child psych final Flashcards
Self concept
sense of self; descriptive and evaluative mental picture of one’s abilities and traits
Self definitions
between boy and girl the similarities are the eyes, basic things that people can obviously see about them, what they want to tell people
single representations
around age of 5, children see the world positively wondrous, everything is good, they are perfect at everything, don’t acknowledge any flaws, egocentric, connect particular thoughts, find it hard to believe you can love and hate someone at the same time
Representational mapping
between ages of 5 an d7, statements are logically connected, still positive thinker, egocentric
Representational systems
around 7 or 8, as they approach middle school, see themselves realistically, still think they’re wonderful, brag, realize they are good at some things but not others, reality check, final stage, different in other countries, Asian families teach their children to be more modest, know what parents expect and what they want
Real self
who we are
Ought self
what you should have done but didn’t do
Ideal self
who we aspire to be
Interdependent self
contribute to community, to help others, cooperate with others,
Relational self
those aspects of the self-concept that are shared with relationship partners and define the person’s role or position within significant relationships
Independent self
your culture mediates your self concept
Contingent
have high self esteem, think highly of themselves, believe working harder isn’t getting you anywhere, have finite set of abilities they are permanent and cannot be changed, fixed mindset, can have dire consequences, knows what is expected knows what they can do won’t try and fail because it will decrease self esteem
Non contingent
persevere, not afraid of failure, work harder, do more homework, try more examples, practice more, not worried about failing and want to succeed, failure has nothing to do with the self, problem is they aren’t working hard enough
Fixed mindsets
connects to parental ethnotheories and self fulfilling prophecy, if expectations are low you will meet those expectations
Erikson = initiative vs guilt
3 to 6 years old, child develops initiative when trying new activities and is not overwhelmed by guilt, value of purpose
gender differences
play differently, boys play action and adventure, girls play reality depicting
gender roles
cultural prescription; binary, example: men should do this and women should do that
gender typing
not all cultures strongly insist on sex-typed toys, some parents aim for gender neutral type toys, when children play with peers who have strongly sex-typed interest, then the child will develop sex-typed interests, groups with both genders are normally male dominated so the girls will have to play what boys want to play, when boys are playing they only ask a girl to play if she’s good at what they’re playing, girls will let boys play if they consider that boy a friend no matter if they are good at what they’re playing
gender stereotyping
girls more emotional than boys
gender identity
only label boy or girl
biological framework
hormonal differences an anatomical differences and brain organization
Evolutionary
developmental scientists looked at ways that children change beginning with their conception all the way through adolescence and characteristics that remain throughout the process
gender stability
once your a boy you stay a boy and same for a girl; gender not changeable
consistency
even if your hair styles and clothing change, hair will remain the same, if a girl decides to shave her hair, will remain a girl; if boy decides to wear a dress, will stay a boy; behavior comes first before the knowledge does; gender will always be as is
