Middle & Late Childhood: Socioemotional Development Flashcards
(82 cards)
1
Q
- It is the central aspect of the individual’s personality
- It lends an integrative dimension to our understanding of different personality characteristics
A
The Self
2
Q
Aspects of the Self:
A
- Self-Understanding
- Self-Esteem
- Self-Concept
3
Q
- It is the cognitive representation of the self
- Substance of self-conceptions
- It provides the underpinnings for the development of identity
A
Self-Understanding
4
Q
Self-understanding is based on _____ and _____
A
Roles & membership categories
Example: An 11-year-old boy understands that he is a student, a boy, a football player, a family member, a video game lover, and a rock music fan
5
Q
Key Changes in Self-Understanding under Psychological characteristics and traits:
A
- Especially from 8-11 years old, children increasingly describe themselves in terms of psychological characteristics and traits, compared to younger children’s concrete self-descriptions
- Older children are more likely to describe themselves as “popular, nice, helpful, mean, smart, and dumb
6
Q
Key Changes in Self-Understanding under Social descriptions:
A
- Children begin to include social aspects such as references to social groups in their self-descriptions
- For example, a child might describe herself as a Girl Scout, as a Catholic, or as someone who has two close friends
7
Q
Key Changes in Self-Understanding under Social comparison:
A
- Increasing reference to social comparison
- Children increasingly think about what they can do in comparison with others
8
Q
Key Changes in Self-Understanding under Real Self & Ideal Self:
A
- Children begin to distinguish between their real and ideal selves
- This change involves differentiating their actual competencies from those they aspire to have and think are the most important
9
Q
Key Changes in Self-Understanding under Realistic:
A
- Children’s self-evaluations become more realistic because of social comparison & perspective-taking
10
Q
- It is the social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings
A
Perspective-Taking
11
Q
Perspective taking is especially thought to be important in determining whether children will develop _______ or _____ attitudes and behavior
A
Pro social or antisocial attitudes and behavior
12
Q
These executive functions are at work when children engage in perspective-taking:
A
- Cognitive Inhibition: Controlling one’s own thoughts to consider the perspective of others
- Cognitive Flexibility: Seeing situations in different ways
13
Q
- It refers to global evaluations of the self.
- It is also referred to as self-worth or self-image
A
Self-esteem
14
Q
- It refers to domain-specific evaluations of the self.
- Individuals can make self-evaluations in many domains of their lives—academic, athletic, appearance, and so on
A
Self-concept
15
Q
What are children’s Self-Esteem and Self-Concept in Childhood like?
A
Young children tend to provide inflated views of themselves, but by about 8 years of age most children give more realistic appraisals of their skills
16
Q
- It involves the ability to control one’s behavior without having to rely on others’ help.
- Deliberate efforts to manage one’s behavior, emotions, and thoughts, leading to goal achievement and social competence
A
Self-Regulation
17
Q
How does Self-Regulation progress in Middle & Late Childhood?
A
- Self-regulation is at an increased capacity
18
Q
Increased capacity for self-regulation is linked to developmental advances in the brain’s _____
A
Prefrontal cortex
19
Q
- It is the belief that one can master a situation and produce favorable outcomes
- ”I can” belief
A
Self-Efficacy
20
Q
Emotional Developmental Changes:
A
- Improved emotional understanding
- Increased understanding that more than one emotion can be felt
- Increased tendency to be aware of the events leading to emotional reactions
- Ability to suppress or conceal negative emotional reactions
- The use of self-initiated strategies for redirecting or controlling feelings
- A capacity for genuine empathy
21
Q
It involves changes in thoughts, feelings, and behaviors regarding standards of right and wrong
A
Moral Development
22
Q
What is the Kohlberg’s Three Levels of Moral Development
A
- A key concept in understanding progression through the levels is that people’s morality becomes more internal or mature and less external or superficial to encompass more complex coordination of multiple perspectives
The three main stages are:
- Preconventional reasoning
- Conventional reasoning
- Postconventional reasoning
23
Q
What is the Preconvnetional Reasoning stage?
A
- At this level, moral reasoning is strongly influenced by external punishment or reward
Stage 1: Obedience and Punishment
Stage 2: Self-Interest
24
Q
What is the Conventional Reasoning stage?
