Running Head Title Of Paper Do Not Exceed 50 Characters

Running Head Title Of Paper Do Not Exceed 50 Characters 1the Runnin

The running head is a shortened version of the paper’s full title, and it is used to help readers identify the titles for published articles (even if your paper is not intended for publication, your paper should still have a Title of the Paper Student Name Columbia Southern University The title should summarize the paper’s main idea and identify the variables under discussion and the relationship between them. The author’s name and institution should be double-spaced and centered. The title should be centered on the page, typed in 12- point Times New Roman Font. It should not be bolded, underlined, or italicized. Blue boxes contain directions for writing and citing in APA style.

Since this is a Review of Literature with the reference listed above the summary, only needed for quoted material. Please check with professors for preferences on using direct quotes. Green text boxes contain explanations of APA style guidelines. TITLE OF PAPER (DO NOT EXCEED 50 CHARACTERS) 2 Title of the Paper Etherington, M. (2008). E-Learning pedagogy in the primary school classroom: The McDonaldization of education, Australian Journal of Teacher Education, 33(5), 3, 1-48.

Etherington describes the dehumanization of primary students as a direct result of online pedagogy. He goes on to illustrate the potential problems that will stem from this: “isolation, lack of community and decreased socialization of its learners….repetitive stress injuries, eyestrain, obesity, and social isolation†(p. 43). His research also notes that human advancement led them to create better technology. This technology led humans to become reliant on machines solely, which in its brilliance demands social isolation.

“When a child gets on their computer….there is no sense of a physical connection – there is only a mask that lies on top of a set of computer instructions†(p. 34). Further research indicated that if a teacher were absent from the classroom, but were elsewhere conducting an interactive activity, the children would not only leave the computer, but would have no interest in the computer during this activity. Lahey, B. B. (2007).

Psychology: An introduction (9th ed.). Chicago, IL: McGraw-Hill Companies. In this book, psychology is defined as “the science of behavior and mental processes†(p. 5). Further, it breaks down the terms that define psychology, and how they are used to accomplish the goals of psychology.

Science is the act of “psychologists attempt[ing] to understand people through careful, controlled observation†(p. 5). Behavior is considered any direct action that can be observed. Mental processes are any “private thoughts, emotions, feelings, and motives that others cannot directly observe†(p. 5).

Additionally, this book goes into detail regarding the “nature versus nurture†debate, in which two Notice the header and page numbers on this on any other pages after the first page. The full title of the paper is repeated here and centered. Notice the header and page numbers on this on any other pages after the first page. In the Annotated Bibliography the references are listed in alphabetical order with the summary following. The references are formatted with a hanging indent.

The summary will be formatted with a block indention. Notice the only in-text needed is direct quotes. TITLE OF PAPER (DO NOT EXCEED 50 CHARACTERS) 3 This is how you cite a secondary source. It shows that Mead was quoted in a book by Macionis. This is how to use Mead’s quote and still give credit to Macionis, who is the author of the book.

Notice the placement of the author and year and the page number after the quote. researchers studied the effects of early social deprivation on monkeys by taking a group of infant monkeys and raising them for the first few months of life in isolation. The monkeys were then introduced to other monkeys, and later placed in breeding cages. “It was then that the Harlows noticed that the social, sexual, and emotional behavior of these monkeys was distinctly abnormal†(p. 319). Their research was further proven by the birthing of baby monkeys.

Macionis, J. J. (2009). Society the basics (10th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. This book defines socialization from an industry perspective: “sociologists use the term socialization to refer to the lifelong social experience by which people develop their human potential and learn culture†(p. 72). Further, this book states that “humans need social experience to learn their culture and to survive†(p. 72). According to Mead (as cited in Macionis, 2008), who developed social behaviorism and the central concept of self, “the self develops only with social experience†(p. 77).

Socialization is also critically enhanced by children attending school. In school, they begin to recognize cultural, racial, social, and gender differences. During this time, children also begin to form peer groups, which permit “escape [from] direct supervision of adults†(p. 81) and they first begin to learn to establish relationships outside the family. Also, this book illustrates the physical manifestations that can result from a lack of socialization: become “more passive, less physically fit, less likely to use imagination†(p. 82). Nevid, J. S., Rathus, S. A., & Greene, B. (2009). Abnormal psychology in a changing world (Custom ed.).

New York, NY: Pearson Prentice Hall. TITLE OF PAPER (DO NOT EXCEED 50 CHARACTERS) 4 Avoidant personality disorder (similarly, social phobias), increased proneness to phobias: terrified of rejection and criticism that they are generally unwilling to enter relationships. As a result, they do not often have close relationships outside their family. Separation- individuation: a process by which children learn to “differentiate their own identities from their mothers†(p. 456).

This can create a personality disorder in an adult who has not been socialized outside the home and lead to separation anxiety. This type of anxiety could lead to a borderline personality disorder in which people are not overly confident about their personal characteristics, leading to feelings of emptiness and boredom. Additionally, there are several communication disorders that can develop in children who are not taught how to properly enunciate and articulate different letters, from expressive language disorder, mixed receptive/expressive language disorder, and phonological disorder, to stuttering. Ross, W. E. (2000).

