Summary Of Chapter 9 On Social Development

Chapter five of Social Problems by Joel Best was about the media and how claims can use the media. The chapter explains how the media is ran and how it can impact claims. The most important components of the chapter is how the news has changed over time (139). The chapter then goes on to bring up how popular culture affects how media handles social claims (149). The chapter also brings ups how social media can play a part in claimsmaking (153). Lastly, the chapter brings up how the media impacts us (155).

As stated in the textbook, gender socialization is the outcome of countless interactions, starting with those between parents and children. At the youngest ages, of course, parents have the dominant influence over this process. But as children age, their socialization continues under a variety of influences, including their own personalities and their interactions with siblings, peers, schools, and the wider culture. In adult life, socialization more often occurs in the other institutional arenas (page 167-168).

To start off, Everyone likes and needs to socialize, Social skills are very important in life. Social skills are good for many jobs or just in general in life. When you have single-gender schools you do not get the social skills with other genders. You only know

An article that was written about a school in Texas stated that more than 50% of boys and girls in single-gender classrooms cause disruptions, and they bring their behavior from home into the classrooms at school. In an article, it stated that “in October of 2006, federal regulations established the requirements for legally permissible single-sex schools and classes within the public system; nearly 200 schools in South Carolina have single-gender classrooms” (“Single-Sex Education Spreads” 2). Teachers’ interest often drives the attention of students to single-gender classes, and growing interest from their parents is also pushing more schools and districts as they hear about these classrooms (“Single-Gender Classrooms” 2). While teachers and administrators prefer this environment, boys and girls in single-sex classrooms are influenced to distract and be distracted by their friends, and the people around them. They seem to doodle, daydream, and lose their thought in the classroom because of their surroundings. In a newspaper article, “Should Children Be Taught in Single-Sex Classrooms”, the author says pupils fail to develop relationships with the opposite sex if they are taught in a single-sex environment because they both tend to be drawn into conflict amongst each other, they are distracted by what others are doing in the classrooms, and they are not themselves because they are being forced into an unfamiliar environment they do not

Or have a lack of knowledge about how some things should or should not work, since most homes force the toys, movies, etc. of their gender on them. And school is very much the only time some of them will experience the truth until adulthood. Making it more difficult to work in the real world as contributing member of society. As Rebecca Bigler and Lise Eliot of The Washington Posts ‘The case against single-sex schooling’ say,” Research on peer relations indicates that children who interact mostly with the same gender peers develop increasingly narrow skill sets and interest. For example, boys who spend more time with other boys become increasingly aggressive; girls who spend more time with girls become more sex-typed in their play.” The research done has proven that they will have a hard time coping in the real world with their narrow skill sets and interest. And that they will grow into a gender stereotype, instead of developing into their own person. They will continue to think only the small of themselves for the reason that they know no other way. From a young age the girls never experienced the “boyish” things and the boys never did the “girly” things, so their eyes are not open to the possibilities of all the can, and will, achieve if they

At three months of age, infants will spend their time watching what is going on around them. They will show their first real smile, perhaps accompanying it with some gurgling in an attempt to start interacting with others, especially parents/guardians.

1. Chapter 4 “The First Two Years: The Social World” section “Emotional Development” discusses the significance of variety of early emotions that humans have the experience in their life. The most common and basic forms of emotions that infants present as their age is pain and pleasure. Throughout their life, they develop mentally and physically, as well as learning more emotions that enable them to show expressions, reactions, and reasons that trigger those reactions (Berger, 130) During toddlerhood, between the ages of two and up, emotions are strengthened, for example, toddlers’ laughter and cries are more apparent and amplified. Together with their anger and fear becoming less frequent but directed towards experiences that are terrifying and infuriating. In addition, toddlers often have temper tantrums, “when something angers them, they might yell, scream, cry, hit, and throw themselves on the floor” (Berger, 130) Toddlers’ temper tantrums can even cause more tantrums or worsen the situation if a response from an adult or is negative, like out of anger or teasing the child.

