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Models of Person-Environment Relationships
Models of Person-Environment Relationships
Relationships
Hurrelmann, K.(1988).Psychological and sociological theories of
socialization. Social structure and personality development içinde
(6-36). NewYork: Cambridge University Press.
Major Theories of Socialization
• Psychoanalytic Theory
• Bronfenbrenner’s
Ecological Theory
• Vygotsky’s Theory
• Lerner’s Developmental
Context Theory
What are fundamental assumptions (basic worldviews) underlying
several theories of human development and socialization processes?
ASSUMPTION 1:
A human being is a collection of several parts (behaviors) that can be decomposed
OR
A human being is a decomposable, single entity.
ASSUMPTION 2:
Human beings have active roles in their own development
OR
Human beings are passive during he development process:
ASSUMPTION 3:
Human development is a continious process ( )
OR
Human development is a step-by-step process ( )
#1: Humans are like
machines
The whole is equal to the sum of the parts; through the study of the
individual parts, the individual as a whole can be understood. Machines can
be taken apart piece by piece, so do individuals.
Organizmic
model
Models of Person-
Environment
Relationships
Metaphorlike models of
relationshipbs between
person and environment in Systemic
psychology and sociology model
literatures or
The roots of socialization
theory
Contextualistic
model
Individuals’ role on their Is development Nature, nurture or both?
own development: continious or
Active vs. passive discontinious?
Psychoanalytic ?
? ?
Theory
? ? ?
Learning Theory
Piaget’s Social ? ? ?
Cognition
Theory
Individuals’ role on Is development Nature, nurture or both?
their own development: continious or
Active vs. passive discontinious?
• Bandura’a Social
Learning Theory
• Vygotsky’s Theory
Contextualistic • Lerner’s
model Developmental
Context Theory
Human development is a lifelong process inf interaction btw
social and material environment and humans. However, the
role of individuals in this process is active. The individual
acquires the social norms that she lives in, but also
confrontation is also possible. The individuals can choose or
reject some situations. There is no endpoint of human
development. There are different standards of active and
well-developed human in each specific social situation.
Birey-çevre ilişkisine
dair modeller
Sosyalleşme süreciyle ilgili
psikoloji ve sosyoloji
literatürlerindeki temel
modeller
Contextualistic
model
We introduced four models in general terms.
Now let us know more about some of the theories that are covered
by each model.
Mechanistic • Learning Theory
model
• Bandura’a Social
Learning Theory
According to Watson…
•In the first half of the 20th century, many North American psychologists (Guthrie,
Tolman, Hull, Space) followed in his footsteps and tried to understand learning in
children by using stimulant-response associations.
•The theory assumes that some schemas about behavior in their minds are not
readily available to people as they are born, and that they acquire the schemes
through experiences in life. Watson did not mention the effect of maturation and
genetic factors on development.
•By the 1960s, criticisms of the theory that it was insufficient to understand social
behavior and personality development increased. Bandura and Walters (1963)
bring fundamental criticism to the theory. These critiques of Classical Learning
Theory form the basis of Social Learning Theory.
In many cases, it is not correct to generalize the
results of animal studies to people.
•People do not accept all the social norms of the outside world. They
observe the behavior of others and then, engage in many cognitive
procedures (such as perception, meaning attributing, cognitive
configuration, selection of information, and weighting).
•Learning lasts for life. It is not a process that ends with reaching
certain development goals until a certain age.
According to Bandura, how do people learn social norms?
•Social learning occurs when individuals observe social models, imitate them
and identify with them.
•In order for a child to learn a behavior, it is not necessary that the the child is
in the same physical environment with the social role models. It is sufficient the
child to carry in his head a cognitive representation of the role model.
•Not only parents and other adults, but also peers can also act as social role
model. Any person who is more competent and experienced in various subjects
may be a role model to a child. Learning from peers constitutes a large part of
all learning experiences.
What does Bandura say about the direction of the human-
environment relationship?
• Bandura’a Social
Learning Theory
•Bireyi çok edilgen bir varlık olarak ele alıyor. Erken çocukluk dönemi
deneyimlerine aşırı önem veriyor.
Gelişimde organizma modeline giren kuramlara bir başka örnek:
Bilişsel Gelişim Kuramı
•Piaget’ye göre “bilgi nasıl oluşur?” ile “zeka nasıl gelişir?” birbirlerinden
ayrılamaz iki sorudur.
Kişiliği, sosyal sistemin bir yansıması olarak görüyor: Kişiler, sosyal rollerini
içselleştirdiklerinde kişiliklerini kazanmış oluyorlar. Kişilik kavramında “kendi
olabilme”, “özerklik”, “özgünlük” gibi unsurlara yer vermiyor. Kişilik sistemi, sosyal
sistem karşısında çok edilgen konumda.
Politik felsefe
Ek
Anne-babanın sosyal ağları
o
no
mi
k
Ai ikros
örü
ortamı
m
le
i
Mezosistem
n tü
em
ul sist
ler
k
rler
ist
O kro
Anne-babanın iş
mi
em
e
ailelleri
Arkadaşların
i
Kültürel değ
Mezosistem
Mezosistem
So
Ko i
mi mşu aş tem
sy
Mezosistem
kro d
al
ka sis
sis Ar ikro
Ko
t em
m
ş
i
ulla
r
Ekosistemler
Makrosistemler
GELİŞİMİN SOSYO-
EKOLOJİK MODELİ
Önceki kuramlarla benzer ve farklı yönleri
Örnek:
Birey-çevre ilişkisine Vygotsky’nin Kuramı ve Lerner’ın Gelişimsel Bağlam Kuramı
dair modeller
Sosyalleşme süreciyle ilgili
psikoloji ve sosyoloji
literatürlerindeki temel
modeller
Bağlam
modeli
Gelişimde bağlam modeline giren kuramlara örnek:
Lerner’in Gelişimsel Bağlamcılık Kuramı
Piaget, çocuğu bir bilim adamına benzetirken, Vygortsky çocuğu ustanın yanında
çalışan bir çırağa benzetir: Çocuk, çevresinde ona rehberlik eden kişiler yoluyla,
içinde bulunduğu kültürün standartlarına uygun bazı yetkinlikler kazanır. O halde
analiz birimi, “sosyal eylem içindeki birey” olmalıdır.
Eleştiriler:
Becerilerin gelişiminden bahsediyor, değerlerden ve güdülerden bahsetmiyor.
Ortaya attığı kavramların işevuruk tanımlarını yapmak ve görgül olarak test etmek
zor.