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Educational Psychology > Chapter 3 > Flashcards

Chapter 3 Flashcards

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1
Q

Bronfenbrenner’s Ecological Theory

A
  • A Bioecological Theory
  • Theory that development is influenced by five environmental systems.
  1. Microsystem (centre)
  2. Mesosystem
  3. Exosystem
  4. Macrosystem (outer)
  5. Chronosystem (width)
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2
Q

Microsystem
(Bronfenbrenner)

A

Direct interactions.

Setting where the individual spends a considerable amount of time.

  • ex. family, school, peers, health services, religious groups, neighbourhood play area, peers.
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3
Q

Mesosystem
(Bronfenbrenner)

A

Links between microsystems.

  • ex. connections between school experiences and family experiences.
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4
Q

Exosystem
(Bronfenbrenner)

A

Experiences in settings (in which a child does NOT have an active role) that influence the child’s immediate context.

  • ex. school and park supervisory boards have a lot of impact on a child’s development indirectly.
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5
Q

Macrosystem
(Bronfenbrenner)

A

The broader culture in which students and teachers live.

  • Attitudes and ideologies of the culture.
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6
Q

Chronosystem
(Bronfenbrenner)

A

The patterning of environmental events and transitions over the life course.

The sociohistorical conditions of a student’s development.

Time

  • ex. the lives of children today differ in many ways from what their parents + grandparents experienced.
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7
Q

Erikson’s Life-Span

A

Development proceeds in eight stages.

  • Each stage is characterized by a developmental task that confronts individuals with a crisis.
  • Stages reflect the motivation of the individual.
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8
Q

Erikson’s Developmental Stages

A

1.Trust vs. Mistrust
2. Autonomy vs. Shame + Doubt
3. Initiative vs. Guilt
4. Industry vs. Inferiority
5. Identity vs Identity Confusion
6. Intimacy vs. Isolation
7. Generativity vs. Stagnation
8. Integrity vs. Despair

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9
Q

Trust vs. Mistrust

A
  • 1st stage of Erikson’s development theory.
  • Infancy (1st year).
  • Trust is developed through warm, nurturing caregiving.
  • Trust results in a positive outcome of comfort and minimal fear.
  • Mistrust develops when infants are treated negatively or ignored.
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10
Q

Autonomy vs. Shame + Doubt

A
  • 2nd stage of Erikson’s development theory.
  • Late infancy + toddler years (age 1-3)
  • Independence is fostered by support and encouragement.
  • Autonomy is when children learn that their behaviour is their own.
  • Shame + doubt develops if they are restrained too much or punished too harshly.
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11
Q

Autonomy

A
  • Children learn that their behaviour is their own.
  • Begin to assert their independence and realize their will.
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12
Q

Initiative vs. Guilt

A
  • 3rd stage of Erikson’s development theory.
  • Early Childhood (age 3-5)
  • As young children’s social world begins to widen, they begin to be more challenged.
  • Initiative is required for exploring and accepting challenges.
  • Guilt develops if they are irresponsible or are made to feel too anxious.
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13
Q

Industry vs. Inferiority

A
  • 4th stage of Erikson’s development theory.
  • Elementary school years (age 6-puberty)
  • Become a master of knowledge and intellectual skills.
  • The danger during this time frame is developing a sense of inferiority, unproductiveness, and incompetence.
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14
Q

Identity vs Identity Confusion

A
  • 5th stage of Erikson’s development theory.
  • Adolescence
  • Encourages the exploration of different paths to attain a healthy identity.
  • If this is not encouraged, they will remain confused about their identity.
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15
Q

Intimacy vs. Isolation

A
  • 6th stage of Erikson’s development theory.
  • Early adult years (20s + 30s)
  • Task is to form positive and close relationships with others (essential).
  • Isolation will develop if an individual fails to create close bonds with others.
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16
Q

Generativity vs. Stagnation

A
  • 7th stage of Erikson’s development theory.
  • Middle adulthood (40s + 50s)
  • Generativity means transmitting something positive to the next generation (ex. teaching).
  • Stagnation is the feeling of having done nothing to help the next generation.
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17
Q

Generativity

A

Transmitting something positive to the next generation

  • ex. teaching
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18
Q

Stagnation

A

The feeling of having done nothing to help the next generation.

