Chapter 8; Socioemotional Development in Middle and Late Childhood Flashcards
1
Q
the years of middle and late childhood bring […] changes to children’s social and emotional lives
A
many
2
Q
what significant developments occur during middle and late childhood
A
- self conception
- moral reasoning
- gendered behavior
3
Q
what happens to schooling in middle and late childhood
A
takes on a more academic flavor
4
Q
whatrelationships in middle and late childhood start transforming
A
with parents and peers
5
Q
children in middle and late childhood, especially from […] to […] years of age, increasingly describe themselves with […] characteristics and traits rather than more concrete self descriptions
A
8
11
psychological
6
Q
children in elementary school, become more likely to recognize themselves by […] aspects of the self. That include references to social […] in their self descriptions
A
Social
Groups
e.g.
girl scout, a catholic, someone who has two close friends
7
Q
a child’s self understanding in the elementary school years also includes an increasing reference to social […]. In other words they are more likely to distinguish themselves from others in […] terms
A
comparison
comparative (comparing)
8
Q
Diane Ruble (1983) investigated children’s use of […] comparison in their self evaluations
A
Social
9
Q
what did Diane Ruble (1983) find about children younger than 7 when investigating children’s use of social comparison in their self evaluations
A
made virtually no reference to the information about other children’s performance
10
Q
what did Diane Ruble (1983) find about children older than 7 when investigating children’s use of social comparison in their self evaluations
A
included socially comparative information in their self descriptions
11
Q
what is the social cognitive process referred to as ‘perspective taking’
A
involved in assuming the perspective of others and understanding their thoughts and feelings, improves
12
Q
are executive function and perspective taking related
A
yes
13
Q
what executive functions are called on when children engage in perspective taking
A
- cognitive inhibition
(controlling ones own thoughts to consider the perspective of others) - cognitive flexibility
(seeing situations in different ways
14
Q
children and adolescents who do not have good perspective taking skills are more likely to
A
have difficulty in peer relations and in more aggressive and oppositional behavior
15
Q
what do middle and late childhood children typically 6-9 start thinking of others’ claims
A
skeptical
- less trusting and more skeptical
16
Q
what are important characteristics of children’s mental well being of themself
A
high self-esteem and a positive self concept
17
Q
self esteem refers to global evaluations of the self; it is also called self worth or self-image
A
Yes
18
Q
what does self concept refers to domain specific evaluations of the self
A
True
e.g. academic, athletic, appearance
19
Q
where do the foundations of self esteem and self concept emerge from in the infancy and early childhood period
A
from the quality of parent child interaction
20
Q
what do low esteem in middle and late childhood indicate from parent relationships earlier in development
A
may have experienced neglect or abuse in relationships with their parents
21
Q
what does high self esteem in middle and late childhood indicate from parent relationships earlier in development
A
likely to be securely attached to their parents and have parents who engage in sensitive caregiving
22
Q
what in the quality of a children’s home environment is linked to their self esteem in early adulthood
A
- parenting quality
- cognitive stimualtion
- physical home environment
23
Q
does self esteem reflect perceptions that always match reality
A
not always
side note; self esteem is not always right about oneself
24
Q
high self esteem can accurately represent justified perceptions of ones worth as a person and ones […] and […]
A
Successes
Accomplishments
25
high self esteem can also represent being […], […], and having an unwarranted sense of […] over others
arrogant,
grandiose,
superiority
26
low self esteem may accurately reflect a perception of ones […]
shortcomings
27
low self esteem can represent distorted and even pathological […] and […]
insecurity
inferiority
28
what is the method of studying self esteem and self concept
correlational
29
does social support predict subsequent changes in self esteem just as self esteem predicts subsequent changes in social support
no only self esteem can predict subsequent changes in social support
30
what has low self esteem been implicated in a persons being
- overweight
- obesity
- anxiety
- depression
- suicide
- drug use
- delinquency
31
what is the age with lower life satisfaction that is explained with having low self esteem in youth
30 years of age
32
how many years later is low and decreasing self esteem in adolescence linked to adult depression
two decades later
33
Can self esteem have moderate correlations with school performance
Yes
(increasing self esteem have not always led to improved school performance)
34
do children with high self esteem have greater or lower initiative
greater initiative
35
do children with greater initiative that have high self esteem produce positive or negative outcomes
can produce either or
36
what is an e.g. of children with high self esteem prone to which type of social actions
both prosocial and antisocial actions
37
An inflated self esteem is caused by receiving praise for […] or even […] performance. Which leads to having difficulty in holding […] and […] and also avoiding important experiences such as tackling […] tasks
Mediocre
Poor
competition
criticism
Challenging
38
what do narcissistic parents think of their children's talents
overvalue
39
what are strategies to improve children's self esteem
- identify the causes of low self esteem
- provide emotional support and social approval
- help children achieve
- help children cope
40
what does the "identify the causes of low self esteem" strategy refer to when improving children's self esteem,
- target the causes of low self esteem
how to help;
encourage children to identify and value their areas of competence e.g. academic skills, athletic skills, etc.
