Chapter 8: Socioemotional Development in Middle and Late Childhood Flashcards
how does the personality and sense of others continue to grow in middle and late childhood?
-increasingly describe themselves with psychological characteristics and traits (rather than the more concrete self-descriptions of younger kiddos)
-likely to reference social groups in their self descriptions
-start to self compare alot more
-perspective taking improves (cognitive inhibition and flexibility)
what is the difference between self-esteem and self-concept?
self esteem: global evaluations of the self
self concept: domain specific evaluations of self
TRUE or FALSE: foundations of self esteem and self concept emerge from quality of parent-child interactions in infancy and early chilhood?
True!
be able to name some strategies to boost self esteem and self concept:
-be able to identify the cause of low self esteem
-provide emotional support and social approval
-help children achieve with straightforward teaching of real skills
-help children cope
how does self regulation improve during middle and late childhood?
deliberate efforts to manage one’s behavior, emotions and thoughts that lead to increased social competence and achievement
what are some changes in the emotional development of middle and late childhood?
-improved emotional understanding
-increased understanding that 1+ emotion can be experienced in a particular situation
-use of self-initiated strategies for concealing or controlling emotions
-capacity for genuine empathy
what are some ways to help kids cope with stress?
-reassurance of safety and security
-allow children to talk freely about feelings (from their perspective)
-protect them from re-exposure or reminders (don’t have to bring up the situation in front of them alll the time)
-help them make sense of what happened (talk it out! to help develop a realistic understanding of what happened)
understand Kohlberg’s Theory of Moral Development and the differences between each level:
-preconventional reasoning: interpret good and bad based on external rewards and punishments
-conventional reasoning: individuals abide by certain standards but they are the standards of others (think others=parents)
-postconventional reasoning: a personal moral code; high ethical standards that are objective and universal
TRUE or FALSE: many people in society progresses to beyond level 2?
FALSE: most people stay in level 2…a small amount of people make it to level 3
according to Kohlberg, what factors advance you to the next level of moral development?
-peer interaction and taking perspective of others
what are some of Kohlberg’s critics?
-moral thought and moral behavior: person could be a level 3 but behave HORRIBLY
-moral reasons can sometimes be used to justify immoral behavior
-cultural bias—>the question is is detached, abstract individualism the highest form of moral reasoning?
-family and parent’s morals values & actions do influence child’s moral development
what is the Domain Theory of Moral Development?
states that there are different domains of social knowledge and reasoning
what is social conventional reasoning?
rules that have been established by social consensus in order to maintain the social system
(ex: raise your hand to speak, stopping at a stop sign, using one side of the staircase)
how do supporters of the Domain Theory argue that this is different from Kohlberg’s theory?
they argue that the social conventional reasoning isn’t morally “lower” but rather different and separate from moral reasoning
how does the prosocial moral behavior differ from Kohlberg and Gilligan’s theories?
has more of a focus on behavior than reasoning
(ex: empathy, engages in altruistic behavior, sharing,)