A
- Individuals develop expectations about social roles.
- Individuals abide by certain standards (internal) influenced are the standards of others (external)
Stage 3: Interpersonal Accord and Conformity
Stage 4: Authority and Maintaining Social Order
25
What is the **Postconventional reasoning** stage?
- Morality involves **flexible thinking** and is **more internalized**
- Individuals engage in **deliberate checks on their reasoning** to ensure that it meets high ethical standards
Stage 5: **Social Contract** - *do rules serve all members of the community?*
Stage 6: **Universal Ethical Principles** - *abstract ethical principles*
26
- A **moral perspective** that focuses on the **rights of the individual**
- *Individuals independently make moral decisions*
Justice Perspective
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**Moral perspective** that views people in terms of **their connectedness with others** and emphasizes interpersonal communication, relationships with others, and concern for others
Care Perspective
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- Involves an individual’s **thoughts, behavior, and feelings**
Moral Personality
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- Prevalent in individuals when **moral notions and commitments** or **moral responsibility** are **central** to their life
- In this view, behaving in a manner that **violates this moral commitment** places the **integrity of the self at risk**
Moral Identity
30
Mature moral individuals engage in **moral metacognition**, including:
- **Moral self-monitoring**: **Monitoring one’s thoughts and actions** related to moral situations, and engaging in self-control when needed
- **Moral self-reflection**: **Encompasses critical evaluations** of one’s self- judgments and efforts to minimize bias and self-deception
31
- It involves having **strong convictions**, persisting, and **overcoming distractions and obstacles**.
- If individuals don’t have this, they may wilt under pressure or fatigue, and fail to behave morally
- It presupposes that the person has **set moral goals** and that achieving those goals involves the **commitment to act in accord with those goals**
Moral Character
32
- People who have **lived exemplary lives**
- Have moral personalities, identities, characters, and virtues that **reflect moral excellence and commitment**
Moral Exemplars
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- **General impressions and beliefs** about females and males
- **Generalizations about gender** that reflect widely-held beliefs
Gender Stereotypes
34
The traits associated with males were labelled _____
**INSTRUMENTAL**
- Characteristics of being **independent, aggressive, power-oriented**
- Suited for **traditional masculine roles**
35
The traits associated with females were labeled _____
**EXPRESSIVE**
- Characteristics of being **warm and sensitive**
- Suited for **traditional female roles**
36
Gender Stereotyping in Middle and Late Childhood:
- **5 years of age**: both boys and girls stereotype **boys negatively** such as mean, and **girls positively** such as nice
- Boys and girl become **more flexible** in their **gender-typing**
- By the time children enter elementary school, they have considerable knowledge about which **activities** are **linked with being male or female**
37
_____ stereotypes more prevalent for girls while _____ and _____ stereotype more commonly engaged in by boys
- **Appearance** - *how girls should look*
- **Activity & Trait** - *how boys should act*
38
Gender Similarities & Differences in **Physical Development**
- Women have **twice body** fat of men
- Males are taller
- Females > Males in **life expectancy**
- Females < Males in **developing disorders**
- Males > Females in **coronary disease risk**
- **Female brains smaller** than male but have **more folds**
- **Parietal lobe** for visuospatial skills **larger in males**
- **Emotional expression** more activity in females
39
Gender Similarities & Differences in **Cognitive Development**
- Girls slightly better **verbal skills, reading, and writing**
- Girls have **more negative math attitudes**; Parents and teachers **expect boys to be more competent in math**
- Boys have **better visuospatial skills** (rotate objects mentally and determine what they would look like)
40
Gender Similarities & Differences in **Socioemotional Development**
- Boys are more **physically aggressive**; Girls are more **verbally aggressive**
- **Relational aggression** has greater percentage in girls’, **overall aggression** than in boys
- Females **express more emotion, decode better**, and are **happier**
- Boys show **less self-regulation**
- Females **more prosocial** (kind, considerate, generous)
- Females **more sensitive and better relationship skills**
41
- It was proposed that individuals could have **both masculine and feminine traits**
- The presence of **positive masculine & feminine traits** in the same person
Androgyny
***Androgynous individuals** are **more flexible, competent, mentally healthy** than their masculine or feminine counterparts*
42
Gender-role classification best depends on _____
**Context**
- Important to consider **context of behavior**
- Context is also relevant to gender differences in the **display of emotions**
- In many cultures around the world, **traditional gender roles** continue to guide behavior
43
- Tells boys that boys should **not show their feelings** and **should act tough**