41
what does the "provide emotional support and social approval" strategy refer to when improving children's self esteem
- may come from conflictual families or conditions of abuse or neglect (unavailable emotional support)
how to help;
informal support through teacher, coach, significant adult or formal support through programs
42
what does the "help children achieve" strategy refer to when improving children's self esteem
- achievement also can improve children's self esteem
how to;
teaching of real skills results in increased achievement = enhanced self esteem,
in other words;
helping them achieve
43
what does the "help children cope" strategy refer to when improving children's self esteem,
can be built when a child faces a problem and tries to cope with it, rather than avoiding it. face problems realistically, honestly , and non defensively
how to help;
help cope
44
self efficacy is the belief that one can master a situation and produce […] outcomes
Favorable
45
Albert Bandura's social cognitive theory states that self efficacy is a critical factor in whether or not students […]
achieve
side note;
belief of "I can" or "I cannot"
46
what did Dale Schunk (2016) find about students with low and high self efficacy when making choices regarding activities
low self efficacy - may avoid many learning tasks, esp. challenging
high self efficacy - eagerly work at learning tasks
side note; high s.e. likely to put more effort and persist longer
47
does the capacity for self regulation during middle and late childhood increase or decrease
increase capacity
48
what does the increased capacity for self regulation characterize
- deliberate efforts to manage ones behaviors,
- emotions
- thoughts that lead to increased social competence and achievement
49
having higher levels of self control at 4 years of age were linked to what of children in early elementary school living in predominantly rural and low income contexts
- improvements in the math and reading achievement
50
what was revealed of 3 to 7 year old children who grew up in low socioeconomic status (SES) conditions , about self regulation
protective factor
51
for the children that develop self regulation early in childhood and adolescence is a key contributor to what
adult health and even longevity
52
what did Nancy Eisenberg and her colleagues (2014) conclude about self regulation fostering conscientiousness later in life
it being both directly and through its link to academic motivation/success and internalized compliance with norms
53
what does a higher level of self control in childhood link ti regarding the pace of aging
age at a slower pace at 26, 32, and 38 years of age (cardiovascular & immune system)
54
how many stages are in Erik Eriksons stages of human development?
what is his fourth stage
- eight stages
- industry vs inferiority (during middle and late childhood)
55
what does industry vs inferiority mean during the fourth stage of human development in Erik Eriksons eight stages
become interested in how things are made and how they work
industry - encouraged to make, build, and work
inferiority - discourage hence foster a sense of inferiority in their children
56
preschoolers become more adept at talking about their [...] and [...] emotions
own
others
57
what does emotional development say about a growing awareness in preschoolers
the need to control and manage their emotions to meet social standards
58
in middle and late childhood, children further [...] their understanding and self regulation of emotion
develop
59
what does a low level of emotion regulation in childhood predict about the level of externalizing problems in adolescence
higher level of externalizing problems in adolescence
60
what are the developmental changes in emotions during middle and late childhood
1. improved emotional understanding
2. increased understanding that more than one emotion can be experienced in a particular situation
3. ability to suppress or conceal negative emotional reactions
4. the use of self initiated strategies for redirecting feelings
5. a capacity for genuine empathy
61
what does "improved emotional understanding" regarding developmental changed in emotions during middle and late childhood include
elementary school children develop an increased ability to understand such complex emotions as pride and shame
side note'
become self generated and integrated with a sense of personal responsibility rather than before
+
in middle and late childhood, "mental time travel", anticipate and recall the cognitive and emotional aspects of events
62
what does "increased understanding that more than one emotion can be experienced in a particualr situation" regarding developmental change in emotions during middle and late childhood include
e.g. a third grader, realize that achieving something might involve both anxiety and joy (two emotions)
63
what does "increased tendency to be aware of the events leading to emotional reactions" regarding developmental change in emotions during middle and late childhood include
e.g. a fourth grader, may become aware that her sadness today is influenced by her friend moving to another town last week
64
what does "ability to suppress or conceal negative emotional reactions" regarding developmental change in emotions during middle and late childhood include
e.g. fifth grader, has learned to tone down his anger better than he used to when one of his classmates irritates him
65
what does "the use of self initiated strategies for redirecting feelings" regarding developmental change in emotions during middle and late childhood indicate
e.g. elementary school years, become more reflective about their emotional lives and increasingly use strategies to control their emotions.
more effective at cognitively managing their emotions, such as soothing themselves after an upset
66
what does "a capacity for genuine empathy" regarding developmental changes in emotions during middle and late childhood indicate
e.g. fourth grader, e.g. feels sympathy for a distressed person and experiences vicariously the sadness the distressed person is feeling
67
what are two programs that have been developed to improve many aspects of children's and adolescents lives
Second Step program
- created by the Committee for Children (2018)
- Pre-K - eight grade
Collaborative for Academic, Social, and Emotional Learning (CASEL, 2018)
- pre-K - twelfth grade
68
what aspects do the Second Step program focus on
social-emotional learning
1. Pre-K; self regulation and executive function skills that improve their attention and help them control their behavior
2. K-grade - 5: making friends, self-regulation of emotion, and solving problems
3. grades 6-8 communication skills, coping with stress, and decision making to avoid engaging in problem behaviors
69
what are the five core social and emotional learning domains that CASEL targets
1. self awareness (recognizing ones emotions + how affect behavior)
2. self management (self control, coping with stress, impulse control)
3. social awareness (perspective taking and empathy)
4. relationship skills (developing positive relationships and communicating effectively with individuals from diverse backgrounds)
5. responsible decision making (engaging in ethical behavior, understanding the consequences of ones actions)
70
is learning how to cope with stress an important aspect of children's emotional lives
yes,
as get old , more accurately appraise a stressful situation and determine how much control they have over it
71
when does perspective taking increase
middle and late childhood
72
what do older children generate and use more of when coping with stress
- generate more coping alternatives to stressful conditions
- use more cognitive coping strategies
73
are older or younger children better at intentionally shifting their thoughts to something that is less stressful, and at reframing, or changing their perception of a stressful situation
older children
- changing perception -
74
by 10 years of age, most children are able to use [...,...] to cope with stress
cognitive strategies
side note;
families that have not been supportive and are characterized by turmoil or trauma, may be so overwhelmed by stress do not use such strategies
75
can disasters affect children's development
yes, and produce adjustment problems
outcomes;
- acute stress reactions,
- depression
- panic disorder
- post traumatic stress disorder
76
are all disasters capable of harming children development and producing adjustment problems
depends on factors;
nature and severity of the disaster and the type of support available to the child
77
do children who have developed a number of coping techniques have the best chance of adapting and functioning competently in the face of disaster and trauma
yes due to their coping techniques
78
what has the term dose-response effect refer to when researching disasters and trauma
more severe the disaster or trauma (dose),
the worse the adaption and adjustment (response) following the event
79
what are some researched recommendations for parents, teachers, and other adults caring for children after a disaster
1. reassure children of their safety and security
2. allow children to retell events and be patient in listening to them
3. encourage children to talk about any disturbing or confusing feelings, reassuring them that such feelings are normal after a stressful event
4. protect children from re-exposure to frightening situation and reminders of the trauma e.g. limiting discussion of even in front of child
5. help children make sense of what happened, keeping in mind that children may misunderstand what took place.
