Chapters 13-15 Flashcards
moral development
changes in thoughts feelings and behaviours regarding standards of right and wrong
Piaget’s Theory of Moral Thought
4-7 heteronomous morality
7-10 transition phase
10+ autonomous morality
heteronomous morality
the first stage of moral development in piaget’s theory Age 4-7
Justice and rules are conceived of as unchangeable properties of the world, beyond the control of people
autonomous morality
second stage of moral development for Piaget.
10+ years
Child becomes aware that rules and laws are created by people and that in judging action, one should consider the actor’s intentions as well as the consequences
immanent justice
Piaget’s concept of the childhood expectation that if a rule is broken, punishment will be meted out immediately
Kohlberg’s Theory
Level 1 - Preconventional Reasoning
Stage 1 of level 1 - Punishment and obedience
Stage 2 of Level 1 - Individualism, instrumental purpose and exchange
Level 2 - Conventional reasoning
Stage 3 of level 2 mutual interpersonal expectations
Stage 4 - social systems morality
Level 3 Postconventional reasoning
Stage 5 social contract or utility and individual rights
Stage 6 universal ethical principles
preconventional reasoning
lowest level in Kohlberg’s theory - morality is focused on reward and punishment.
conventional reasoning
second level - individuals abide by certain standards (internal) but they are the standards of others such as parents or society (external)
postconventional reasoning
third and highest level for Kohlberg’s theory. Morality is more internal.
Critics of kohlberg say:
- too much emphasis on moral thought and not enough on moral behaviour
- Didn’t place enough emphasis on cultural influences - he said they are universal principles, but this has not been shown to be true
*Kohlberg said family process is not important for moral development - peers more important - critics say family has more sway than Kohlberg allows - most public critique says kohlberg has a gender bias - Gilligan says that this is a male norm that puts principles above relationships
Kohlberg’s justice perspective
focuses on the rights of the individual
Gilligan’s care perspective
focuses on the moral perspective that views people in terms of their connectedness with others and quality of the interpersonal communication, relationships with others and concern for others
social cognitive theory
the theory that distinguishes between moral competence - the ability to produce moral behaviours - and moral performance use of those behaviours in specific situations
empathy
reacting to another’s feelings with an emotional response that is similar to the other’s feelings
moral identity
the aspect of personality that is present when individuals have moral notions and commitments that are central to their lives
moral exemplars
people who have lived extraordinary lives, having developed their personality, identity, character and virtue to a level that reflects moral excellence and commitment
social-cognitive domain theory
theory stating there are different domains of social knowledge and reasoning, including moral, social conventional and personal domains. These domains arise from children’s and adolescents’ attempts to understand and deal with different forms of social experience.
social conventional reasoning
focuses on conventional rules established by social consensus, as opposed to moral reasoning that stresses ethical issues
Discipline techniques
Love withdrawal
power assertion
induction
love withdrawal
a technique in which a parent withholds attention or love from the child, as when a parent refuses to talk to the child or states a dislike for the child. “i’m going to leave you if you do that again” or “I don’t like you when you do that”
power assertion
a technique where a parent attempts to gain control over the child or the child’s resources. e.g. spanking, threatening or removing priviliges
Induction
technique where the parent uses reasoning and explains how the child’s actions are likely to affect other people. “Don’t hit him, he is trying to help” “Why are you yelling at her, she didn’t mean to trip you”
hidden curriculum
pervasive moral atmosphere that characterizes each school
character education
a direct moral education approach that involves teaching students a basic moral literacy to prevent them from engaging in immoral behaviour or doing harm to themselves or others
values clarification
helping people clarify their sense of purpose in life and what is worth working for.
