children of this age have begun some form of social interaction with their peers, at such places as pre-schoolj groups and nurseries.,Social interaction with other children becomes important at this age.,Stage of development,Most children of this age play with their peers quite happily and are now able to communicate their views and feelings.,Stage of development,Four to five years,Five years plus,Peer pressure can be a significant factor in the development of school-age children.,Stage of development,External influences,External influences on behaviour,Illness(including hospitalisation),Hospitals can seem frightening places to a sick child.,School and peers ( including bullying ),A peer group is a group of friends of a similar age who spend time together and participate in co-operative activities. Peer groups control the behaviour of children, sometimes more than parents and teachers.,Peer group,Bullying,Bullying is a type of abuse which can take many forms such as: 1. name-calling and verbal abuse 2. fighting or physical attacks 3. not allowing a child to participate in activities with the peer group 4. racial and discriminationy remarks 5. threats,Separation (including divorce and imprisonment of a parent/carer),Divorce Imprisonment Bereavement (丧亲）,Separation,acceptable,anger,denial,disbelief,guilt,self-recrimination,idealisation,depression,When they have lost someone or something,The stages of grief,shock,When they have lost someone or something,The stages of grief,shock,Example : I feel physically sick , cold,clammy , sweaty,The flow-chart below is a way of summarising how a person behaves when they have lost someone or something.,When they have lost someone or something,The stages of grief,disbelief,Example : I cant possibly have lost my wallet/purse,The flow-chart below is a way of summarising how a person behaves when they have lost someone or something.,When they have lost someone or something,The stages of grief,denial,Example : I must have left it somewhere,The flow-chart below is a way of summarising how a person behaves when they have lost someone or something.,When they have lost someone or something,anger,Example : I am so stupid,why didnt you remind me to pick it up?,The stages of grief,The flow-chart below is a way of summarising how a person behaves when they have lost someone or something.,When they have lost someone or something,guilt,The stages of grief,Example : I feel guilty that I have caused so much hassle/trouble,The flow-chart below is a way of summarising how a person behaves when they have lost someone or something.,When they have lost someone or something,self-recrimination,Example : I blame myself, I should be more careful,The stages of grief,The flow-chart below is a way of summarising how a person behaves when they have lost someone or something.,When they have lost someone or something,depression,The stages of grief,Example : That was the best wallet/purse I ever had,The flow-chart below is a way of summarising how a person behaves when they have lost someone or something.,When they have lost someone or something,idealisation,Example : I will just have to get on with things,The stages of grief,The flow-chart below is a way of summarising how a person behaves when they have lost someone or something.,When they have lost someone or something,acceptable,The stages of grief,Example : I will just have to get on with things.,The flow-chart below is a way of summarising how a person behaves when they have lost someone or something.,Abuse,There are definite behaviour signs and symptoms of each form of abuse.,Social class and stereotyping,What are your own views about class? Would you assume that the single parent would be of a lower social class than the other parents?,Discuss :,Media,Radio / TV / Newpaper / Computer(internet) the positive influence of media the negative influence o