80
what are mental health professionals who help youth cope with stress including traumatic experiences called
child and adolescent psychiatrists
81
do older children consider the intentions of the individual, believe that rules are subject to change, and are aware that punishment does not always follow wrongdoing
yes
82
Piaget proposed that younger children are characterized by [...] morality but that by 10 years of age they have moved into a higher stage called [...] morality
heteronomous
autonomous
83
how many levels did Lawrence Kohlberg propose of moral development
three,
he believed are universal
84
what are components of moral personality
- moral identity
- moral character
- moral exemplars
85
what are Lawrence Kolhberg's theory of three levels of moral thinking
- pre conventional reasoning
- conventional reasoning
- post conventional reasoning
86
one of the three levels of moral thinking from Lawrence Kolhberg's called "pre conventional reasoning", […] level of moral reasoning, children interpret good and bad in terms of external […] and […], and that the level is described as "What's in it for me?"
Lowest
Rewards
Punishments
87
one of the three levels of moral thinking from Lawrence Kolhberg's called "conventional reasoning" is the second, or […] level, and that individuals apply certain standards, but they are there standards set by […], such as parents or the government
Intermediate
Others
88
the highest level from the three levels of moral thinking from Lawrence Kolhberg's called "post conventional reasoning" is when the individual recognizes alternative […] courses, explores the […], and then decides on a personal moral code. they also engage in deliberate checks on their reasoning to ensure that it meets high […] standards
moral
options
ethical
89
what did Lawrence Kolhberg believe about his three level theory of moral development
occur in a sequence and are age related
level 1 - most before age 9
level 2 - early adolescence (not many progress beyond even in adulthood)
level 3 - small number
90
what did Lawrence Kolhberg argue about advances in children's cognitive development not ensuring development of
moral reasoning
91
what did Kolhberg say about moral reasoning reflecting children's experiences in dealing with,
moral questions and moral conflict
92
what critical part socially stimulates challenging children to change their moral reasoning
peer interaction
93
what are all the critics of Kohlberg's theory of mental reasoning
- moral thought and moral behavior
- moral reasoning is conscious/deliberative vs unconscious/automatic
- culture and moral reasoning
- families and moral development
- gender and the care perspective
94
what is the critic of "moral thought and moral behavior" regarding Lawrence Kohlberg's theory of mental reasoning
- placing too much emphasis on moral thought and not enough emphasis on moral behavior
reality;
moral reasons can sometimes be used as a shelter for immoral behavior
95
what is the critic of "conscious/deliberate vs unconscious/automatic" regarding Lawrence Kohlberg's theory of mental reasoning
- social psychologist Jonathan Haidt argues that moral thinking is more often an intuitive gut reaction, with deliberative moral reasoning serving as an after the fact justifcation
contrast to Lawrence view that;
moral thinking is deliberative and that individuals go around all the time contemplating and reasoning about morality
96
what is the critic of "culture and moral reasoning" regarding Lawrence Kohlberg's theory of mental reasoning
- levels of moral reasoning is culturally biased
contrast to Lawrence;
levels of moral reasoning are universal (level 3 moral thinking not found in all cultures
97
what is the critic of "families and moral development" regarding Lawrence Kohlberg's theory of mental reasoning
- parents moral values and actions influence children's development of moral thoughts
Kolhberg; family processes are essentially unimportant in children's moral development
agreeence between critics and Kolhberg;
peers play important role in development of moral reasoning
98
what is the critic of "gender and the care perspective" regarding Lawrence Kohlberg's theory of mental reasoning
most publicized criticism is Carol Gilligan
Kohlberg's theory reflects a gender bias;
based on a male norm;
Kohlberg greatly underplayed the care perspective, perhaps b/c he was a male
99
Kohlberg has a [...] perspective while Carol Gilligan argues for a [...] perspective
justice
care
100
what is justice perspective
a moral perspective that focuses on the rights of the individual; individuals independently make moral decisions
other words;
A moral viewpoint that emphasizes the importance of individual rights, where people make their own moral choices on their own.
101
what is care perspective
the moral perspective of Carol Gilligan, which views people in terms of their connectedness with others and emphasizes interpersonal communication, relationship with others, and concern for others
in other words;
Carol Gilligan’s moral perspective focuses on how people are connected to one another. It highlights the importance of communication, building relationships, and caring for others.
