Social and Emotional Development · 社会与情感发展
| English | 中文 | Pinyin · 拼音 |
|---|---|---|
| Ecological systems theory/ˌekəˈlɒdʒɪkl ˈsɪstəmz ˈθɪəri/ | 生态系统理论 | shēng tài xì tǒng lǐ lùn |
| microsystem/ˈmaɪkrəʊsɪstəm/ | 微系统 | wēi xì tǒng |
| mesosystem/ˈmesəsɪstəm/ | 中系统 | zhōng xì tǒng |
| exosystem/ˈeksəʊsɪstəm/ | 外系统 | wài xì tǒng |
| macrosystem/ˈmækrəsɪstəm/ | 宏系统 | hóng xì tǒng |
| chronosystem/ˈkrɒnəsɪstəm/ | 时间系统 | shí jiān xì tǒng |
| parenting styles/ˈpeərəntɪŋ staɪlz/ | 教养方式 | jiào yǎng fāng shì |
| authoritarian/ˌɔːθɔːrɪˈteərɪən/ | 专制型 | zhuān zhì xíng |
| authoritative/ɔːˈθɒrɪtətɪv/ | 权威型 | quán wēi xíng |
| permissive/pəˈmɪsɪv/ | 放任型 | fàng rèn xíng |
| Attachment styles/əˈtætʃmənt staɪlz/ | 依恋类型 | yī liàn lèi xíng |
| identity/aɪˈdentɪti/ | 认同 | rèn tóng |
| stage theory of psychosocial development/steɪdʒ ˈθɪəri ɒv ˈsaɪkəʊsəʊʃl dɪˈveləpmənt/ | 心理社会发展阶段理论 | xīn lǐ shè huì fā zhǎn jiē duàn lǐ lùn |
| moratorium/ˌmɔːrəˈtɔːrɪəm/ | 延缓 | yán huǎn |
| Adverse childhood experiences/ædˈvɜːs ˈtʃaɪldhʊd ekˈspɪərɪənsɪz/ | 童年逆境经历 | tóng nián nì jìng jīng lì |
Development happens inside circles of other people
- A child is shaped by parents, but also by a school, a neighbourhood and a decade.
- Those influences sit at different distances and act at different speeds.
- This topic names the circles, and what happens inside the closest one.
发展发生在他人构成的一圈圈环境之中
- 孩子受父母塑造,但也受学校、社区乃至所处的十年塑造。
- 这些影响处于不同的距离上,以不同的速度起作用。
- 本节列出这些圈层,以及最内层圈中发生的事。
Ecological systems theory
- Ecological systems theory 生态系统理论 describes five nested systems around a developing person.
- The microsystem 微系统 is direct contact; the mesosystem 中系统 is links between those settings.
- The exosystem 外系统 affects the child indirectly, the macrosystem 宏系统 is culture, and the chronosystem 时间系统 is change over time.
生态系统理论
- 生态系统理论(ecological systems theory)描述了围绕发展中个体的五层嵌套系统。
- 微系统(microsystem)是直接接触;中系统(mesosystem)是这些场景之间的联系。
- 外系统(exosystem)间接影响儿童,宏系统(macrosystem)是文化,时间系统(chronosystem)是随时间的变化。
Match each system to its distance from the child. · 将各系统与离儿童的远近匹配。
The systems are nested, from immediate contact out to culture and time. · 这些系统是嵌套的，从直接接触向外延伸至文化和时间。
Parenting styles and attachment
- The CED names three parenting styles 教养方式: authoritarian 专制型, authoritative 权威型 and permissive 放任型.
- Attachment styles 依恋类型 in infants vary by culture, which the CED states explicitly.
- The pair to keep straight: authoritarian demands without warmth; authoritative sets limits and explains them.
教养方式与依恋
- CED 点名了三种教养方式(parenting styles):专制型(authoritarian)、权威型(authoritative)与放任型(permissive)。
- 婴儿的依恋类型(attachment styles)因文化而异,这一点 CED 明确指出。
- 需要分清的一对是:专制型只有要求而无温情;权威型既设定界限又加以解释。
Which ecological system? · 涉及哪个生态系统？
Place each influence at the right distance from the child. · 将影响因素置于离儿童正确的距离层级。
A parent who sets firm limits and explains the reasons is best described as... · 设定严格界限并解释原因的家长最符合以下哪种描述……
Authoritative combines high demand with warmth and explanation. · 权威型结合了高要求与温暖及解释。
The CED states that attachment styles vary by culture. · CED指出依恋风格因文化而异。
That is stated explicitly, and it is why a single cultural norm cannot be treated as universal. · 这一点被明确陈述，这也是为什么单一文化规范不能被视为普遍适用的原因。
Authoritarian and authoritative are one letter apart and mean opposite things about warmth. Authoritarian is high demand with low warmth; authoritative is high demand with warmth and explanation. Mixing them up reverses the finding.
专制型与权威型只差一字,在温情这一点上却含义相反。专制型是高要求、低温情;权威型是高要求加上温情与解释。混淆两者会把结论完全弄反。
Select all · 所有 the identity statuses the CED names for adolescence. · 选择CED指出的青春期所有身份状态。
Assimilation is a Piagetian term about schemas, not an identity status. · 同化是一个关于图式的皮亚杰术语，而非身份状态。
Psychosocial stages and identity
- The stage theory of psychosocial development 心理社会发展阶段理论 proposes a conflict to resolve at each stage of life.
- Adolescents form an identity 认同 through achievement, diffusion, foreclosure and moratorium 延缓.
- Development continues into adulthood — the CED explicitly studies how adults develop socially over time.
心理社会阶段与认同
- 心理社会发展阶段理论(stage theory of psychosocial development)提出人生每个阶段都有一个需要解决的冲突。
- 青少年通过获得、弥散、早闭与延缓(moratorium)形成认同(identity)。
- 发展一直延续到成年——CED 明确研究成人如何随时间在社会性上发展。
Adverse childhood experiences are abbreviated as . · 不良童年经历缩写为。
ACEs affect the relationships a person forms throughout life. · ACEs会影响一个人一生中建立的关系。
Adverse childhood experiences
- Adverse childhood experiences 童年逆境经历 (ACEs) affect the relationships a person forms throughout life.
- The effect runs through later relationships, not only through immediate distress.
- Peer relationships also develop across time and are studied in their own right.
童年逆境经历
- 童年逆境经历(adverse childhood experiences,ACEs)会影响一个人一生所建立的各种关系。
- 其影响经由此后的各种关系发生作用,而不只是通过当下的痛苦。
- 同伴关系同样随时间发展,并作为独立课题受到研究。
Two parents both set a 9 p.m. curfew. One says "because I said so"; the other explains the reason and listens to the objection. Same rule, different style — and the CED's categories separate them by warmth and explanation, not by strictness.
两位家长都规定晚九点前回家。一位说"因为我说了算";另一位解释理由并听取异议。规则相同,方式不同——而 CED 的分类是按温情与解释、而非按严格程度来区分它们的。
Ecological systems theory nests five systems around a person. Parenting styles are authoritarian, authoritative and permissive; attachment styles vary by culture. Psychosocial stages run through life, adolescents form identity, and ACEs shape later relationships.
生态系统理论把五层系统嵌套在个体周围。教养方式分为专制型、权威型与放任型;依恋类型因文化而异。心理社会阶段贯穿一生,青少年形成认同,而童年逆境经历塑造此后的各种关系。