- National crisis of boyhood
**Boy code**
- Little has been done to change traditional ways of raising boys
- Boys would benefit from being socialized to **express their anxieties and concerns** and to **better regulate their aggression**
44
Boys might have a **more difficult time** learning the masculine gender role because:
- Male models are **less accessible** and;
- Messages from adults about male role are **inconsistent**
45
Developmental Changes in Parent-Child Relationships:
- Parents **spend considerably less time** with children
- Parents serve as **gatekeepers** and **provide scaffolding** as children assume **more responsibility for themselves** and **regulate their own lives**
- Parents play an important role in **supporting and stimulating** child’s **academic achievement** (in-school and out-of-school activities)
- Parents use **less physical discipline** and more on *deprivation of privileges, appeals to child’s self-esteem, comments* to **increase child’s sense of guilt** and that **child is responsible for his actions**
- **Some control** is gradually transferred from parent to child which produces **coregulation** rather than control
46
Parents as Managers:
- **Managers** of children’s opportunities
- **Monitors** of children’s behaviors
- **Social initiators and arrangers**
- **Mothers > Fathers** in managerial role in parenting
- Most important family management practice: maintaining a **structured and organized family environment**
*Routines for homework, chores, bedtime, etc.*
*Monitoring child’s behavior*
47
What is Attachment in Middle Childhood?
- Attachment becomes **sophisticated / more worldly** as **children’s social worlds expand** to include peers, teachers, and others, they typically **spend less time with parents**
**Secure attachment** meant:
- **Lower level** of internalized symptoms, anxiety, and depression in children
- **Higher level** of children’s emotional regulation and less difficulty in identifying emotions
48
Step-Families:
- About half of all children whose parents divorce will have a stepparent **within 4 years** of the separation
- Stepfamily may have been **preceded** by the **death of a spouse**, however, the **largest number of stepfamilies** are **preceded by divorce** rather than death
- As in divorced families, children living in stepparent families **face more adjustment problems** than their counterparts in nondivorced families. However, a **majority of children** in stepfamilies **do not have adjustment problems.**
- **Children in complex stepfamilies** have **more problems** than children in simple stepfamilies or nondivorced families.
49
3 common types of stepfamily structure:
- **Stepfather**: mother had custody of children and remarried; stepfather enters
- **Stepmother**: father had custody of children and remarried; stepmother enters
- **Blended or Complex**: both parents bring children from previous marriages
50
Individuals of about the **same age or maturity level**
Peers
51
Groups that provide a **source of information** and **comparison about the world** *outside the family*
Peer Groups
52
Developmental Changes Amongst Peers:
- Children learn **reciprocity** through interaction with peers
- Children explore **fairness and justice** by working through disagreements with peers
- Children learn to be **keen observers** of **peers' interests and perspectives** in order to smoothly **integrate themselves** into ongoing peer activities.
- Size of peer group **increases**
- Peer interaction is **less closely supervised** by adults
- Until about 12 years of age, children’s preference for **same-sex peer groups** increases
53
**Susceptibility** to peer influences can have _____ or _____ consequences
**Positive or Negative**
- Influences of peer experiences vary according to: ***Type of peer experience, Developmental status, Outcome***
- Being **rejected or overlooked** by peers leads to **loneliness and hostility**
54
A term that describes the **extent** to which children are **liked or disliked** by their peer group
Sociometric Status
55
- Peer status wherein children are **frequently nominated** as a **best friend** and are **rarely disliked** by their peers
- Have a number of **social skills** that contribute to their being well-liked
Popular Children
56
- Peer status wherein children receive an **average number** of **both positive and negative nominations** from their peers
Average Children
57
- Peer status wherein children are **infrequently nominated** as a **best friend** but are **not disliked** by their peers
- They engage in **low rates of interaction** with their peers and often described as **shy**
Neglected Children
58
Training neglected children:
- Learn how to attract attention from their peers in positive ways
- Holding that attention by:
1. Asking questions
2. Listening in a warm and friendly way
3. Saying things about themselves that relate to peers' interests
4. Enter groups more effectively
59
- Peer status wherein children are **frequently nominated** both as someone's **best friend** and as **being disliked**
Controversial Children
60
- Peer status wherein children are **infrequently nominated** as someone's **best friend** and are **actively disliked** by their peers
- Have **serious adjustment problems**
- Predictor to engage in **delinquent behavior or drop out of school** later was aggression toward peers in elementary school
Rejected Children
61
How to train rejected children to interact more effectively with peers?
