Chapter 10 - Social and Personality Development in Middle Childhood Flashcards
(40 cards)
Freud’s perspective of middle childhood ____
- latency(hidden) period, libido is dormant
- energy toward building friendships
- challenge is forming emotional bonds with peers, and moving on from those developed earlier
Erickson’s perspective of middle childhood is ______
- Industry Vs. Inferiority: develop sense of their own competence
- culturally acceptable
- social skills, physical communication
Extraversion
- qualities: active, assertive, enthusiastic, outgoing
- temperament: high activity level, sociability, positive emotionality, talkativeness
Agreeableness
- qualities: affectionate, forgiving, generous, kind, sympathetic, trusting
- temperament: perhaps high approach/positive emotionality, effortful control
Conscientiousness
- qualities: efficient, organized, prudent, reliable, responsible
- temperaments: effortful control/task persistence
Neuroticism (emotional instability)
- qualities: anxious, self-pitying, tense, touchy, unstable, worrying
- temperament: negative emotionality, irritability
Openness/Intellect
- qualities: artistic, curious, imaginative, insightful, original, having wide interests
- temperament: approach new situations and people. low inhibition
Four personality traits that have emerged from the Big Five are? (ARSR)
- average
- reserved
- self-centered: high in extraversion and below on openness, agreeableness, and conscientiousness
- Role model: low on neuroticism, high on agreeableness, extraversion, and conscientiousness
Reciprocal Determinism
- personal, behavioural, and environmental factors that interact in a pattern
how do I feel about myself
- beliefs and emotions
Valued self
an understanding of one’s stable internal traits
psychological self
As a child moves through the concrete operational period, the psychological self becomes more _____
- complex, more comparative, less tied to external features, more centred on feelings and ideas
Self-efficacy is an individual’s belief in her ________
- capacity to cause an intended event to occur (Bandura)
- high = we believe we are capable
- low = less likely to try over time
How does self-efficacy develop? (3)
- peer models (observation -> similar -> I can do it)
- encouragement (parents/teachers/friends)
- real-life experiences (what has happened)
The nature of self-esteem is?
- one’s confidence, what do i want to be/experience
- how i’m doing and how i’d like to do it
- impacts global feelings of self-worth
- stable freindships
- family support
How does self-esteem develop?
- Strongly influenced by mental comparisons of children’s ideal selves and actual experiences
Key to self esteem: amount of discrepancy between what the child desires and what they have achieved.
- Second major influence: overall support the child feels they are receiving from the important people around them, particularly parents, peers, and others in their neighbourhood and school
Discrepancy: ideal vs. actual self
High discrepancy: children feel they are doing well in areas mattering to them
Low discrepancy: lack social support, not protected from low self esteem
Meaningfulness
- a strong sense of spirituality = impact mental health and well-being
- important for Canadian Indigenous children
The third part of the Valued Self is?
- be involved in activities help in sense of community, certain values, and helps with development
At age 6-7, when describing others, they will focus exclusively on _____
- external features (what person looks like, where he lives, what he does)
At age 7-8, child begins focusing on _____
- internal traits or qualities
the process of making judgements about the rightness or wrongness of specific acts
Moral reasoning
What is the moral realism stage of Piaget’s theory?
- rules are fixed, meant to be followed or else punished
What is the moral relativism stage?
- “as long as everybody agrees the rules are whatever we all agree on”
- social agreement
- important thing about a game is that all players follow the same rules
What are some social relationship factors that develop during middle childhood?
- more conflict with friends but motivated in resolve
- learn conflict through interactions with friends
- can endure over time