102
what questions have been raised about Gilligan's gender conclusions
doubt on;
claim of substantial gender differences in moral judgement
103
what does the domain theory of moral development state
that there are different domains of social knowledge and reasoning, including moral, social conventions, and personal domains
104
what is emerged from attempts to understand and deal with different forms of social experience
children and adolescents
- moral
- social conventional
- personal knowledge
- reasoning
105
social conventional reasoning focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system
e.g. raising hand in class before speaking, stopping at a stop sign when driving
yes
106
violating moral rules is usually more [...] than violating conventional rules
serious
107
moral reasoning is […], widely […], and somewhat impersonal
obligatory,
accepted,
108
what do personal issues have control of a person
control over ones
- body
- privacy
- choice of friends
- activities
109
are all actions governed by moral structure or social norms
no, some belong to the personal domain
110
what has the study of prosocial moral behavior placed more emphasis on
the behavioral aspects of moral development
111
do children engage in both immoral antisocial and pro social moral behavior
both
immoral antisocial behaviors (e.g. lying, cheating)
prosocial moral behavior (e.g. showing empathy, helping others)
112
when is pro social behavior more prevalent
in adolescence than in childhood
side note; parents ban be helpful in guiding children to engage in prosocial behavior
113
As children by the start of the elementary school years as begin developing what they come to understand sharing, one aspect of prosocial behavior is that they begin to express objective ideas about […]
Fairness
to add on;
come to believe in middle to late elementary school years that special merit or special needs deserve special treatment
114
gender has a [...] influence on development
pervasive
e.g. boys and girls show preferences for different toys and activities
115
[…] children display a gender identity and gender typed behavior that reflects biological, cognitive, and social influences
preschool
116
what are gender stereotypes
broad categories that encompass general impression and beliefs about females and males
- still present and influential
117
do gender stereotyping continue to change in individuals
yes, during middle and late childhood and adolescence
118
how much more body fat do woman have than men
twice
- concentrated around the breasts and hips
119
where does body fat for men likely to go to
abdomen
120
what is the average percentage of males growing taller than females
10 percent on average
121
are men or woman expected to live a longer life
females have longer life expectancy
122
are females or males less likely to develop physical or mental disorders than the other
females are less likely
123
between male and females who has twice the risk of coronary disease
males
124
what are some of the differences in the brains of males and females
- female brains are approx. 10 percent smaller than male brains
- female brains have more folds (called convolutions) allows more surface brain tissue within the skills of females than males
- visuospatial skills is larger in males (area of the parietal lobe)
- more metabolic activity in females regarding emotional expression
125
are brains of men and woman more likely to be similar or different
more likely to have similarities than differences
126
are there gender differences in general intellignce
no, but in some cognitive areas yes
127
what are some of the differences in cognitive development and achievement between females and males
- girls and woman have slightly better verbal skills (sometimes results are substantial)
- females outperform males in reading and writing
- no difference in math scores for boys and girls (girls more negative about math)
- boys have better visuospatial (mentally rotating objects) skills (canvas slide say girls)
- girls earn better grades,
- girls complete high school at a higher rate
- girls are less likely to drop out of school
- males more likely to be assigned to special/remedial education classes
- girls more likely to be engaged with academic material, be attentive in class, put forth more academic effort, participate more in class
128
performance in school reflects attempts to conform to [...] roles or differences in motivation, self regulation, or other socioemotional characteristics
gender
129
what are the three areas of scoioemotional development in which gender similarities es and differences have been studies extensively
aggression, emotion, and prosocial behavior
130
what is one of the most consistent gender difference about boys nature
boys are more physically aggressive than girls are
side note'
present in all cultures and appears very early in children's development
when provoked
131
what is biological and environmental factor meaning when referring to accounting for gender differences in aggression
biological factors - heredity + hormones
environmental factors - cultural expectations, adult and peer models, and social agents that reward aggression in boys and punish aggression in girls
132
do girls or boys show more verbal aggression
gender difference often disappears
- sometimes more pronounced in girls
133
what is relational aggression
(increases in middle and late childhood)
involves harming someone by manipulating a relationship
includes;
- spreading malicious rumors to try to make others dislike a certain individual
134
is relational aggression found more in boys or girls
greater percentage of girls overall aggression than it does for boys,
engage in adolescence
135
If females express emotion more than males do, what does it make them better at
- decoding emotion
- smile more
- cry more
- are happier
- recognizing nonverbal displays of emotion
- facial emotion perception across the lifespan
136
what have males reported experiencing and expressing more than females
more anger
137
what is an important skill to be able to do regarding emotions and behavior
+
who shows less self regulation of emotion, girls or boys
being able to regulate and control ones emotions and behavior
+
males show less self regulation, leads to behavioral problems
138
who engages in more prosocial behavior, males or females
females
+ view themselves as more empathetic
+ girls share *slightly* more than boys
+ girls engage in more often kind and considerate behavior
139
is there gender acceptance of similarities in male and female behavior in countries like the US?
