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Lifespan Development PSYC 333 > Middle Childhood > Flashcards

Middle Childhood Flashcards

1
Q

The Big 5 traits

A

extroversion, openness, neuroticism, conscientiousness, agreeableness

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2
Q

Bandura’s reciprocal determinism

A

personal, behavioural, environmental factors interact in patterns

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3
Q

Bandura’s social cognitive approach

A

Helps understand development of self-efficacy

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4
Q

self-efficacy

A

child’s self-perceived competence

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5
Q

self-concept

A

Understanding of themselves improves
Find new ways to describe themselves and others

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6
Q

Harter’s development of self (3-4y)

A

Observable physical features
Preferences, possessions and social characteristics

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7
Q

Harter’s development of self (5-7y)

A

competencies

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8
Q

Harter’s development of self (8-10y)

A

More complex descriptions
Abilities and interpersonal attributes

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9
Q

Harter’s development of self (early adolescence)

A

Interpersonal attributes
Social skills and competencies
Emotions
Different selves in different contexts

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10
Q

Harter’s development of self (middle adolescence)

A

Introspective
Preoccupied with what others think of them
Begin to question self descriptions

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11
Q

Harter’s development of self (late adolescence)

A

Emphasize personal beliefs,morals, values
Think about the future of the relationship and future selves

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12
Q

psychological self

A

the understanding of one’s internal traits
self-judgements of competency

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13
Q

valued self

A

global evaluation of one’s self worth

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14
Q

self-esteem

A

affect based
how we view ourselves in comparisons to others
relationship between ideal selves and actual selves

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15
Q

self-worth

A

cognitive based
stable
how we view ourselves

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16
Q

Harter and self-esteem development

A

suggest it’s developed:
- how we perceive ourselves in the domain
- how important the domain is to us

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17
Q

higher self-esteem in children = …

A
  • competent, capable, pleased with identity
  • happier
  • more positive adjustment outcomes
  • higher academic success
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18
Q

social development of self esteem (factors)

A
  • family influences (accepting, consistent rules, involved)
  • constant praising of the child (can lead to disappointment when failure arises)
  • dark side of self esteem (become overconfident)
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19
Q

children vs external and internal traits (6-7y)

A

exclusively external

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20
Q

children vs external and internal traits (7-8)

A

increase in focus on internal traits

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21
Q

moral realism stage

A

rules are inflexible

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22
Q

moral relativism stage

A

many rules can be changed through social agreement

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23
Q

social comparison

A

people evaluate their own abilities/values/qualities by comparing them to others
gives a realistic appraisal of skills

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24
Q

sociometric theory

A

determination of child’s status within the peer group

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25
Q

categories of sociometric theory

A

popular prosocial
popular aggressive
aggressive-rejected
non aggressive rejected

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26
Q

popular prosocial

A

friendly, well-liked

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27
Q

popular aggressive

A

athletic, arrogant, aggressive
viewed as cool

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28
Q

aggressive rejected

A

low level of self control
high aggression level

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29
Q

non-aggressive rejected

A

anxious, withdrawn,socially unskilled

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30
Q

friendships in middle childhood

A

friends help with problem solving/conflict management

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31
Q

early childhood friendship primary concern

A

to maximize entertainment and excitement

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32
Q

early childhood friendship main purpose of communication

A

to coordinate play
talk about activities
resolve conlficts

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33
Q

adolescent friendship emotional development

A

to integrate logic and emotion
understand implications of friendship

34
Q

early childhood friendship emotional development

A

manage arousal

35
Q

middle childhood friendship primary concern

A

to be included
present oneself in + light

36
Q

middle childhood friendship main purposes of communication

A

share negative gossip together

37
Q

middle childhood friendship emotional development

A

acquire rules for showing emotion

38
Q

adolescent friendship primary concern

A

explore, define oneself

39
Q

adolescent friendship main purpose of communication

A

to disclose oneself to others

40
Q

bullying

A

use of aggression against perceived weaker individuals to gain status or power

41
Q

grades 2-3 expectations of friends

A

reward-cost

42
Q

grades 4-5 expectations of friends

A

normative

43
Q

grades 6-7 expectations of friends

A

empathetic

44
Q

reward-cost stage

A

expect friends to help
share common activities
provide stimulating ideas
demographically similar
physically nearby

45
Q

normative stage

A

expect friends to accept/admire them
loyalty and commitment
express similar attitudes and values