- **Assess** whether the intentions of their peers are negative
- Roleplaying
- **Discuss hypothetical situations** involving negative encounters with peers
- Videotapes of appropriate peer interaction and asked to draw lessons from them
62
3 Reasons why aggressive, peer-rejected boys have problems socially:
- **Impulsivity and difficulty sustaining attention** = Disruptive of ongoing activities in class
- **More emotionally reactive** = Easily aroused to anger; Difficulty calming down
- **Fewer social skills** = Fewer changes of making friends and maintaining them
63
It refers to the processes involved in **understanding the world around us**, especially **how we think and reason about others**
Social Cognition
64
Children's **6 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
**SAGAME**
65
- It is involved in children's ability to get along with peers— ***knowing how to socialize***
- It is needed to know what goals to pursue in ambiguous situations, to initiate and maintain a social bond, and what scripts to follow to bond with other children.
Social Knowledge
66
Like adult friendships, children’s friendships are typically characterized by ______
Similarity
67
Why are children’s friendships important?
Because friends can provide:
- **Cognitive** (academic success) and
- **Emotional resources** (emotional well-being) from childhood through old age
68
- Function of friendship
- Friendship provides a **familiar partner and playmate**, someone who is **willing to spend time with us** and join in collaborative activities
Companionship
69
- Function of friendship
- Provides **interesting information, excitement, and amusement**
Stimulation
70
- Function of friendship
- Provides the **expectation of support, encouragement, and feedback**, which helps us maintain an **impression** of ourselves as **competent, attractive, and worthwhile individuals**
Ego support
71
- Function of friendship
- Provides information about **where we stand vis-a-vis others** and **how we are doing**
Social comparison
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- Function of friendship
- Provides a **warm, close, trusting relationship** with another individual
Affection & Intimacy
73
What is **intimacy in friendships** characterized by?
It is characterized by:
- **Self-disclosure**
- **Sharing** of private thoughts
74
- Controversial approach to learning
- Leaner-centered
- Emphasizes the importance of individuals **actively constructing their knowledge and understanding** with teacher's guidance
- Emphasizes **collaboration**; children working with each other
**Constructivist Approach**
*Children are encouraged to **explore their world, discover knowledge, reflect, think critically** with careful monitoring and guidance of teachers*
75
- Controversial approach to learning
- Structured, **teacher-centered** direction, control, expectations
- Goal is to **maximize student learning time**
Direct Instruction Approach
76
On **Accountability**:
- Since the **1990s**, the U.S. public and governments at every level have **demanded increased accountability** from schools
- **State-mandated testing** to measure just what the students had or had not learned
- National Policy in 2002: **No Child Left Behind (NCLB)** legislation signed into law
- **Every Student Succeeds Act (ESSA)** to counter NCLB
77
Education of Students from Low-Income Backgrounds
- Many children **living in poverty** face problems that present barriers to learning
- The longer children experienced poverty, the **more detrimental** the poverty was to their **cognitive development**
78
Ethnicity in Schools
Strategies for **improving relationships** among ethnically diverse students:
- Turn the class into a **jigsaw classroom**
- **Positive personal contact** with other diverse students
- **Reduce bias**
- View school as a **team**
- Competent **cultural mediator**
79
Cross-Cultural Comparisons
**Asian students and parents** outperform American students and parents
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- **Cognitive view** individuals develop **for themselves**
- Encourages motivation for achievement
Mindset
81
- Mindset wherein individual believes their **qualities are carved in stone** and **cannot change**
- Helpless orientation
Fixed Mindset
82
- Mindset wherein individuals believe their **qualities can change and improve** through effort
- Mastery motivation
Growth mindset
