Term
| Ecology of Human Development |
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Definition
[definition 1]
scientific study of the mutual relationship between a growing human and their changing setting |
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| the study of the processes of development of organisms, and their relationswith their environments, employing a combination of perspectives, i.e. the exchange between the organism and its context |
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| [definition 7] The process through which the growing person acquires a more extended conception of the ecological environment, motivated to engage in activities that alter the environment turning it into an area of greater complexity |
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| [definition 12] an ongoing behavior possessing a momentum of its own; has meaning by the participants in the setting |
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| reflected in the variety and complexity of the molar activities which he/she initiates and maintains on their own |
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| [definition 13] obtains whether one person in a setting pays attention or participates in the activity of another |
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| a dyad is formed whenever two persons pay attention or interact in one anothers activities |
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| If one member of a dyad undergoes developmental changes, the other is also likely to do so |
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| occurs when one member is paying close and sustained attention to the activity of the other, who, in turn, at least acknowledges the interest being shown |
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| One in which the two participants perceive themselves as doing something together |
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| one that continues to exist phnomenologically for both participants even when they are not together |
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| once two persons begin to pay attention to one another's activities, they are more likely to become jointly engaged in those activities. observational dyads tend to become transformed into joint activity dyads |
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| once two persons participate in a joint activity, they are likely to develop more differentiated and enduring feelings toward one another. hence joint activity dyads tend to become transformed into primary dyads |
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| the development impact of a dyad increases as a direct function of the level of reciprocity, mutuality of a positive feeling, and a gradual shift of balance of power in favor of the developing person |
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| Observational learning is facilitated when the observer and the person being observed regard themselves as doing something together. thus the developmental impact of an observational dyad tends to be greater when it takes place in the context of a joint activity dyad. |
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| the developmental imapct of both observational learning and joint activity will be enhanced if either takes place in the context of a primary dyad characterized by mutuality of a positive feeling. conversely, mutual antagonism ocurring in the context of a primary dyad is especially disruptive of joint activity and interferes with observational learning |
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| Learning and Development are facilitated by the participation of the developing person in progressively more complex patterns of reciprocal activity with someone with whom that person has developed a strong and enduring emotional attachment and when the balance of power gradually shifts in favor of the developing person. |
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| Proposition E - Second Order Effect |
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| In a research setting containing more than two persons, the analytic model must take into account the indirect influence of third parties on the interaction between members of a dyad. |
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| A role is a set of activities and relations expected of a person occupying a particular position in society, and of others in relation to that person |
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| The placement of a person in a role tends to evoke perceptions, activities, and patterns of interpersonal relation consistent with expectations associated with that role as they pertain to the behavior both of the person occupying the role and of others with respect to that person |
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| doing things that are consistent to role expectations is enhanced when the role is well established in the instituational structure of the society and there exists a broad consensus in the culture about these expecatations |
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