Chapter 3 - Social, Moral, and Emotional Development

Question 0

Psychosocial Crisis

Answer 0

According to Erikson, the set of critical issues that individuals must address as they pass through each of the eight life stages.

Question 1

Psychosocial Theory

Answer 1

A set of principles that relates social environment to psychological development.

Question 2

Heteronomous Morality

Answer 2

In Piaget’s theory of moral development, the stage at which children think that rules are unchangeable and that breaking them leads automatically to punishment.

Question 3

Autonomous Morality

Answer 3

In Piaget’s theory of moral development, the stage at which a person understands that people make rules and that punishment is not automatic.

Question 4

Moral Dilemmas

Answer 4

In Kohlberg’s theory of moral reasoning, hypothetical situations that require a person to consider values of right and wrong.

Question 5

Pre-conventional Level of Morality

Answer 5

Stages 1 and 2 in Kohlberg’s model of moral reasoning, in which individuals make moral judgments in their own interests.

Question 6

Conventional Level of Morality

Answer 6

Stages 3 & 4 in Kohlberg’s model of moral reasoning, in which individuals make moral judgments in consideration of others.

Question 7

Post-conventional Level of Morality

Answer 7

Stages 5 & 6 in Kohlberg’s model of moral reasoning, in which individuals make moral judgments in relation to abstract principles.

Question 8

Peers

Answer 8

People who are equal in age or status.

Question 9

Prosocial Behaviors

Answer 9

Actions that show respect and caring for others.

Question 10

Solitary Play

Answer 10

Play that occurs alone.

Question 11

Parallel Play

Answer 11

Play in which children engage in the same activity side by side, but with very little interaction or mutual influence.

Question 12

Associative Play

Answer 12

Play that is much like parallel play but with increased levels of interaction in the form of sharing, turn-taking, and general interest in what others are doing.

Question 13

Cooperative Play

Answer 13

Play in which children join together to achieve a common goal.

Question 14

Self-Concept

Answer 14

A person’s perception of his or her own strengths, weaknesses, abilities, attitudes, and values.

Question 15

Self-esteem

Answer 15

The value each of us places on our own characteristics, abilities, and behaviors.

Question 16

Social Comparison

Answer 16

The process of comparing oneself to others to gather information and to evaluate and judge one’s abilities, attitudes, and conduct.

Question 17

Reflectivity

Answer 17

The tendency to analyze oneself and one’s own thoughts.

Question 18

Foreclosure

Answer 18

An adolescent’s premature establishment of an identity based on parental choices, rather than his or her own desires.

Question 19

Identity Diffusion

Answer 19

Inability to develop a clear direction or sense of self.

Question 20

Moratorium

Answer 20

Experimentation with occupational and ideological choices without definite commitment.

Question 21

Identity Achievement

Answer 21

A state of consolidation reflecting conscious, clear-cut decisions concerning occupation and ideology.

Question 22

Puberty

Answer 22

Developmental stage at which a person becomes capable of reproduction.

Question 23

Erikson’s Stages of Personal and Social Development

Answer 23

Trust vs. Mistrust - Birth - 18 months
Autonomy vs. Doubt - 18 months - 3 years
Initiative vs. Guilt - 3-6 years
Industry vs. Inferiority - 6-12 years
Identity vs. Role Confusion - 12-18 years
Intimacy vs. Isolation - Young Adulthood
Generativity vs. Self-Absorption - Middle Adulthood
Integrity vs. Despair - Late Adulthood

Question 24

Readiness Training

Answer 24

Key concept in preschool education - students learn skills that will prepare them for formal instruction later (ex. how to follow directions, stick to a task, cooperate with others, display good manners, etc.)

Question 25

Developmentally Appropriate Practice

Answer 25

Instructions based on students’ individual characteristics and needs, not their ages. Curriculum and instructions are responsive to individual differences in abilities and interests. Different levels of ability, development, and learning styles are expected, accepted, and used to design curriculum.

Question 26

Marie Montessori

Answer 26

Designed form of education where the goal is development of the individual. Programs focus on developing general intellectual skills rather than particular subject matter concepts. Emphasis on independent work under guidance of trained educatior.

Question 27

Peer Acceptance

Answer 27

Considered the most important aspect of peer relations in middle childhood.

Question 28

Cliques

Answer 28

A fairly small, intimate group that is defined by common interests, activities, and friends of its members.

Question 29

Affective Education

Answer 29

Education for emotional growth

Question 30

Infancy Stage Conflict

Answer 30

Trust vs. Mistrust

Question 31

Toddler Stage Conflict

Answer 31

Autonomy vs. Shame and Doubt

Question 32

Early Childhood Stage Conflict

Answer 32

Initiative vs. Guilt

Question 33

Elementary and Middle School Years Conflict

Answer 33

Industry vs. Inferiority

Question 34

Adolescence Stage Conflict

Answer 34

Identity vs. Role Confusion

Question 35

Young Adult Stage Conflict

Answer 35

Intimacy vs. Isolation

Question 36

Middle Age Stage Conflict

Answer 36

Generativity vs. Stagnation

Question 37

Late Age Stage Conflict

Answer 37

Integrity vs. Despair

Question 38

Identity

Answer 38

The organization of the individual’s drives, abilities, beliefs, and history into a consistent image of self. It involves deliberate choices and decisions, particularly about vocation, sexual orientation, and a “philosophy of life”.

Question 39

Role Confusion

Answer 39

Threatens when the individual fails to integrate these aspects and choices, or if one feels unable to choose at all.

Question 40

1st Level of Friendship

Answer 40

Other children played with. Begin & end quickly based on “kindness or meanness”; no stable characteristics; moment-to-moment actions define friendship.

Question 41

2nd Level of Friendship

Answer 41

Willingness to help when help is needed (linked to concrete operational cognitive abilities).

Question 42

3rd Level of Friendship

Answer 42

Highest level of friend - people who share common interest and values (does not mean you agree with everything), faithfully keep one’s most private relations a secret, and provide psychological support when necessary. Less tied to behaviors. Friendship is now a long-term proposition and usually can’t be destroyed by one or seven incidents.

Question 43

Effects of Positive Self-Esteem

Answer 43

Good success in school
Favorable attitude towards school
Positive behavior in the classroom
Popular with other students

Question 44

Social Cognition

Answer 44

Conceptions and understanding of other people. Children are 8-12 before they understand that other people have distinct, separate identities and futures.

Question 45

Empathy

Answer 45

Ability to feel emotion as experienced by others.