cognitive moral education
education based on the belief that students should learn to value things like democracy and justice as their moral reasoning. Kohlberg’s theory has been the basis for many cognitive moral approaches
service learning
a form of education that promotes social responsibility and service to the community
altruism
an unselfish interest in helping another person
forgiveness
an aspect of prosocial behaviour that occurs when an injured person releases the injurer from possible behavioural retaliation
gratitude
a feeling of thankfulness and appreciation in response to someone doing something kind or helpful
conduct disorder
age-inappropriate actions and attitudes that violate family expectations, society’s norms and the personal or property rights of others
juvenile delinquency
refers to a great variety of behaviours by an adolescent ranging from unacceptable behaviour to breaking the law
index offenses
criminal acts such as robbery, rape, homicide
reciprocal socialization
the bidirectional process by which children socialize parents just as parents socialize them e.g. peek a boof
multiple developmental trajectories
concept that adults follow one trajectory and children and adolescents another one; understanding how these trajectories mesh is important. When people get married - how old they are when they have kids - how old their kids are when they are middle aged etc
Baumrind’s Parenting Styles
Authoritarian
Authoritative
Neglectful
Indulgent
Authoritarian Parenting according to Baumrind
restrictive, punitive in which parents exhort the child to follow their directions. Firm limits and controls. little verbal exchange “do it my way or else” spank, enforce rules rigidly not explain them, show rage
Children are often unhappy, fearful, anxious, fail to initiate activity, weak communication skills
Authoritative parenting
encourages children to be independent but still places limits and controls
extensive verbal give and take
parents are warm and nurturant toward child
ex may put arm around child and say, “you know you should not have done that, let’s talk about to handle this differently next time”
show pleasure and support of children
expect mature, independent, age-appropriate behaviour
neglectful parenting
parent is very uninvolved. parents lives. Parents lives more important then child’s life. children tend to have poor self control, low self-esteem, dont handle independence well
indulgent parenting
parents are highly involved with their children but place few demands or controls on them. Associated with children’s social incompetence, lack of self-control and lack of respect for others
Reasons to avoid spanking
- children may imitate aggressive out of control behaviour
- instills fear, rage, avoidance
- tells children what not to do, but not what to do
- abusive, can become some emotional they are abusive
Types of child maltreatment
Physical abuse
Child neglect
sexual abuse
emotional abuse
peers
Children who share the same age or maturity level
popular children
children who are frequently identified as a best friend and are rarely disliked by their peers
average children
children who receive an average number of both positive and negative nominations from their peers
neglected children
children who are infrequently identified as a best friend but are not disliked by their peers
rejected children
children who are infrequently identified as a best friend and are actively disliked by their peers
controversial children
children who are frequently identified both as someone’s best friend and as being disliked
Functions of play
*master anxieties and conflicts
* work off excess energy, release tension
* Help children cope with life’s problems
* important for cognitive development
* practice skills and competencies in relaxed environment
* satisfies curiosity and desire for new information/stimulation
*pleasurable
*development of language skills
play therapy
therapy that allows the child to work through frustrations in a medium through which the therapist can analyze the child’s conflicts and ways of coping with them. May feel less threatened in play and more likely to express true feelings
sensorimotor play
behaviour that allows infants to derive pleasure from exercising their existing sensorimotor schemes
practice play
play that involves repetition of behaviour when new skills are being learned or when physical or mental master and coordination of skills are required
pretense/symbolic play
play that occurs when the child transforms the physical environment into a symbol
social play
play that involves interactions with their peers
constructive play
combines sensorimotor/practice play with symbolic play - children engage in self-regulated creation or construction of a product or solutions
games
activities engaged in for pleasure that include rules and often competition with one or more individual
Name types of play
play therapy
sensorimotor play
practice play
pretense/symbolic play
social play
constructive play
games
child centred kindergarten
education that involves the whole child by considering both the child’s physical cognitive and socioemotional development and the the child’s needs, interests and learning styles
montessori approach
an educational philosophy in which children are given considerable freedom and spontaneity in choosing activities and are allowed to move from activity to another as they desire
learning disabilities
disabilities involving understanding or using spoken language or written language.
can appear in reading, listening, thinking, writing, spelling or mathematics. The problem must not be primarily the result of visual or hearing or motor difficulties, emotional disorders, environment or cultural disadvantage
dyslexia
category of learning disability involving a severe impairment in the ability to read and spell
dysgraphia
involves difficulty handwriting
dyscalculia
involves difficulty in math computation
ADHD
a disability in which children consistently show one or more of the following characteristics - inattention, hyperactivity, impulsivity
ASD
Autism - severe to milder called asperger’s syndrome. problems with interactions, verbal and nonverbal communication, repetitive behaviours
extrinsic motivation
response to external incentives such as rewards and punishments
intrinsic motivation
internal motivational factors such as self-determination, curiosity, challenge and effort
mastery motivation
an approach to achievement where one is task oriented, focusing on learning and achievement process rather than the ability or the outcome
helpless orientation
an orientation in which one seems trapped by the experience of difficulty and attributes ones difficulty to a lack of ability
performance orientation
an orientation in which one focuses on winning rather than achievement outcomes, and happiness is thought to come from winning
mindset
Dweck’s concept for referring to the cognitive view individual’s develop for themselves - fixed or growth
self-efficacy
the belief that one can master a situation and produce favorable outcomes