in many countries many have remained gender specific
140
in the 36 countries where girls had more egalitarian attitudes about gender roles, what high levels did the countries possess
higher levels of societal gender equality
141
what did the country of Qatar posses of males from 15 to 19 years old
more negative views of gender equality
142
as children move into the middle and late childhood years, parents spend considerably [...] time with them
less
- spend less than half as much time
143
parents serve as [...] and provide [...] as children assume more responsibility for themselves and... [...] their own lives
gatekeepers
scaffolding
regaulate
144
what is the parents role when it comes to children's academic achievement in middle and late childhood
supporting and stimulating their academic achievement in school
- also make decisions about children's out of school activities
145
what is coregulation
in the sense of either the child or the parent alone having control
146
what is the key developmental task of children as they move toward autonomy
learning to relate to adults outside the family on a regular basis
147
how can parents play as managers, an important role of their Childs development
- managers of children's opportunities
- monitors of their behaviors
- social initiators and arrangers
side note; mothers are more likely to engage in managerial role
148
what are family management practices related of the student, both negatively and positively
negatively - school related problems
positively - student's grades and self responsibility
what is important;
maintaining a structured and organized family environment
149
in an african american student does monitoring their sons academic achievement, restricted time spent on nonproductive distractions, participating in consisten, positive dialogue with teachers and school officials tell of the son's academic achievemnet
their son's academic achievement benefitted
150
during middle and late childhood to who does a children's social world expand to include
peers,
teachers,
others,
spend less time with parents
151
what did Kathryn Kerns and her colleagues find about secure attachment being associated with lower levels of
secure attachment is associated with a lower level of internalized symptoms, anxiety, and depression
+ higher level of emotional regulation and less difficulty in identifying emotions
152
what did Kathryn Kerns and her colleagues find about children who were less securely attached to their mothers
having more anxiety
153
how were the parents of children and adolescents who were more securely attached
- more responsive,
- supportive of child and adolescents autonomy,
- used more behavioral control strategies,
- engaged in less harsh control strategies
154
parents of children and adolescents who showed pre avoidant attachment were [more or less] responsive, fewer [...] control strategies, and their attachment was ambivalent
(fact check "regarding ambivalent attachment)
less
behavioral
155
are stepfamilies something common in the US
yes, divorcing and them remarrying
156
is elementary and secondary school children or infants or preschool children living in stepfamilies
elementary and secondary school children
157
what is the higher percentage of remarrying after divorce first marriage
10 percent higher rate in remarriages
- half of all children whose parents divorce will have a stepparent within four years after separation
158
the number of remarriages involving children has [...] steadily in recent years
grown
159
out of 3/3 what is the fraction of stepfamilies staying remarried
1/3
160
what are some of the difficult adjustments/unique tasks that remarried parents face
- renegotiating the biological parent-child relationships and establishing stepparent-stepchild and stepsibling relationships
161
what are the three common types of stepfamily structure
1. stepfather
2. stepmother
3. blended or complex
162
what is the typical scenario in stepfather families
- mother typically has custody of children and remarried
- introducing stepfather into childrens lives
163
what is the typical scenario in stepmother families
- father usually had custody and remarried
- introduce stepmother into children's lives
164
what is the typical scenario in blended or complex families
both parents bring children from previous marriages
165
what did E. Mavis Hetherington find about children and adolescents who had been in a simple stepfamily (stepfather or stepmother) for a number of years
were adjusting better...
than in the early years of the remarried family and were functioning well in comparison with children and adolescents in conflictual families that had not gone through a divorce, and children and adolescents in complex (blended) stepfamilies
166
do children often have better relationships with their custodial parents than with stepparents
yes (mothers in stepfather families, fathers in stepmother families )
167
children in simple stepfamilies (stepmother or stepfather) often show better [...] than their counterparts in complex (blended families). just as divorced children show more [...] problems than children in never divorced families
adjustment
168
what is the percentage of children from stepfamilies who showed adjustment problems and the percentage of intact never divorced families
25 percent
10 percent
169
what is shown when children have a better parent child affective relationship with their stepparent,
the child has fewer internalizing and externalizing problems
170
engaging in positive interactions with peers in middle and late childhood is linked to what during adolescence and adulthood
linked to more positive relationships in adolescence and adulthood + coworkers in early adulthood
171
more than 75 percent of the adolescents in long established simple stepfamilies described their relationships with their stepparents as
close or very close
- Hetherington (2006) said ;
eventually benefit from the presence of a stepparent and the resources provided by the stepparent
172
what did low peer status in child hood (low acceptance /likeability ) increase the probability of during adulthood
being unemployed and having mental health problems in adulthood
173
what is important between peer interchanges when children enter the elementary school years
reciprocity
- typical elementary school included approx. 300 episode with peers
174
what happens to the size of peer groups and peer interaction when moving through middle and late childhood
peer group increases,
peer interaction is less closely supervised by adults'
s
175
until about what age do children's preference for same sex peer groups increase
about 12 years of age
176
what is sociometric status
term that described the extent to which children are liked or disliked by their peer group
- info assed by asking children to rate how much they like or dislike each of their classmates
- or asking children to nominate the children they like the most and those they like the least
177
what are the five peer statuses when referring to peer statuses
- popular children
- average children
- neglected children
- rejected children
- controversial children
178
what is 'popular children' among the five peer statuses
frequently nominated as a best friend and are rarely disliked by their peers
179
what is 'average children' among the five peer statuses
receive an average number of both positive and negative nominations from their peers
180
what is 'neglected children' among the five peer statuses
are infrequently nominated as a best friend but are not disliked by their peers
181
what is 'rejected children' among the five peer statuses
