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| The natural environment is defined as the home and other community settings in which children and families normally participate in activities |
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| The social environment of an individual is the culture that he or she was educated and/or lives in, and the people and institutions with whom the person interacts. |
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| the culture that he or she was educated and/or lives in, and the people and institutions with whom the person interacts. |
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| Human ecology is an academic discipline that deals with the relationship between humans, human societies, and their natural, social and created environments. |
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| 90% of human beings have been foragers. characterized by: adrenalin surge, reliant on human energy, travel with natural materials that are light weight, group size 5-20, rarely more than 35-40 people. Share resources. |
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| Clear land, plant seeds, pull weeds, harvest. Use slash technique. No fertilizer/irrigation. Ground rest periods of 10-20 years, live in equatorial area for a village with hammocks, manage alliances, reliant on human energy. Raised many crops. Group owns land. |
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| Animal folks. Move around a set agenda. During summer located in upper mountain area. Travel lower area during winter. Tend to eat products from animals (cheese, yogurt, dairy). Eat meat if animals die naturally, or if animal is older. Will exchange animal ag. crops in some cases. Sometimes women do not travel to the upper mountain. areas and raise crops in gardens. |
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| Use human and animal energy. Sedentary lifestyle. Use irrigation and fertilizer. Individual owns land, builds brick homes, specializes in one or two crops. |
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| Information skills and knowledge. |
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| 3 Parts, Standardization, Interchangeability, Mass Production. |
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| Production of uniform substitutable parts made possible by the improvement of measurement devices. |
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| Ability to substitute one part for another, because measurement devices are precise. |
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| Use of standardized parts to construct great quantities of a product on an assembly line. |
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| Pollution, green house affect, ect. |
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| The process of learning your own culture to satisfy your universal needs through socially acceptable means. |
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1. Interaction with family.
2. Peers and friends.
3. School.
4. Different expectations for different students.
5. Occupation (socio-economic status)
6. Mass media.
Values influence perception. |
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| "Learning occurs by observation." |
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1. Attentive
2. Create mental representation (memory)
3. Retrieve mental representation.
4. Motivation to apply it to our life. |
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| Seeing a concept from a new perspective. |
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| Cognitive development birth-16 years old. Maturation/Nature, cognitive development of one's neurons. 100 billion neurons in our brains. |
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| Birth-2 years old. Object permanence, 1 1/2 years, the object exists even when not in sight. Builds mental representation. Object permanence. |
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| 2-6/7 years old. Centralization- ability to focus on one out of 3 or more variables. Irreversibility, egocentric, pre logical thought. |
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| 7-11 years old. Conservation- focus on all variables. reversibility. Literal logical thought. |
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| 12-16 years old. Abstract thinking and hypothetical reasoning. |
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| There is evidence in non-western cultures for Piaget's stages if you use objects that are meaningful in their culture. |
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| Learning to be a member of a group (society and culture). |
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| Your position in society. Age, occupation, education. |
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| The group of behaviors associated with each status. |
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| Maslow's hierarchy of needs |
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Definition
Self-Actualization: discovery. One's unique potential.
Esteem: Self esteem, esteem from others.
Love & Belonging: Friendship and Intimacy.
Security: Safety and Protection.
Physiological: food and water. |
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Definition
| No universal definition because each culture has it's own idea of normal, which is constantly changing. |
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Purpose of living: To gratify our instincts by avoiding guilt.
State of the person: We are full of wants.
Major drives (basis of personality): Sex and Aggression.
Structure of personality:
ID: Pleasure/Fantasy
EGO: Reality and Balance.
SUPEREGO: Morality/conscience (5/6 years). |
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| Rogers (Fulfillment Theory) |
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Definition
Purpose of living: Experience fulfillment. Discover our unique potential.
State of person: We are full of needs.
Major drives (basis of personality): Unconditional positive regard, healthy self-concept.
Human nature? We're all warm, friendly, benevolent, self-actualizing individuals. Culture corrupts us. |
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| McClelland (Consistency Theory) |
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Definition
Purpose of living: Achieve consistency. Avoid cognitive dissonance.
Cognitive dissonance: Thoughts, feelings and behaviors that are going in opposite directions. Produces tension. We pretend one option doesn't exist.
State of person: The same as Goldie locks and the 3 bears. Either have too much consistency (papa bear), which causes bordom, or too little consistency, which causes confusion anxiety and depression.
Major drives (basis of personality): to get things just right. Enough consistency to gain control, but enough inconsistency to keep life exciting.
Human nature? No Opinion on human nature. |
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Term
| Personality is shaped by? |
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Definition
Biology- Genes, hormones, neurotransmitters, dispositions.
Culture: Organized beliefs and rules. Family, education, religion, economy. |
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| Set of organized beliefs and rules. That establishes how a society will meet it's basic needs. |
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| Collective ideas about what is right and wrong in a particular culture. Achievement, success, progress, comfort, freedom. |
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Collective- cooperative group is more important.
Individualism- individual is more important than the group. |
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Term
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Definition
1. Reproduction
2. Raising the children
3. Being a parent isn't suppose to drive you insane. Society should be supportive of parents. |
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| Remember that who is included in a family and size of family always relates to _____________________. |
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| Married and end the marriage, and then marry another spouse. |
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| form of marriage in which a person [has] more than one spouse |
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| One man and more than one woman. |
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| One woman and more than one man. |
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| Two sided. Keeps each name. |
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| One sided, motherson or fatherson, culture decides. |
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Narrow: The transmission of specific knowledge, skills and attitude within a particular institution.
Broad: Anytime you learned anything, anywhere. |
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| How learning is conveyed. Lecture, visual aid, social, experiential. |
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