Middle Childhood Socioemotional Development Flashcards
Emotional Regulation
- capacity to manage one’s emotional state
-maturing frontal lobe contributes to self-regulation
problematic temperamental tendencies
- externalizing
- internalizing
Piagets Concrete Operational Stage
- understand theory of mind
- become less egocentric
(understanding ppl have different pov than your own) - self-aware (reflective and compare)
Susan Hatter’s Personality Research
- Changes of self-awareness
- Self-Esteem develops
- Personality Anchored in Feelings, abilities and inner traits
Erikson’s Industry v Inferiority
- children have the ability to work towards a goal (may feel inferior when they don’t measure up)
Self Esteem
- based on the values a child puts on a particular dimension
- People Skills, Politeness, Intellectual Abilities, Appearance, Physical Abilities
Self Esteem Distortions
- Internalized (intensely fearful, can read failure in everything and low SE)
- Externalized (act out, impulsive, often aggressive, may ignore real problems, fail bc don’t see need for improvement)
Learned Helplessness
- Feel incapable of affecting the outcome of event
- common in those with internalizing problems
Interventions for views of oneself
- Promote realistic Self-Esteem
- encourage accurate perceptions
Prosocial Behavior
- Sharing, helping and caring actions
- altruism (prosocial behavior performed for selfness)
Interventions: socializing children to be prosocial
- attend to prosocial behavior
- reinforce altruistic behavior
- Discipline using induction
- Model Prosocial behavior
Aggression
- Any hostile or destructive act
- Peaks at age 2 1/2
- Declines with onset of emotional regulation
Types of Agression
- Instrumental (instigated to achieve a goal)
- Reactive (acting out in response to frustration)
- Relational (carried out indirectly, by damaging relationships)
Factors Contributing to Aggression
-difficult temperament may evoke power-assertion disciplinary techniques
- rejection from teachers and peers
- hostile attributional bias
- Boys are more likely to have externalizing problems
Relationship and Play
- rough-and-tumble play
- fantasy play (pretend)
Value of Pretend Play
- Practice adult roles
- sense of control
- further understanding of social norms
-offers adult insights to what child may be thinking
Girls play world
calm, more subdued play
nurturing theme
play collaboratively, relate one-to-one
Boys play world
rambunctious playing
superhero, warrior theme
establishing dominance; enjoy competition
rigid gender specific rules for play
What Contributes to Gender Stereotype Play
-Biological underpinnings (testosterone)
- Socialization if gender-specific behaviors (traditional gender roles)
- Impact of cognition (gender schema theory)
Friendships
- Core qualities; similarity, trust, emotional support
- stimulate personal development
Popularity
-social skills necessary
-popular; average; rejected
Bullying
-situation of one or more persons harass or target a specific person for systematic abuse
- Bully Victim (person bullying)
- Classic Victim (internalizing)
Interventions of bullying
- Olwens Billy Prevention (nation wide school intolerance of bullying)
- Parents of Shy children (foster secure attachment)
- Parents if children with externalizing disorders (display loving sensitive parenting, minimize power assertion)