infrequently nominated as someone's best friend and are actively disliked by their peers
182
what is 'controversial children' among the five peer statuses
frequently nominated both as someone's best friend and as being disliked
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what are some of the social skills that contribute to poplar children being well liked
- give out reinforcements
- listen carefully
- maintain open lines of communication with peers
- are happy
- control their negative emotions
- show enthusiasm
- concern for others
- self confident without being conceited
184
what problems do rejected children often have
significant adjustment problems
- link between peer rejection and depression in adolescence and development and maintenance of conduct problems (e.g. aggressive, rule breaker)
185
what is the first reason that John Coie said where three reasons why aggressive, peer rejected boys have problems in social relationships
1. more impulsive and have problems sustaining attention. as a result, more likely to be disruptive of ongoing activities in the classroom and in focused group play
186
what is the second reason that John Coie said where three reasons why aggressive, peer rejected boys have problems in social relationships
2. more emotionally reactive. are aroused to anger more easily and probably have more difficulty calming down once aroused. because of this they are more prone to become angry at peers and attack them verbally or physically
187
what is the third reason that John Coie said where three reasons why aggressive, peer rejected boys have problems in social relationships
3. fewer social skills in making friends and maintaining positive relationships with peers
188
what are the three reasons John Coie provided on why aggressive peer rejected boys have problems in social relationships
1. more impulsive and have problems sustaining attention
2. more emotionally reactive
3. fewer social skills in making friends and maintaining positive relationships with peers
189
what is social cognition
thoughts about social matters, such as an aggressive boy's interpretation of an encounter as hostile and his classmates' perception of his behavior as inappropriate
190
why is children's social cognition about their peers becoming increasingly important to children in middle and late childhood
to be able to understand peer relations
191
Kenneth Dodge (1983) argued that children go through [...] steps in processing information about their [...[] world
six
social
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what are Kenneth Dodge's (1983) six steps in processing information about their social world
1. selectively attend to social cues
2. attribute intent
3. generate goals,
4. access behavioral scripts from memory
5. make decisions
6. enact behavior
193
when a childs intention is ambiguous, what did Kenneth Dodge find about aggressive boys to perceive the child’s actions as
more likely to perceive the Childs actions as hostile
194
how do aggressive boys respond when searching for cues to determine a peers intention
respond;
- more rapidly
- less efficiently
- less reflectively
than do nonaggressive children
195
why is social knowledge also involved in childrens ability to get along with peers
- need to know what goals to pursue in poorly defined or ambiguous situations,
- how to initiate and maintain a social bond,
- what scripts to follow to get other children to be their friends (e.g. know to saying nice things)
196
[...] numbers of students are victimized by bullies
significant
197
out of 15,000 students in grades 6 through 10 how many said that they had experienced occasional or frequent involvement as a victim or perpetrator in bullying
nearly one third
198
what is bullying defined as
verbal or physical behavior intended to disturb someone less powerful
199
are boys or girls more likely to be bullies
boys
side note; gender differences regarding victims of bullies are less clear
200
what did the bullied children report
what were the bullies more likely to have
- more loneliness, and difficulty making friends
- low grades and to smoke and drink alcohol
201
what type of children are often the victims of bullying
- anxious
- socially withdrawn
nonthreatening and unlikely to retaliate
- aggressive children
behavior is irritating to bullies
202
what does having supportive friends link to regarding bullying and victimization
lower level of bullying and victimization
203
are social contexts influential to bullying
yes, 70 - 80 percent of victims and their bullies are in the same classroom
204
are bullies rejected by the peer group
no, bully to gain a higher status in the peer group and need others to witness their power displays
205
what are some of the outcomes of bullying
more likely to experience
- depression
- engage in suicidal ideation
- attempt suicide
206
what did children who were bullied at 6 years of age more likely to have excess of
weight gain when they were 12 to 13 years of age
207
what was found of victims of peer bullying from 4 to 10 years of age were more likely to engage in
suicidal ideation at 11 1/2 years of age
208
can bullying have long term effects
yes, including difficulty in forming lasting relationships and getting along with coworkers
209
what do victims bullied in childhood and adolescence have higher rates of
agoraphobia
- an abnormal fear of being in public, open , and crowded places
depression
anxiety
panic disorder
suicidality
- in their early to mid twenties
210
being a victim of bullying childhood was linked wo what increase use of a specific service by the victims five decades later
increased use of mental health services
211
what is cyber bullying
peer bullying and harassment on the Internet
212
what did the study involving third to sixth graders who engaged in cyber aggression related to them
loneliness,
lower self esteem
fewer mutual friendships
lower peer popularity
213
what did cyberbullying contribute to of the victim
depression
suicidal ideation
stress
social and emotional difficulties
214
what did being both cyberbullied and traditionally bulied than traditionally bullied lead to difficulties of the individual
social and emotional difficulties
+
stayed away from school
behavioral problems and lower self esteem
215
what were the results for thoughts on school based interventions regarding bullying
mixed reactions
216
who created the most promising bullying intervention program that focuses on 6 to 15 year old's with the goal of decreasing opportunities and rewards and for bullying
Dan Olweus
side note;
reduced bullying by 30 to 70 percent
217
what are interventions that are effective in reducing bullying
interventions focused on the whole school, such as Dan Olweus' more effective than interventions involving classroom curricula or social skills training
218
what are children's friendships typically characterized by just like adult friendships
similarity
side note;
throughout childhood, friends are more similar in terms of age, ex, race, and many other factors + similar attitudes e.g. school, achievements
219
what are Willard Hartup's six functions of children's friendships
- companionship
- stimulation
- physical support
- ego support
- social comparison
- affection and intimacy
220
Willard Hartup concluded that friends from childhood through old age, fostered self esteem and a sense of well being while simultaneously being […] and […] resources
cognitive
emotional
221
what is 'companionship' in Willard Hartup's one of six functions about childrens friendships
friendship provides children with a familiar partner and playmate, someone who is willing to spend time with them and join in collaborative activities
222