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19
Q

Integrity vs. Despair

A
  • 8th stage of Erikson’s development theory.
  • Late adulthood (60’s - death)
  • Life review and retrospective evaluation of one’s past.
  • Positive Review = Integrity
  • Negative Review = Despair
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20
Q

Baumrind’s Parenting Styles

A

Sorts parenting styles into four main categories:

  • Authoritarian
  • Authoritative
  • Neglectful
  • Permissive (Indulgent)
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21
Q

Authoritarian Parenting

A

A restrictive and punitive parenting style.

There is little verbal exchange between parents and children.

  • Little to no info given for decisions, rules, or expectation.

No/some importance on sharing emotions.

Rule dependent for decisions and expectations.

This style is associated with children’s social incompetence.

  • ex. Emily Gilmore
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22
Q

Authoritative Parenting

A

A positive parenting style that encourages children to be independent but still places limits and controls on their actions.

Provides consistent rules and expectations.

Balances input and ideas from parent and child.

  • Allows extensive verbal give-and-take.

Can be a little difficult to mediate this balance.

This style is associated with children’s social competence.

  • ex. Molly + Arthur Weasley
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23
Q

Neglectful Parenting

A

A parenting style of un-involvement in which parents spend little time with their children.

  • Relationship between parent and child is minuscule or non-existent.

Associated with children’s social incompetence.

  • ex. Frank + Monica Gallagher
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24
Q

Permissive (Indulgent) Parenting

A

A parenting style where there is high parental involvement but little to no restrictions on children’s behaviour.

Social + emotional needs are valued.

Strong parent and child relationship.

Child may appear to be in charge rather than the parent.

Linked with children’s social incompetence.

  • ex. Lorelai Gilmore
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25
Q

Peers Effect on Development

A

Peers provide a source of information and comparison about the world outside of the family.

Friendships influence children’s attitudes toward school and how successful they are in the classroom.

  • Protect us against substance use and aggression.
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26
Q

Five Types of Peer Statuses

A
  • Popular
  • Average
  • Neglected
  • Rejected
  • Controversial
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27
Q

Popular
(peer status)

A
  • Has friends and is rarely disliked.
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28
Q

Average
(peer status)

A

Positive and negative peer nominations.

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29
Q

Neglected
(peer status)

A

No friends but not disliked

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30
Q

Rejected
(peer status)

A

No friends and strongly disliked

  • Results in more serious adjustment problems.
31
Q

Controversial
(peer status)

A

Often has friends but is also strongly disliked by most.

32
Q

Developmentally Appropriate Education

A
  • An early childhood education process.
  • Education that focuses on typical developmental patterns of children (age appropriateness) and
    the uniqueness of each child (individual appropriateness).
  • These settings encourage a large variety of positive and influential learning outcomes.
  • Emphasizes the learning process.
33
Q

The Montessori Approach

A
  • An early childhood education process.
  • An educational philosophy in which children are given considerable freedom and spontaneity in choosing activities and are allowed to move from one activity to another as they desire.
  • Teacher as a facilitator rather than a dictator.
  • Encourages children to make decisions at an early age to help them become effective time managers and problem solvers.
  • Critiques: neglects social development, verbal interaction, and imaginative play.
34
Q

Self-Esteem

A
  • The individual’s overall view of themselves.
  • How a person FEELS about themself.
  • Also known as self-image and self-worth.
  • Involves both cognition and emotion.
  • High in childhood and low in adolescence.
  • 2x lower in adolescent girls
35
Q

Global Self-Esteem

A

A person’s overall view of themselves as a whole.

36
Q

Self-Esteem Variability

A

Individual difference characteristic.

