ASU Chapter 10: Socioemotional Development in Middle and Late Childhood Flashcards
THE SELF:
TRUE or FALSE: Children describe themselves in terms of physical characteristics and traits. (ex. I’m strong! I can lift this.)
FALSE, they describe themselves in psychological characteristics and traits. (ex. I’m nice. I’m helpful!)
THE SELF:
TRUE or FALSE: Children are able to recognize social aspects of the self.
TRUE
THE SELF:
Social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings.
Perspective Taking
THE SELF:
Global evaluations of the self. Referred to as one’s self-worth or self-image.
Self-esteem
THE SELF:
Domain-specific evaluations of the self.
Self-concept
THE SELF:
SELF-CONCEPT or SELF-ESTEEM?
“I’m a good person.”
Self-esteem
THE SELF:
SELF-CONCEPT or SELF-ESTEEM?
“I’m good at math.”
Self-concept
THE SELF:
TRUE or FALSE: Do children with high self-esteem perform better in school?
FALSE, they do not.
THE SELF:
Belief that one can master a situation and produce favorable outcomes
Self-efficacy
THE SELF:
Characterized by deliberate efforts to manage one’s behavior, emotions and thoughts.
Self-regulation
THE SELF:
Children become interested in how things are made and how they work.
Industry
THE SELF:
Parents who see their children’s efforts as mischief encourage….?
Inferiority
EMOTIONAL DEVELOPMENT:
Provide at least (3) out of the (6) emotional developmental changes in middle and late childhood.
- Improved emotional understanding
- Increased understanding that one may experience more than one emotion
- Increased awareness of events that may lead to emotional reactions
- Ability to suppress/conceal negative emotional reactions
- Use of self-initiated strategies for redirecting feelings
- Capacity for genuine empathy
EMOTIONAL DEVELOPMENT:
Enumerate the (4) outcomes for children who experience disasters
- Acute Stress Reactions
- Depression
- Panic Disorder
- PTSD (Post-traumatic Stress Disorder)
KOHLBERG’S MORAL DEVELOPMENT:
Enumerate the (3) levels under Kohlberg’s Moral Development.
- Preconventional Reasoning
- Conventional Reasoning
- Postconventional Reasoning
KOHLBERG’S MORAL DEVELOPMENT:
Preconventional, Conventional, or Postconventional?
- Heteronomous Morality
- Individualism, instrumental purpose, and exchange
Preconventional Reasoning
KOHLBERG’S MORAL DEVELOPMENT:
Preconventional, Conventional, or Postconventional?
- Mutual interpersonal expectations, relationships and conformity
- Social System Morality
Conventional Reasoning
KOHLBERG’S MORAL DEVELOPMENT:
Preconventional, Conventional, or Postconventional?
- Social Contact or Utility and Individual Rights
- Univeral Ethical Principles
Postconventional Reasoning
KOHLBERG’S MORAL DEVELOPMENT:
In this stage, children obey because adults tell them to obey. People base their moral decisions on fear of punishment.
STAGE 1: Heteronomous Morality
KOHLBERG’S MORAL DEVELOPMENT:
In this stage, individuals pursue their own interests but let others do the same. What is right involves equal exchange.
STAGE 2: Individualism, Instrumental Purpose and Exchange
KOHLBERG’S MORAL DEVELOPMENT:
In this stage, individuals value trust, caring, and loyalty to others as a basis for moral judgements.
STAGE 3: Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity
KOHLBERG’S MORAL DEVELOPMENT:
In this stage, moral judgements are based on understanding the social order, law, justice and duty.
STAGE 4: Social System Morality
KOHLBERG’S MORAL DEVELOPMENT:
In this stage, individuals reason that values, rights, and principles transcend the law.
STAGE 5: Social Contract or Utility and Individual rights
KOHLBERG’S MORAL DEVELOPMENT:
In this stage, moral judgements are based on universal human rights. A personal, individualized conscience is followed when faced with a dilemma between law and conscience.
STAGE 6: Universal Ethical Principles
KOHLBERG’S MORAL DEVELOPMENT:
In this level, there is no internalization.
Preconventional Reasoning
KOHLBERG’S MORAL DEVELOPMENT:
In this level, there is immediate internalization.
Conventional Reasoning
KOHLBERG’S MORAL DEVELOPMENT:
In this level, there is full internalization.