what is 'stimulation' in Willard Hartup's one of six functions about childrens friendships
friendship provides children with interesting information, excitement, and amusement
223
what is 'physical support' in Willard Hartup's one of six functions about childrens friendships
frienship provides time, resources, and assistance
224
what is 'ego support' in Willard Hartup's one of six functions about childrens friendships
friendship provides the expectation of support, encouragement, and feedback, which helps children maintain an impression of themselves as competent, attractive, and worthwhile individuals
225
what is 'social comparison' in Willard Hartup's one of six functions about childrens friendships
friendship provides information about where the child stands vis-a-vis others and whether the child is doing okay
226
what is 'affection and intimacy' in Willard Hartup's one of six functions about childrens friendships
friendship provides children with a warm, close, trusting relationship with another individual. intimacy in friendships is characterized by self disclosure and the sharing of private thoughts. research reveals that intimate friendships may not appear until early adolescence
227
are all friendships alike even though having friends can bring developmental advantages
no not all friendships are alike
228
when are developmental advantages able to occur regarding friendships
developmental advantages occur when children have friends who are socially skilled and supportive
229
is it developmentally advantageous to have coercive and conflict ridden friendships
no it is not advantageous
230
can friendship play an important role in children's emotional wellbeing and academic success
yes
students with friends who are academically oriented are more likely to achieve success in school themselves
231
what do children form when entering the first grade and making new standards by which to
form new relationships and develop new standards by which to judge themselves
232
how many hours are spend in the classroom by the time students graduate from high school
12,000 hours
233
the constructivist approach is learner centered and emphasizes the importance of individuals […] constructing their knowledge and understanding with […] from the teacher
actively
guidance
234
in the constructivist view what should teacher not attempt to do
simply pour information into children's minds
- should be carefully monitored and have meaningful guidance from the teacher
- today has an emphasis on collaboration- children working together in their efforts to know and understand
235
what have advocates of the constructivist approach argue in contrast to the direct intrusion approach
turns children into passive learners and does not adequately challenge them to think in critical and creative ways
236
what is the direct instruction approach whose goal is to maximize student learning time
structured and teacher centered
characterized by;
- teacher direction and control, high teacher expectation for students' progress, maximum time spent by student on academic tasks, and efforts by the teacher to keep negative affect to a minimum
237
what do the direct instruction enthusiasts say about the constructivist approaches
do not give enough attention to the content of a discipline , such as history or science
+
constructivist approaches are too relativistic and vague
238
what do some experts believe many effective teachers use , a constructivist or a direct instruction approach when teaching
use both rather than relying on either approach exclusively
239
what do experts recommend teaching style for teachers who have student who have a learning disability involving reading or writing
recommend an explicit, intellectually engaging direct instruction approach
240
since the 1990s what have the US public and governments at every level demanded an increase from schools
increased accountability
what did this lead to?
- creation of tests to measure whether students were meeting those objectives
what became of that?
- national policy in 2002 when the No Child Left Behind (NCLB) legislation was signed into law
241
why do advocates of the No Child Left Behind (NCLB) argue about statewide standardized testing having a number of positive effects
- improved student performance
- more time teaching subjects that are tested
- high expectations for all students
- identification of poorly performing schools, teacher, and administrators
- improved confidence in schools as test scores rise
242
what do critics argue of the No Child Left Behind (NCLB) statewide standardized testing doing more harm than good
- that using a single test as the sole indicator of student's progress and competence presents a very narrow view of students's skills
psychologists and educators emphasize a number of measure should be used
243
what do the NCLB tests not measure
- creativity
- motivation
- persistence
- flexible thinking
- social skills
244
what are some concerns of the NCLB standardized testing
- gifted students are neglected as schools focus on raising the achievement level of students who are not doing well
- teachers not focusing on thinking skills needed for success in life
245
is the criteria for what constitutes are passing or failing grades on the test designated for NCLB the same for every state
no, each state is allowed to have different criteria for what constitutes are passing or failing
e.g. scenario
almost every fourth grade student in Mississippi knows how to read, but only half of Massachusetts students do
246
since every state is allowed to set their own standards what does it lead to
likely has lowered achievement standards
247
who and for what reason in effort is the Common Core State Standards Initiative (2009)
- endorsed by the National Governors Association
- effort to implement more rigorous state guides for educating students
248
what do the common core standards specify about the Childs education
- specify what students should know
- the skills they should develop at each grade level in various content area
249
what is the critic of the Common Core State Standards Initiative arguing
- they are simply a further effort by the federal government to control education and that they emphasize a "one size fit all" approach that pays little attention to individual variations in students
250
what do supporters of the Common Core State Standards Initiative state
provide much needed detailed guidelines and important milestones for students to achieve
251
what is the most recent accountability initiative for school education
the Every Student Succeeds Act (ESSA) that was passed into law in December 2015
252
which presidential administration was planning to go forward with ESSA but with more flexibility in implementing the law
the Trump administration
- replaced No Child Left Behind ; modifying but not completely eliminating standardized testing
- annual testing for reading and writing in grades 3 to 8, once more in high school
253
what does the ESSA law require states and districts to improve
- their lowest performing schools
- increase their effectiveness in teaching historically underperforming students
such as;
- English language learners,
- ethnic minority students
- students with a disability
254
what is thought of schools not doing a good job of for children from low income, ethnic minority backgrounds having more difficulties in school than do their middle socioeconomic status, white counterparts
- not done a good job of assisting low income,
- ethnic minority students to overcome the barriers to the achievement
255
