Psych 355, week 5
Psych 355, week 5 PSY 355
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This 2 page Class Notes was uploaded by Shelby Nesbitt on Wednesday February 10, 2016. The Class Notes belongs to PSY 355 at Grand Valley State University taught by Dr. Kristy Dean in Winter 2016. Since its upload, it has received 26 views. For similar materials see Psychology & Culture in Psychlogy at Grand Valley State University.
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Date Created: 02/10/16
Psychology & Culture Class #11 Amae in Japanese experience of attachment o Results: Anxiety (pre-separation)- higher in U.S. kids compared to Japanese Negativity (reunion)- higher in Japanese kids compared to U.S. Positivity (reunion)- higher in U.S. kids compared to Japanese Amae (reunion)- higher in Japanese kids compared to U.S. o Conclusions: Emotional component of A-A similar between cultures Behavioral component a bit different A-A is existential universal Does caregiver sensitivity influence attachment? o Yes if one considers consistency of sensitivity Focus on Israel o Attachment among kids living on an Israel kibbutz (community of workforce) Background: life on a kibbutz Kids go to daycare (metaplot) Stay in own room at night OR they stay in one room with many other kids under watch of a “watcherwoman” o Q: if we have more caregivers, does that increase the inconsistency/sensitivity to kid? o Participants were Israeli kids living on a kibbutz (communal or home-based sleeping) compared to U.S. kids o Behavior in Strange Situation determined attachment style o Results: A-A: higher in Israeli kibbutz kids compared to U.S. Secure: higher in U.S. kids compared to Israeli kibbutz Avoidant: higher in U.S. kids compared to Israeli kibbutz A-A: higher in communal sleep kids compared to home sleep Secure: higher in home sleep kids compared to communal sleep Avoidant: no kids observed this attachment style between the communal sleep & home sleep study o Conclusions: In sum, certain situational factors foster/impair consistent sensitivity (# of caregivers, sleeping arrangement) Preschool in Three Cultures o Japan (Komatsudane) Remove shoes before entering the school Parents say goodbye at the door b/c they are considered “guests” of the school & would have to put on special “guest shoes” to enter the school 9am morning calisthenics to get blood flowing & by doing the exercises together it gives the kids and teachers a sense of oneness at the start of each day “Daily Monitors” child who helps teachers during the school day Large class sizes desired to facilitate socialization among the kids Only one 20-minute lesson per day Teacher does nothing to correct any of the kids’ behavior during the lesson believe kids should handle their own problems & they should be allowed to fight in order to learn empathy Lunch time: sing a song, say a formal prayer in formal Japanese, when kids are done eating they are allowed to have free play o China (Dong-fen) Offers a boarding program for parents who work a lot kids go home on Wednesday nights and weekends Every Monday the school has nurses come to school to do check up on kids b/c when the kids go home on the weekends, they tend to be spoiled by their parents and grandparents this can be in the form of too many sweets given to the kid & the kid can then get a stomach ache Preschool allows the kids to have a chance to socialize with other kids (b/c of one child rule in china) & teachers correct the mistakes made by parents who spoil their kids at home 26 kids & 2 teachers All kids in class go to the bathroom together at the same time & toilets are troughs that run along the room Lots of control & regiment during classroom time believe kids should learn from an early age to study hard Kids are told not to talk during lunch & they should focus completely on eating like they would completely focus when they study o U.S. (St. Timothy’s in Hawaii) Full & half day for kids 2-5yrs old, kindergarten, and elementary school Lots of security at the school 18 kids & 2 teachers Ask kids to express themselves via words and make their own choices on activities
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