Middle Childhood Flashcards
The Big 5 traits
extroversion, openness, neuroticism, conscientiousness, agreeableness
Bandura’s reciprocal determinism
personal, behavioural, environmental factors interact in patterns
Bandura’s social cognitive approach
Helps understand development of self-efficacy
self-efficacy
child’s self-perceived competence
self-concept
Understanding of themselves improves
Find new ways to describe themselves and others
Harter’s development of self (3-4y)
Observable physical features
Preferences, possessions and social characteristics
Harter’s development of self (5-7y)
competencies
Harter’s development of self (8-10y)
More complex descriptions
Abilities and interpersonal attributes
Harter’s development of self (early adolescence)
Interpersonal attributes
Social skills and competencies
Emotions
Different selves in different contexts
Harter’s development of self (middle adolescence)
Introspective
Preoccupied with what others think of them
Begin to question self descriptions
Harter’s development of self (late adolescence)
Emphasize personal beliefs,morals, values
Think about the future of the relationship and future selves
psychological self
the understanding of one’s internal traits
self-judgements of competency
valued self
global evaluation of one’s self worth
self-esteem
affect based
how we view ourselves in comparisons to others
relationship between ideal selves and actual selves
self-worth
cognitive based
stable
how we view ourselves
Harter and self-esteem development
suggest it’s developed:
- how we perceive ourselves in the domain
- how important the domain is to us
higher self-esteem in children = …
- competent, capable, pleased with identity
- happier
- more positive adjustment outcomes
- higher academic success
social development of self esteem (factors)
- 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)
children vs external and internal traits (6-7y)
exclusively external
children vs external and internal traits (7-8)
increase in focus on internal traits
moral realism stage
rules are inflexible
moral relativism stage
many rules can be changed through social agreement
social comparison
people evaluate their own abilities/values/qualities by comparing them to others
gives a realistic appraisal of skills
sociometric theory
determination of child’s status within the peer group
categories of sociometric theory
popular prosocial
popular aggressive
aggressive-rejected
non aggressive rejected
popular prosocial
friendly, well-liked
popular aggressive
athletic, arrogant, aggressive
viewed as cool
aggressive rejected
low level of self control
high aggression level
non-aggressive rejected
anxious, withdrawn,socially unskilled
friendships in middle childhood
friends help with problem solving/conflict management
early childhood friendship primary concern
to maximize entertainment and excitement
early childhood friendship main purpose of communication
to coordinate play
talk about activities
resolve conlficts
adolescent friendship emotional development
to integrate logic and emotion
understand implications of friendship
early childhood friendship emotional development
manage arousal
middle childhood friendship primary concern
to be included
present oneself in + light
middle childhood friendship main purposes of communication
share negative gossip together
middle childhood friendship emotional development
acquire rules for showing emotion
adolescent friendship primary concern
explore, define oneself
adolescent friendship main purpose of communication
to disclose oneself to others
bullying
use of aggression against perceived weaker individuals to gain status or power
grades 2-3 expectations of friends
reward-cost
grades 4-5 expectations of friends
normative
grades 6-7 expectations of friends
empathetic
reward-cost stage
expect friends to help
share common activities
provide stimulating ideas
demographically similar
physically nearby
normative stage
expect friends to accept/admire them
loyalty and commitment
express similar attitudes and values
empathetic stage
expect genuineness and potential for intimacy
understanding + willing to self-disclose
accepting of interests
share attitudes, values and morals
Piaget’s concrete operational stage
- children use schemes
- decentration
- reversibility
- deductive knowledge
children using schemes
enables them to think logically about objects and events in real world
decentration
thinking that takes multiple variables into account
reversibility
both physical actions and mental operations can be reversed
deductive knowledge
still not strong
advances in information processing
- automacity
- executive processes
- expertise
- memory function continues to improve
- processing efficiency
processing efficiency
ability to make efficient use of short term memory capacity increase with age
automacity
- ability to recall info from long-term memory
- without using short-term memory capacity
- achieved through practice
executive processes
- devising and carrying out strategies for remembering and solving problems
- based on knowing how the mind works
expertise
- 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
language
- 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)
literacy
- ability to read and write = focus of education for 6-12
- automacity
- balanced approach
literacy: automaticity
- identifying sounds and symbol connections
- need plenty of opportunities to practice translating written language into spoken words
literacy: balanced approach
- reading instruction combining explicit phonic instruction with other strategies for helping children acquire literacy
bilingual education
- 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
Gardner’s theory of multiple intelligence
- musical
- kinetic
- interpersonal
- intrapersonal
- linguistics
- mathematical
- naturalistic
- picture smart
- self-smart
Sternberg’s Triarchic theory of intelligence
- contextual
- experiential
- componential
contextual intelligence
knowing right behaviour for specific situation
experiential intelligence
learning to give specific response without thinking about them
componential learning
- ability to come up with effective strategies
- very analytical
Daniel Goleman’s theory of emotional intelligence
- awareness of our own emotions
- ability to express our emotions appropriately
- capacity to channel our emotions into pursuing worthwhile goals
theory of emotional intelligence and middle childhood
ability to exercise control over their emotions in early childhood is strongly related to measures of academic achievement in high school
testing in school
refer to “Controversial Questions”, powerpoint on middle childhood, slide 22
learners with exceptionalities
- disabilities and attention problems are correlated with achievement
- educators moving away from labels
- educators put emphasis on academic strengths and processing style
categories of exceptionalities
- behaviour disorders
- communication disorders
- sensory impairements
- intellectual impairements
- pervasive development disorders
- physical and health disorders
- multiple
behaviour disorders
- conduct disorder
- social maladjustment
- ADHD
- etc.
communication disorders
- language impairment
- learning disability
sensory impairments
- deafness
- blindness
intellectual impairments
- giftedness
- mild intellectual disability
- developmental disability
pervasive development disorders
- child psychosis
- schizophrenia
- autism
physical and health disorders
- neurological defects
- physical disability
multiple disorders
mixture of multiple disorders
Canadian Special Education (SE) practices
modified program
- changes in curriculum
individual education plan (IEP)
- written document
- contains learning and behavioural objectives
- specific accommodations for the student
ADHD causes
caused by interaction of:
- genes
- temperament
- parenting style
- peer relationships
- stressors
- etc.
ADHD types
- hyperactive-impulsive type
- inattentive type
- combined type