  • Refers to the magnitude of short-term fluctuations in self-esteem.
  • Results from particular vulnerability of a person’s self-worth to events of everyday life.
37
Q

Social Identity

A
  • The self that we show to others.
  • Provides a social definition of a person.
38
Q

How do people develop identity?

A

People develop identity by selecting what they choose to emphasize about themselves in their social identities.

39
Q

Marcia’s 4 Statuses of Identity

A
  1. Identity Diffusion
  2. Identity Foreclosure
  3. Identity Moratorium
  4. Identity Achievement
  • All statuses involve both exploration and commitment.
40
Q

Identity Exploration

A

Examining meaningful alternative identities.

41
Q

Identity Commitment

A

Showing a personal investment in an identity and staying with whatever that identity implies.

42
Q

Identity Diffusion

A

1 of Marcia’s 4 statuses of identity.

Occurs when individuals have
NOT yet experienced a crisis or made any commitments.

  • Low exploration
  • Low commitment
43
Q

Identity Foreclosure

A

1 of Marcia’s 4 statuses of identity.

Occurs when individuals have made a commitment but have not yet experienced a crisis.

  • Low exploitation
  • High commitment
44
Q

Identity Moratorium

A

1 of Marcia’s 4 statuses of identity.

Occurs when individuals are in the midst of a crisis, but their commitments are either absent or only vaguely defined.

  • High exploitation
  • Low commitment
45
Q

Identity Achievement

A

1 of Marcia’s 4 statuses of identity.

Occurs when individuals have undergone a crisis and have made a commitment.

  • High exploration
  • High commitment
46
Q

Ethnic Identity

A
  • Is an enduring aspect of the self that includes a sense of membership in an ethnic group, along with the attitudes and feelings related to that membership.
47
Q

Moral Development

A
  • Development with respect to the rules and conventions of just interactions between people.
48
Q

Kohlberg’s Theory of Development

A

Theory of moral development.

Believed that moral development primarily involves moral reasoning and occurs in six stages that are categorized by 3 levels.

  • Level 1: Pre-conventional Reasoning
  • Level 2: Conventional Reasoning
  • Level 3: Post-conventional Reasoning
49
Q

LEVEL 1: Pre-conventional Reasoning

A

The lowest level in Kohlberg’s theory.

At this level, morality is often focused on reward and punishment.

There are two stages…

  • Stage 1 – punishment and obedience orientation.
  • Stage 2 – individualism, instrumental purpose, and exchange.
50
Q

Stage 1: Punishment + Obedience Orientation

A
  • Is the 1st stage of moral development.
  • Under Kohlberg’s Level 1: Pre-conventional Reasoning
  • Moral thinking is tied to punishment.
51
Q

Stage 2: Individualism, Instrumental Purpose, and Exchange

A
  • The 2nd stage of moral development.
  • Under Kohlberg’s Level 1: Pre-conventional Reasoning
  • Individuals pursue their own interests but let others do the same.
  • What is right involves an equal exchange.
52
Q

LEVEL 2: Conventional Reasoning

A

The second level in Kohlberg’s theory.

At this level, individuals abide by certain standards (internal), but they are the standards of others such as parents or the laws of society (external).

There are two stages…

  • Stage 3 – mutual interpersonal expectations, relationships, and interpersonal conformity.
  • Stage 4 – social systems morality
53
Q

Stage 3: Mutual Interpersonal Expectations, Relationship, and Interpersonal Conformity

A
  • The 3rd stage of moral development.
  • Under Kohlberg’s Level 2: Conventional Reasoning
  • Individuals value trust, caring, and loyalty to others as a bases of moral judgements.
  • Often adopt their parents moral standards at this stage,
54
Q

Stage 4: Social Systems Morality

A
  • The 4th stage of moral development.
  • Under Kohlberg’s Level 2: Conventional Reasoning
  • Moral judgements are based on understanding the social order, law, justice, and duty.
55
Q

LEVEL 3: Post-conventional Reasoning

A

The third and highest level in Kohlberg’s theory.

