PSYC228_Chap8 Flashcards
(64 cards)
understanding of self
preschoolers - physical qualities - preoperational - immediate + in the moment awareness of self - focus on positive parts of self
middle-late childhood - operationally thinking more, behaviours + abilities focus - connections - also aware of strengths + weaknesses
social comparison
process of learning about one’s abilities + characteristics by observing how they compare to others’
reason of shift from positive to more realistic sense of self
self-concept
onen’s multidimensional impression of one’s own personality, of the attributes, abilities, + attitudes that define one’s self
set of descriptive beliefs about one’s own personality + abilities that have evolved thru social interactions + personal perceptions
when evaluation of self-concept starts, self-esteem becomes involved
what provides children info to use to create self-concept
parental influences
per feeback
culture
selective memories
self-esteem
judgements of worth that children make about themselves + feelings that those judgements elicit
value children place on self + emotional responesse they have to these values
influenced by: parental interactions + social comparisons which have the most significant impact
self-efficacy
one’s perceived ability to be successful in accomplishing specific goals
reflects child’s sense of agency - how competant the chlid thinks he/she is
correlates of high self-esteem
feeling happy
doing better inschool
demonstrating lower anxiety
performing better in sports
having more friends
correlates of low self-esteem
more likely to engage in delinquent behaviour
feelign depressed more often
higher incidence of eating disorders
piaget’s theory of moral development (faulty/non-Biblical)
believed morality mirrors cognitive abilities, says prior to
pre-moral period 4yrs, children don’t know what’s right or wrong - decisions abotu what’s right/wrong come from authority figure who says it’s wrong - helps kids understand rules
moral realism - heteronomous morality
moral relativism - autonomous morality
moral realism
first moral stage of piaget’s thoery of moral development
- heteronomous morality
rules = absolute + unchangeable
focus on consequences rather than intentions - doesn’t care if done on purpose or not
children = moral non-relativists
idea that there are moral facts that refer to objective, rather than subjective, features of the world
heteronomous morality
piaget’s description of a chlid’s first idea of what is right + wrong + sense that morality is an external, unchangeable set of rules with focus on consequences of behaviour
moral relativism
piaget’s 2nd stage of moral reasoning - wright + wrong depend very much on situation at hand
chlidren consider intentions when saying if right or wrong
it’s ok if didn’t do it on purpose
autonomous morality - democratic approach in which rules are human-made + can change if everyone agrees - games can be made
idea that morality is subjectively grounded + contextually dependent
autonomous morality
piaget’s observation that as children get older they begin to see morality as more flexible + consider intentions of other people’s behaviour
difference betw piaget’s +kohlberg’s theory of moral development
both have levels + use dilemmas to understand moral reasoning, but kohlbergs conceptualizes the reasoning process differently
kohlberg theory of moral development
brought into academic world + expanded on piaget’s
believed cog + moral development follow similar patters
BUT unlike piaget, kohlberg’s levels build upon each other + don’t vary
heinz dilemma
preconventional morality
conventional morality
postconventional morality
3 levels of Kohlberg’s moral development
preconventional morality - (moral judgement = selfcenterd)
conventional morality (other-centered)
postconventional morality (personal standards for right + wrong)
preconventional morality
level 1 of kohlberg’s theory of moral developent, in which moral reasoning is guided by personal rewards + punishments
conventional morality
level 2 of kohlberg’s thoery of moral development, in which moral reasoning is guided by laws + social norms
postconventional morality
level 3 of kohlberg’s theory of moral development where moral reasoning is guided by universal ethical principles
gilligan’s different voice
ciriticized kohlberg’s theory of moral development for gender bia
- male view focus on justice
- female view focus on care + relationships
pioneer of gender studies - difference feminism - highlights gender differences but calls for equal valuing of them
in middle to late childhood, children face developmental task in Erikson’s theory of resolving
industry versus inferiority stage
industry versus inferiority stage
erikson’s 4th stage of psychosocial development, leading to sense of competence or move away from social interactions
industry side - child growing sense of skill, self-konwledge, + desire to be industrious
inferiority side - low self-esteem, less enthusiasm, less competent feeling, fear + anxiety arnd teachers
tween
term used in popular media to describe a preadolescent or young person who shares characteristics of both children + teenagers
parents of school-aged children are more likely to
appeal to children’s self-esteem or to arouse guilty feelings than with physical coercion common for younger chlidren
parents more effective when monitor children rather than directing them
children of mothers hwo rely on reasoning + suggestions = more likely to use negotiation than those who are more defiant due to directive maternal strategies