Human development is the biological and psychological development of a person throughout one’s lifetime. There are many significant pieces of human development including psychological, and theological concepts. The three psychological concepts I will focus on are Social, Cognitive, and Moral development. Since my knowledge in these topics is slim, I will borrow the theories and knowledge of a couple people who have actually put in the work over many years of research.

According to Berk (2014), to be able to empathize with someone is to understand what they are feeling or, more properly, to understand what you would feel like if you were in the situation. Toddlers rely on words to communicate their feelings when they are younger until they are able to understand other people’s view. Parent’s influence these feeling greatly through social referencing, how they look, act, and react in different situations. This allows children to connect with one another, and depending on the child’s temperament, allow for sympathy to develop. Most foster children have a disorganized temperament meaning they do not react in the same manner every time they are placed in a situation. For instance Jodie

Although single-sex education may seem to have many benefits for both genders, together and separately, there are relatively none that are proven. However, it is proven that each gender’s social skills will be severely underdeveloped from not having any interaction with one another. According to Seattlepi,”...When students are segregated by sex, they miss opportunities to work together and develop vital social skills” (Jen Saunders, The Disadvantages of Schools Segregated by Sex). This just proves how much students will be impacted by the segregation of genders in their schools and classes, and also according to Seattlepi,”Gender-segregated schools produce young men and women who don’t know how to communicate with one another and leave lasting impressions that one gender is better than another” (Jen Saunders, The

Boys and girls do perform differently if they are enrolled in single-sex educational programs rather than co-ed programs as shown in many scientific studies. Test scores for both genders were a great deal higher in the single-sex schools than they were in the co-ed schools. College entrance exams were given and the same things were found to be true regarding the students’ performance. The single-sex programs allow the teachers to use a curriculum that best suits and is geared towards the gender of students they are instructing. There are three categories of evidence based on grades and test scores which are major nationwide studies, “before and after” studies, and academic studies. Major nationwide studies involve a large quantity of students in countries where single-sex public education is widely available. “Before and after” studies compare schools before and after the implication of single-sex classrooms. Academic studies require scientists to attempt to control random variables. In all of these categories of evidence, the results supported the conclusion that single-sex education is more beneficial and

In single sex schools boys and girls excel in subjects they usually would not. Single sex schools help children do well in subjects they usually would not be good at or subjects they would not usually try. For example girls do better at maths and science in all-girl schools; boys do better in languages and the arts in all boy schools. My first example to backup my point is a study by Cambridge University in 2006 where their research showed “boys improved in english and foreign languages in single sex classes, and girls improved in maths and physics. This proves girls and boys do better in subjects they usually would not do because they are more comfortable in a single sex school rather than a co-educational school. A second piece of evidence to help argue my point is a United States study that found boys at single sex

Attachment- A bond between a parent/caregiver and baby, Crucial part of an infant's emotional development

Can you think of a girl you know who loves sports? How about a boy who is conservative and isn’t rough and ready to “get their hands dirty”? Are single-gender schools going to help those students who don’t fit into the typical stereotype, learn in the best way possible? Or are they going to force them into a stereotype that isn’t who they want to see themselves as? In the 1990s, schools across the nation began researching on whether separating girls and boys were beneficial for their education. Some schools adopted this idea as their own and made it a reality, but others we against the idea altogether. Although children in non-separated schools can become easily distracted by the opposite gender, we should not separate girls and boys at school because there

Single-sex education is mainly observed in most private schools which is a new approach being adopted by some public schools. The National Association for Single-Sex Public Education made an estimate of around 400 public schools that offer a form of single-sex education. The main force for the adaptation of the education system is due to the researches that have been carried out recently that show the natural differences in the learning of females and males. This has sparked endless debates on whether single-sex education actually boosts academic success. Making the choice of the type of education for children by parents is among the most crucial decision, therefore, the need to look at both sides of the coin. In the past century, the single-gender schools were perceived to be advantageous for learning due to the different styles of learning and the little distractions that are brought about by the opposite sex. Single-sex education is a traditional and old approach that should be left in the past. A research published by Penn State University in 2011 shows no evidence that the single-sex schools give positive effects as compared to the coeducational schools (Stanberry).