The promise and perils of E-learning: A critical look at the new technology. Theory and Research in Social Education, 28(4), . To put into perspective the current popularity of online learning, Ross indicates that “over 85% of Fortune 500 companies use remote training†(p. 482). Additionally, Ross’s research has found that while some high schools have already converted to the online format, in Pennsylvania, there is “currently a proposal for a cyber-school that would enroll children as young as 5 years old†(p. 482). Adults might be able to see how destructive that is, but in Toronto, the Wired Culture Forum was hosted in which more than 400 high school students expressed concern regarding technology taking over their lives – an increasing reliance on machines, the internet isolating them individually, and “how technology threatens their privacy and ability to relate to others†(p. 483). This is TITLE OF PAPER (DO NOT EXCEED 50 CHARACTERS) 5 especially disconcerting because, adults might be expected to notice an effect like this, but as humanity continues to evolve, the younger generation (high school students) is beginning to notice the possibility of the dangerous effects of primary children being left to teach themselves in a fully online environment.

Paper For Above instruction

The impact of online education on social development in children and adolescents is a critical issue in contemporary pedagogical discourse. As digital technologies become increasingly integrated into educational settings, concerns about the dehumanizing effects of online pedagogy are mounting, particularly regarding social skills, emotional well-being, and behavioral health. This paper synthesizes scholarly research addressing these issues, highlighting both the potential risks and the transformative role of social interaction in learning environments.

Etherington (2008) emphasizes the adverse consequences of online pedagogy, particularly the dehumanization and social isolation of primary students. He warns that reliance on digital learning platforms can lead to consequences such as "isolation, lack of community, and decreased socialization of its learners," as well as physical health issues like "repetitive stress injuries, eyestrain, obesity, and social isolation" (Etherington, 2008, p. 43). Such findings suggest that when students engage solely with technology, the absence of physical and social interactions may impede their overall development. Etherington further notes that technology's role in fostering reliance on machines may inadvertently foster social disconnection, impairing the development of empathy and interpersonal skills.

Research by Lahey (2007) supports the notion that social interaction is essential for human development. Lahey describes psychology as "the science of behavior and mental processes," and emphasizes that behavior, which can be observed directly, and mental processes, which are private, are interconnected in shaping social competencies. Lahey's discussion of the "nature versus nurture" debate underscores the importance of social experience in human development, suggesting that limited interaction hampers socialization. School environments play a critical role; children learn to recognize social and cultural differences, form peer groups, and develop relational skills (Lahey, 2007). Without these opportunities, children risk becoming "more passive, less physically fit, less likely to use imagination," highlighting the physical and cognitive consequences of social deprivation (Lahey, 2007).

Macionis (2009) expands on the concept of socialization, illustrating it as a lifelong process essential for developing human potential and cultural understanding. Macionis cites Mead’s (as referenced) theory that "the self develops only with social experience," emphasizing that social interaction outside family settings, such as in school, is vital for understanding diversity and establishing meaningful relationships (Macionis, 2009). The absence of socialization can lead to behavioral issues, including social withdrawal, poor communication skills, and even communication disorders such as expressive language disorder, phonological disorders, or stuttering in children deprived of rich social environments (Nevid et al., 2009). These deficits compromise the child's ability to function effectively in social contexts, leading to possible emotional and psychological difficulties.

Research on social deprivation in primates further underscores the importance of early social experiences. Harlow’s studies reveal that monkeys raised in isolation exhibit "distinctly abnormal" social, sexual, and emotional behaviors, which resonate with human social development (Macionis, 2009, p. 319). Such findings emphasize the profound impact that early social deprivation can have, translating into difficulties in social bonding, emotional regulation, and capacity for intimacy later in life.

Furthermore, the review discusses the clinical implications of social deprivation, particularly in relation to personality disorders. Ross (2000) notes that lack of socialization can contribute to avoidant personality disorder—characterized by an intense fear of rejection—and other social phobias. Inadequate social development can also predispose individuals to separation anxiety and borderline personality disorder, where feelings of emptiness and boredom are prevalent (Ross, 2000). Children not exposed to diverse social experiences may develop impaired self-identities and struggle with intimacy and emotional regulation in adulthood.

The modern proliferation of online learning exacerbates these issues. Ross (2000) highlights that over 85% of Fortune 500 companies utilize remote training, and proposals for cyber-schools enrolling very young children are emerging. The concern expressed by Toronto high school students about technology’s growing dominance illustrates the younger generation’s awareness of potential adverse effects, such as increased social isolation and privacy issues (Ross, 2000). The reliance on devices and virtual interactions threatens foundational social skills, which are critical for emotional resilience and social competence.

In conclusion, while online education offers flexibility and accessibility, its impact on children's social development warrants serious concern. The essential role of physical and social interactions in fostering empathy, social skills, and emotional health cannot be overstated. Policymakers, educators, and parents must carefully balance technological integration with opportunities for face-to-face interactions to ensure holistic development. Reinforcing socialization through school activities, extracurriculars, and community engagement remains vital for nurturing well-rounded individuals capable of navigating complex social landscapes in an increasingly digital world.

References

• Etherington, M. (2008). E-Learning pedagogy in the primary school classroom: The McDonaldization of education. Australian Journal of Teacher Education, 33(5), 1-48.
• Lahey, B. B. (2007). Psychology: An introduction (9th ed.). McGraw-Hill.
• Macionis, J. J. (2009). Society: The basics (10th ed.). Pearson Prentice Hall.
• Nevid, J. S., Rathus, S. A., & Greene, B. (2009). Abnormal psychology in a changing world (Custom ed.). Pearson Prentice Hall.
• Ross, W. E. (2000). The promise and perils of E-learning: A critical look at the new technology. Theory and Research in Social Education, 28(4), 482-483.