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,)
what are some physical and cognitive gender differences in middle and late childhood?
-males are more likely to develop more physical and mental disorders
-females have 10% smaller brains but have more folds (increase of surface area)
-the area of the brain that functions in visuospatial skills= larger in males
-the area of the brain involved in emotion expression has more activity in females
-females earn better school grades= more engaged in school
what are some socioemotional development gender differences?
-Boys are more physically aggressive
-Girls uses more verbal and relational
aggression
-Females are more emotionally expressive
-Females are better at recognizing
nonverbal and facial displays of emotion
-Males show less self-regulation of emotion
-Females engage in more prosocial
behavior
-Females view themselves as more
empathetic
what are family management practices correlated to?
-positively correlated with students’ grades and self-responsibility
-negatively correlated with school-related problems
as you go through middle and late childhood, you spend more/less time with your parents
LESS!
-more extra-curriculums, sports, friends
TRUE or FALSE: when children have a supportive relationship with their stepparent, they have fewer emotional or behavioral problems
TRUE!
understand the range of sociometric status and its meaning:
-the extent to which children are liked or disliked by their peer group
range: popular, average, neglected, rejected and controversial children
what contributes to peer status?
-social skills: popular kids give out reinforcements, listen and communicate well, control their negative emotions
-rejected kids often have significant adjustments problems
what are the 3 components of bullying?
aggression, repetition, power imbalance
TRUE or FALSE: bullies are trying to gain social status so they need others to witness their power displays
TRUE!
what are 6 functions of children’s friendships?
companionship, stimulation, physical support, ego support, social comparison, affection and intimacy
what are the two contemporary approaches to student learning?
-constructivist approach: learner centered and emphasizes individuals actively constructing their knowledge and understanding with teacher guidance (explore, discover, reflect, think critically)
-direct instruction approach: structured and teacher centered (maximum time spent on academic tasks)
how can we hold schools and teachers accountable for whether children are learning?
-increased use of state-mandated tests
(do schools lose funding if scores are so low?)
name some barriers that low-income students may have to their learning:
-low parental involvements
-low expectations
-lack of educational materials and experiences
-health problems (malnourishment)
-high crime neighborhood
-school with fewer resources, more inexperienced teachers, more rote learning
what are the 2 types of mindsets?
fixed mindset: my qualities are fixed and cannot change
growth mindset: my qualities can change and improve through my effort
