Chapter 6 Flashcards
Self understanding-
cognitive representation of self, their self conceptions
Initiative vs Guilt
Conscience vs Lower self esteem
“I am tashi. I am 4 years old. I can brush my teeth and I can ride a tricycle. I am always happy.
Stage of dev. 4-6 yrs Observable characteristics Specific interests and activities. EX: I am a girl. I have brown hair. I like playing basketball. Specific competence judgments of peers. Undifferentiated inaccurate competence self-judgment.
Emotional Development
Pride, shame , embarrassment and guilt. EX: “You should feel bad about biting your sister.” Self- conscious emotions
Children begin to understand that the same event can elicit different feeling sin different people “Empathy” “perspective taking”
By age 4 to 5, most children show more ability to reflect on emotions and a growing awareness of the need to manage emotions according to social standards “self control.”
Emotions play a role in the success of a child’s peer relationships.
Example: Moody and negative children are more likely to experience rejection, whereas emotionally positive children are more popular.
Higher emotion regulation is linked to greater success with peers, while frequent expression of anger predicts lower social competence.
Moral Development -
“Development of thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with others”
Heteronomous morality
5-9/10 years Moral realism and absolutism
The heteronomous thinker believes in immanent justice… Can the rules be changed? Have the rules always been the saem than today? How did the rules begin?
Autonomous-
moral relativism: morality is a matter of obeying external authorities and we must respect peoples differing points of view.
Emotional Regulation
Emotion regulation plays a key role in children’s ability to manage the demands and conflicts they face in interacting with others.
Emotion- coaching vs emotion- dismissing
Parents monitor their children’s emotions. View negative emotions as opportunities for teaching.
Assist them in labeling emotions.
Coach them in how to deal effectively with emotions.
Parents view their role as to deny, ignore, or change negative emotions. Linked to Toddlers’ lower emotional competence. (emotion-dismissing)
Authoritarian
restrictive, punitive style where parents exhort the child to follow their directions and respect their works and effort: “you will do it my way or else…”
Authoritative:
Encourage children to be independent but still places limits and controls on their actions. Verbal give and take is allowed. “You know you shouldn’t have done that, lets talk”
Indulgent:
parents are involved but place a few demands or controls. Child’s social incompetence or lack of self control
Neglectful:
parent is uninvolved. Child’s social incompetence and lack of self control.
Authoritarian parenting
A restive punitive style
Child to follow directions and respects parents work and effort
Allows little verbal exchange
Associated with children’s social incompetence and a higher level of aggression.
Neglectful parenting
The parenting is uninvolved in child’s life
Associated with social incompetence in children poor self control, low self esteem, immaturity and alienation. In adolescence, may contribute to truancy and delinquency,
Parents highly involved with children but place few demands or control on them
Children never learn to control their own behavior always expect to get their way
Children rarely learn respect for others, have difficulty controlling behavior