in a comparison of student achievement US students have a [higher or lower] achieve,not in math and sciences than students in a number of other countries, especially those in Eastern Asia
lower
256
how do many children in poverty face problems that present barriers to their learning
might have parents who do not
- set high educational standards for them
- are incapable of reading to them
- can't afford educational standards for them
- incapable of reading to them
- can't afford educational materials and experiences such as books and trips to zoos and museums
257
what was the neighborhood disadvantage (involving such characteristics as low neighborhood income and high unemployment )
linked to
- less consistent
- less stimulating
- more punitive parenting
- ultimately to negative child outcomes such as behavioral problems
- low verbal ability
258
what did another study of children who experienced poverty for longer, have
detrimental to their cognitive development
259
the schools that children from impoverished backgrounds attend often have [...] resources than schools in higher income neighborhoods
fewer
side note; low incomes areas more likely to have more students with
- low achievement test scores
- low graduation rates,
- smaller percentages of students going to college
- have young teachers with less experience
- encourage rote learning than to work with children to improve their thinking skills
260
what did Jonathan Kozol (2005) observe in many inner city schools
undesirable conditions
- not conducive to effective learning
261
what was an increase in family income do to children in poverty
increased their achievement in middle school as well as grater educational attainment in adolescence and emerging adulthood
262
what is Teach for America (2018)
a nonprofit organization that recruits and selects college graduates from universities to serve as teachers
- commit to teaching for two years in public Schoo in a low income community
263
what are many of the inner-city schools
- still segregated
- grossly underfunded
- do not provide adequate opportunities for children to learn effectively
effects of low socioeconomic status (SES) and of ethnicity are often intertwined
264
between African American, Latino students, non latino white, and asian American which groups are much less likely to be enrolled in college preparatory programs and more likely to be enrolled in remedial and special education programs
African American and latino students
265
between African American, Latino students, non latino white, and asian American which group is more far more likely to take advanced math nd science course in high school
asian American
266
between African American, Latino students, non latino white, and asian American which group is twice as likely to be suspended from school
African americans
267
which races are considered ethnic minority students
african American and latino students
- many have grown up in poverty conditions,
- less well funded schools
- experienced discrimination
- bias
- prejudice
268
what are some strategies for improving relationships among ethnically diverse students
1. turn the class into a jigsaw classroom
- students with different cultural background place in cooperative group to reach a common goal (Eliot Aronson )
2. encourage students to have positive personal contact with diverse other students
- sharing one's worries, successes, failures, coping strategies, interest
3. reduce bias
- teacher helping for every culture to not discriminate and rather understand eachother
269
what are three important aspects of the Comer Project for Change
1. governance and management team that develops a comprehensive school plan, assessment strategy, and staff development plan
2. a mental health or school support team
3. a parents program
- operating more than 600 schools in 26 states
- believes that entire school community should have a cooperative rather than an adversarial attitude
270
what have international assessments indicated about the United States with other countries in the the areas of math and science achievement
has not fared well in comparisons with many other countries
- gains of elementary school but decline as go to high school
271
what did Harold Stevensons research find about reasons for the poor performance of US students compared with students in selected asian countries
Asian
- teachers spent more of their time teaching math
- students in school for average of 240 days a year compared with 178 US days
- students more likely to do math homework + parents likely to help
- exert greater academic effort
US
- parents lower expectations for their Childs education and achievement + believe it is innate ability (contr; effort and training)
272
what is Eva Pomerantz and her colleagues conducting research about
to maximize their children's motivation and achievement in school while also maintaining positive emotional adjustment
- on role of parental control in children's achievement
273
what do parents think of their children's learning in east Asia than it is in the US
far greater responsibility
274
what is the difference between Chinese and US mothers
Chinese
- exert more control (esp psychological)
- mothers self worth more contingent on their Childs achievement
- train children to achieve high levels of academic success
275
what does tiger mother mean according to Amy Chua
a mother who engages in strict disciplinary practices
276
what did Kim Wong Keltner argue about tiger mothers
parenting style can be so demanding and confining that being an asian American child is like being in an "emotional jail"
side note;
does provide some advantages for children, not worth the emotional costs that accompany it
277
what has research on Chinese American immigrant families with first and second grade children found of children with authitoarian (highly controlling) parents compared to children who parents who engage in non authoritarian
- more aggressive
- depressed
- higher anxiety level
- show poorer social skills
278
what is Qing Zhou and the director of UCCFL conducting workshops to teach Chinese mothers
positive parenting strategies
- listening skills
- praising their children for good behavior
- spending more time with their children in fun activities
279
in china, young adolescents with authoritative parents showed [...] adjustment than their counterparts with authoritarian parents
better
280
what does Carol Dweck define mindset as
the cognitive view that individuals develop for themselves
281
what does Carol Dweck conclude about the two mindsets that individuals
1. a fixed minset, believe their qualities are carved in stone and cannot change
2. a growth mindset, believer their qualities can change and improve through effort
282
what does Carol Dweck argue about individuals minutes influence
whether they will be optimistic or pessimistic , what their goals will be and how hard they will strive to reach those goals, and their achievement
283
how does Dweck say about mindsets beginning to be shaped in childhood as they interact with
- parents
- teachers
- coaches
284
do parents and teachers with growth mindsets always instill them in children and adolescents
don't always
285
what are the strategies that have been found to increase adolescents growth mindset
- teach for understanding
- provide feedback that improves understanding
- give students opportunities to revise their work
- communicate how effort and struggling are involved in learning
286
what did Dweck and her colleagues find about students type of mindset from lower incomes families less likely to have than their counterparts from wealthier families
- less likely to have growth mindsets
- more likely to be protected from the negative effects of poverty
287