46
Q

empathetic stage

A

expect genuineness and potential for intimacy
understanding + willing to self-disclose
accepting of interests
share attitudes, values and morals

47
Q

Piaget’s concrete operational stage

A
  • children use schemes
  • decentration
  • reversibility
  • deductive knowledge
48
Q

children using schemes

A

enables them to think logically about objects and events in real world

49
Q

decentration

A

thinking that takes multiple variables into account

50
Q

reversibility

A

both physical actions and mental operations can be reversed

51
Q

deductive knowledge

A

still not strong

52
Q

advances in information processing

A
  • automacity
  • executive processes
  • expertise
  • memory function continues to improve
  • processing efficiency
53
Q

processing efficiency

A

ability to make efficient use of short term memory capacity increase with age

54
Q

automacity

A
  • ability to recall info from long-term memory
  • without using short-term memory capacity
  • achieved through practice
55
Q

executive processes

A
  • devising and carrying out strategies for remembering and solving problems
  • based on knowing how the mind works
56
Q

expertise

A
  • more knowledge a person has about a topic, the more efficiently their info processing system will work, despite age
  • advanced skills in one area do not improve general levels of memory
57
Q

language

A
  • children continue to add new vocabulary at rate of 5000 to 1000 words per day
  • by 8-9y, understand whole categories of words (adjectives, verbs, pronouns, etc)
58
Q

literacy

A
  • ability to read and write = focus of education for 6-12
  • automacity
  • balanced approach
59
Q

literacy: automaticity

A
  • identifying sounds and symbol connections
  • need plenty of opportunities to practice translating written language into spoken words
60
Q

literacy: balanced approach

A
  • reading instruction combining explicit phonic instruction with other strategies for helping children acquire literacy
61
Q

bilingual education

A
  • instills an appreciation for another culture
  • provides alternative
  • encourages children to become more objective and open-minded
  • preservation of heritage language = fundamental to preservation of language nature
62
Q

Gardner’s theory of multiple intelligence

A
  • musical
  • kinetic
  • interpersonal
  • intrapersonal
  • linguistics
  • mathematical
  • naturalistic
  • picture smart
  • self-smart
63
Q

Sternberg’s Triarchic theory of intelligence

A
  • contextual
  • experiential
  • componential
64
Q

contextual intelligence

A

knowing right behaviour for specific situation

65
Q

experiential intelligence

A

learning to give specific response without thinking about them

66
Q

componential learning

A
  • ability to come up with effective strategies
  • very analytical
67
Q

Daniel Goleman’s theory of emotional intelligence

A
  • awareness of our own emotions
  • ability to express our emotions appropriately
  • capacity to channel our emotions into pursuing worthwhile goals
68
Q

theory of emotional intelligence and middle childhood

A

ability to exercise control over their emotions in early childhood is strongly related to measures of academic achievement in high school

69
Q

testing in school

A

refer to “Controversial Questions”, powerpoint on middle childhood, slide 22

70
Q

learners with exceptionalities

A
  • disabilities and attention problems are correlated with achievement
  • educators moving away from labels
  • educators put emphasis on academic strengths and processing style
71
Q

categories of exceptionalities

A
  • behaviour disorders
  • communication disorders
  • sensory impairements
  • intellectual impairements
  • pervasive development disorders
  • physical and health disorders
  • multiple
72
Q

behaviour disorders

A
  • conduct disorder
  • social maladjustment
  • ADHD
  • etc.
73
Q

communication disorders

A
  • language impairment
  • learning disability
74
Q

sensory impairments

A
  • deafness
  • blindness
75
Q

intellectual impairments

A
  • giftedness
  • mild intellectual disability
  • developmental disability
76
Q

pervasive development disorders

A
  • child psychosis
  • schizophrenia
  • autism
77
Q

physical and health disorders

A
  • neurological defects
  • physical disability
78
Q

multiple disorders

A

mixture of multiple disorders

79
Q

Canadian Special Education (SE) practices

A

modified program
- changes in curriculum
individual education plan (IEP)
- written document
- contains learning and behavioural objectives
- specific accommodations for the student

80
Q

ADHD causes

A

caused by interaction of:
- genes
- temperament
- parenting style
- peer relationships
- stressors
- etc.

81
Q

ADHD types

A
  • hyperactive-impulsive type
  • inattentive type
  • combined type

Lifespan Development PSYC 333 (11 decks)

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