At this level, morality is more internal.

There are two stages:

  • Stage 5 – social contract or utility and individual rights.
  • Stage 6 – universal ethical principles.
56
Q

Stage 5: Social Construct or Utility + Individual Rights

A
  • The 5th stage of moral development.
  • Under Kohlberg’s Level 3: Post-conventional Reasoning
  • Individuals reason that values, rights, and principles transcend the law.
  • A person evaluates the validity of actual laws and examines social systems in degree to which they preserve and protect fundamental human rights and values.
57
Q

Stage 6: Universal Ethical Principles

A
  • The 6th and final stage of moral development.
  • Under Kohlberg’s Level 3: Post-conventional Reasoning
  • The person develops a moral standard based on universal human rights.
  • When faced with a conflict between law and conscience, the person will follow conscience (even if it involves personal risk).
58
Q

Domain Theory of Moral Development

A
  • Theory that moral development includes the domains of social knowledge and reasoning.
  • Focuses on the important distinction between social and moral reasoning.
59
Q

Social Conventional Reasoning

A

Focuses on conventional rules that have been established by social consensus to control behaviour and maintain the social system.

  • ex. raising hand to ask a question.

Sanctions if rules are broken, but rules can also be changed.

60
Q

Moral Reasoning

A

Focuses on ethical issues and rules of morality.

Obligatory and widely accepted.

  • ex. lying and cheating.

More serious than violating conventional rules.

61
Q

Hidden Curriculum

A
  • Form of moral education.
  • Concept that every school has a pervasive moral atmosphere even if it does not have a program of moral education.
62
Q

Character Education

A
  • Form of moral education.
  • Schools take a direct approach to teaching moral literacy and design an environment that rewards proper behaviour.
63
Q

Values Clarification

A
  • Form of moral education.
  • Emphasizes helping people clarify what their lives are for and what is worth working for.
  • Students are encouraged to define their own values and understand the ­values of others.
64
Q

Cognitive Moral Education

A
  • Form of moral education.
  • The belief that students should value things such as democracy and justice as their moral reasoning develops.
65
Q

Service Learning

A
  • A form of moral education
  • Promotes social responsibility and service to the community.
66
Q

Emotional Development in Early Childhood

A

2-4 years of age:

  • Children considerably increase the number of terms they use to describe emotions.

4-5 years of age:

  • They show an increased ability to reflect on emotions.

By 5 years of age:

  • Can accurately identify emotions that are produced by challenging circumstances.
    Can describe strategies they might call on to cope with everyday stress.
67
Q

Emotional Development in Middle + Late Childhood

A
  • In elementary school children show marked improvement in their ability to suppress or conceal negative emotional reactions.
  • Children use self-initiated strategies for redirecting feelings.
  • Children develop a capacity for genuine empathy.
68
Q

Emotional Development in Adolescence

A
  • Emotional highs and lows increase during early adolescence.
  • Girls are especially vulnerable to depression in adolescence.
  • Moodiness is a normal aspect of early adolescence.
  • Most adolescents make it through these moody times to become competent adults.
69
Q

Second Step Program

A
  • A social-emotional education program.
  • Focuses on the aspects of social-emotional learning from pre-K through to eighth grade.
70
Q

Collaborative for Academic, Social, and Emotional Learning (CASEL)

A

A social-emotional education program.

Targets five core social and emotional learning domains.

  • Self-awareness.
  • Self-management.
  • Social awareness.
  • Relationship skills.
  • Responsible decision making.
71
Q

The 4th R Program

A
  • An interactive classroom curriculum that aims to reduce youth dating violence by addressing youth violence and bullying, unsafe sexual behaviour, and substance use.
72
Q

Altruism

A

An unselfish interest in helping another person.

73
Q

Gratitude

A

A feeling of thankfulness and appreciation, especially in response to someone doing something kind or helpful.

Educational Psychology (7 decks)

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