Crick and Dodge's Theory of Behavior of Children in Social Relational Interactions

Children’s books have been a key aspect of childhood since we can remember. You were read to as a child and then learned to read those same books on your own as you grew up. The roles and norms that we learn growing up have a strong influence done by those that are in the children’s books we have read. Especially in children’s books, social constructionism takes a main role in the messages we are supposed to recognize and take from these books, as children.

There were twelve children in each pre-school class, and there were two classes in the room I was assigned to. The children I interacted with ranges from four to five years old and came from socially diverse backgrounds. Hence, the observation and interaction I had with each child is different but did not entirely deviated from the expected level of maturity based on the various developmental theories. During this assignment, I observed the children regularly interacting with each other, honing their interpersonal skills through various activities. Although, the children tend to be egocentric at times, fighting over every pieces of Lego, as they struggle to see things from the perspective of other children. In particular, the children often bickers in vying for play time with me and the other teachers. However, in most cases, the children themselves resolved their squabble; a testament to Erikson’s theory, as they develop a sense of initiative and security in their ability to lead and make decisions. A true sign of the children’s developmental maturity.

During this process, children discover how people around them think and these social activities evolve into internal mental activities, also known as internalization. Vygotsky also discussed how children begin

Vygotsky discussed how children learn socially, in a group with others, by using signs and cultural tools (Smidt, 2009). Once children begin to understand the world around them they begin to learn and develop. We can help this, as practitioners, by being their “more knowledgeable others” (Vygotsky, 1978) and furthering their understanding of the world in which they live. In my setting I find we can do this well by listening and responding to their conversations, moving their beliefs along and filling in gaps (Johnston and Nahmad-Williams). Once they have learnt something on a social level, the next step is to complete it individually. Once this has occurred the child has successful learnt something (Vygotsky, 1978) which we can view through planned observations. This is called the Zone of Proximal Development (Vygotsky and Cole 1978) more sensitive interactions can help children further into the next step of their development and understanding. In my setting I see this displayed a lot, by sitting with the children, firstly observing what they are doing and seeing how I can help them get a better understanding of the task. For

Therefore social cognition can be defined as the study of the mental process involved in perceiving, attending to, remembering, thinking about and making sense of the people of all ages in the social world that we live in (Moskowitz, 2005). The development of various forms of social-cognitive understanding is one of the most essential accomplishments of childhood cognitive development.

The behavioural theory seeks to understand the behaviour children display as a direct stimulus – response relationship and posits that ongoing feedback both positive and negative is what yields great learning outcomes (McLeod, 2007a). Educators will be required to understand the definition of behaviour as an observable response to stimulus received externally from the environment or more broadly as any action

Building a strong, caring, and positive relationship with children is extremely important. This is when a child first learns how to form a trusting bond with an adult. The adult is usually a parent, grandparent, a care provider, or another key adult in a child’s life. A caring relationship with an adult is essential to a child’s social and emotional growth. Through a strong, trusting relationship with an adult, a child learns that the adult will protect them, nurture them, and respond to their needs. This also helps the child learn how to form healthy relationships with others. “How you approach children, what you notice about them, and how you respond to them will either boost or detract from their confidence and social competence”

Child behavior has been an ongoing controversial topic for years now. Child behavior has without a doubt gotten worse over the years. Statistics have proven that juvenile behavior has become increasingly worse due to things such as crime rates, teen pregnancies, unemployment rates, and more.

The cognitive development work currently focuses on how cognition operates in infants and children and how the cognitive abilities arise. Usually these studies occur in controlled lab environments, where the formation of mental representations can be observed when the children confront specific objects and events. Typically research focuses on the analyses of mental processes and looks closely at mental representations (Olson and Dweck, 2008). While cognitive developmentalists have shown some interest in social phenomenon, they often do not look at the social representations. Usually research does not focus on child differences, different mental representation, and the implications for children’s well-being. This perspective could benefit from a social cognitive perspective.

Even though some people think studying child development is worthless, the way children reason is critical for teachers and caregivers to recognize. Over the summer I watched a child age three to four. Caregiving over summer is the reason, I choose age three to four. For this paper the child will be called Grace. Grace was similar to a little sister because my family has cared for her five days a week since she was two months old. This year she started attending preschool. We miss not seeing her five days a week but know she needs to transition into preschool. I studied human development during the summer. I learned about social cognition observable in in theory of mind, classification and

Crick and Dodge (1994) outlined an information-processing model designed to provide further understandings of children’s social adjustment. This information-processing model has six stages that describe the flow of information through the processing system, and provides a useful theoretical understanding to evaluate children’s cognitive deficits and distortions (Daleiden & Vasey, 1997). Fundamental proposals of Crick and Dodge’s (1994) model suggests that children approach social situations with a set of biologically limited capabilities, possess an individualized database of past experiences, and behavioral responses are a function of processing situational and internal cues. This model has been applied to generate novel hypothesis to increase knowledge of the development of childhood anxiety (Daleiden & Vasey, 1997), executive functioning skills among children (Granvald & Marciszko, 2016), and childhood aggression (Song et al., 2016; Oostermeijer et al., 2016). It is postulated that an information-processing model can be utilized to better understand the mechanisms underlying mindfulness-based interventions (MBIs), and generate hypotheses into recent research that has demonstrated the effectiveness of Soles of the Feet (Felver, J. C., & Singh, N. N., in preparation), which is a recently developed

The social observation setting that I chose was a play area in the indoor shopping mall in the city were I reside. There were approximately 15 children (divided equally among genders) of various ages, accompanied by several adults’ most likely parents or family members. Although many families and children are not originally together, when facilitated in a common play area, social interaction develops. The children seem to group within similar ages, which developed into three noticeable groups. Some of the children were brothers and sisters, however as stated before many of the children had never interacted before. Although my wife granddaughter (who has Asperger’s syndrome) was in a different area of the shopping mall, I observed the groups

Social Psychology encompasses the wide variety of ways people interact, behave, feel, and think. As the ways people behave are the primary indicators to others of who they are as individuals, and thus heavily impact how people interact with each other, it is key to our understanding of social psychology to have a grasp on what causes people to behave in these ways. Therefore, the three concepts in our reading of Chapter One that explain the roots of our behavior are the most profound and will be the most interesting to learn about. In order to understand the basics of behavior, we need to initially understand that, as one of the three concepts tells us, social behavior is biologically rooted.

JJ is a 3-year-old Caucasian male that is currently being observed in a daycare setting located at the Erie Community college in WNY. This observational study is to see what characteristic can help us understand how the developmental process is with JJ, and what part has more emphasis on social factors that is contributing to his cognitive development. JJ is in the Erie Community College daycare, while his mother or father is attending their college classes around 10:00 a.m. JJ is wearing a blue sweatshirt and a pair of jeans with sneakers. While observing him for the first five minutes, he was not engaging in the activities, while not really expressing any emotions towards the peers, teachers, and his environment.

Social interaction plays an important role in people’s life starting from the early childhood as infants interact with their caregivers and build the emotional attachment that is the base for future relationships. By social interaction with others children learn how to communicate, play and behave in particular situation. Berk (2009) proposed the overview of the literature that concentrates upon the early attachment and its importance. Knowing the influence of social interaction on child development in the first few years, the essay is going to elaborate upon the implication of social interaction on the development of cognition. Cognitive development as Lee & Gupta (eds.) claimed is the term that refers to acquisition and development of