Postconventional Reasoning
KOHLBERG’S MORAL DEVELOPMENT:
Provide at least (3) out of the (6) critiques given to Kohlberg’s theory.
- Moral Thought and Behavior
- Conscious/Deliberate vs Unconscious/Automatic
- Cultural and Moral Reasoning
- Role of Emotion
- Families and Moral Development
- Gender and Care Perspective
KOHLBERG’S MORAL DEVELOPMENT:
Gender and Care Perspective Critique: This perspective focuses on the rights of the individual and in which individuals independently make moral decisions.
Justice Perspective
KOHLBERG’S MORAL DEVELOPMENT:
Gender and Care Perspective Critique: This perspective views people in terms of their connectedness with others.
Care Perspective
MORAL DEVELOPMENT:
This theory identifies different domains of social knowledge and reasoning.
Domain Theory of Moral Development
MORAL DEVELOPMENT:
Enumerate the (3) domains under the Domain Theory of Moral Development.
- Moral
- Social Conventional
- Personal
MORAL DEVELOPMENT:
This focuses on conventional rules that have been established by social consenus in ordr to control behavior and maintain the social system.
Social Conventional Reasoning
MORAL DEVELOPMENT:
This type of moral behavior occurs more in adolescence than in childhood. (I.e., showing empathy or acting altruistically)
Prosocial Moral Behavior
MORAL DEVELOPMENT:
Enumerate the (3) components of Moral Personality
- Moral Identity
- Moral Character
- Moral Exemplars
GENDER:
Broad categories that reflect general impressions and beliefs about males and females.
Gender Stereotypes
GENDER:
TRUE or FALSE: Girls have better verbal skills than boys.
TRUE
GENDER:
Presence of positive masculine and feminine characteristics in the same individual.
Androgyny
FAMILIES:
TRUE or FALSE: Parents use less emotional forms of punishment as children age.
FALSE, they use less physical forms.
FAMILIES:
TRUE OR FALSE: Parents spend less time with children during middle and late childhood.
TRUE
FAMILIES:
Secure attachment is associated with the following (3) lower levels of…?
- Internalized Symptoms
- Anxiety
- Depression
PEERS:
TRUE or FALSE: Children’s preference for same-sex peer groups increases.
TRUE
PEERS:
Peer Status: These children are frequently nominated as a best friend and are rarely disliked by their peers.
Popular Children
PEERS:
Peer Status: These children receive an average number of both positive and negative nominations from peers.
Average Children
PEERS:
Peer Status: These children are infrequently nominated as a best friend, but are not disliked by their peers.
Neglected Children
PEERS:
Peer Status: These children are infrequently nominated as a best friend and are actively disliked by their peers.
Rejected Children
PEERS:
Peer Status: These children are frequently nominated both as someone’s bestfriend and as being actively disliked by their peers.
Controversial Children
PEERS:
Thoughts about social matters. Important for understanding peer relationships.
Social Cognition
PEERS:
Verbal or physical behavior intended to disturb someone less powerful.
Bullying
PEERS:
TRUE or FALSE: Boys and younger middle school students are most likely to be affected by bullying.
TRUE
PEERS:
Provide the (3) possible outcomes of bullying.
- Depression
- Suicidal Ideation
- Attempted Suicide
PEERS:
These people are typically characterized by similarity, and serve the functions of Companionship, Affection and Intimacy, and Stimulation to name a few.
Friends
PEERS:
Self-disclosure and the sharing of private thoughts are present when there is ______ in friendships.
Intimacy
SCHOOLS:
This approach to learning is a learner-centered approach that emphasizes the importance of one actively constructing their own knowledge qnd understanding with guidance from a teacher.
Constructivist Approach
SCHOOLS:
This approach to learning is a structured, teacher-centered approach characterized by high expectations for progress and mastery of academic skills just to name a few.
Direct-instruction Approach
SCHOOLS:
What does the NCLB in NCLB Legislation stand for?
No Child Left Behind
SCHOOLS:
TRUE or FALSE: Students from low-income areas face more barriers to learning.
TRUE
SCHOOLS:
The cognitive view individuals develop for themselves.
Mindset
SCHOOLS:
What are the (2) types of mindsets?
- Fixed Mindset
- Growth Mindset
