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OT 102 > Middle & Late Childhood: Socioemotional Development > Flashcards

Middle & Late Childhood: Socioemotional Development Flashcards

1
Q
  • It is the central aspect of the individual’s personality
  • It lends an integrative dimension to our understanding of different personality characteristics
A

The Self

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2
Q

Aspects of the Self:

A
  1. Self-Understanding
  2. Self-Esteem
  3. Self-Concept
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3
Q
  • It is the cognitive representation of the self
  • Substance of self-conceptions
  • It provides the underpinnings for the development of identity
A

Self-Understanding

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4
Q

Self-understanding is based on _____ and _____

A

Roles & membership categories

Example: An 11-year-old boy understands that he is a student, a boy, a football player, a family member, a video game lover, and a rock music fan

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5
Q

Key Changes in Self-Understanding under Psychological characteristics and traits:

A
  • Especially from 8-11 years old, children increasingly describe themselves in terms of psychological characteristics and traits, compared to younger children’s concrete self-descriptions
  • Older children are more likely to describe themselves as “popular, nice, helpful, mean, smart, and dumb
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6
Q

Key Changes in Self-Understanding under Social descriptions:

A
  • Children begin to include social aspects such as references to social groups in their self-descriptions
  • For example, a child might describe herself as a Girl Scout, as a Catholic, or as someone who has two close friends
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7
Q

Key Changes in Self-Understanding under Social comparison:

A
  • Increasing reference to social comparison
  • Children increasingly think about what they can do in comparison with others
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8
Q

Key Changes in Self-Understanding under Real Self & Ideal Self:

A
  • Children begin to distinguish between their real and ideal selves
  • This change involves differentiating their actual competencies from those they aspire to have and think are the most important
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9
Q

Key Changes in Self-Understanding under Realistic:

A
  • Children’s self-evaluations become more realistic because of social comparison & perspective-taking
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10
Q
  • It is the social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings
A

Perspective-Taking

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11
Q

Perspective taking is especially thought to be important in determining whether children will develop _______ or _____ attitudes and behavior

A

Pro social or antisocial attitudes and behavior

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12
Q

These executive functions are at work when children engage in perspective-taking:

A
  • Cognitive Inhibition: Controlling one’s own thoughts to consider the perspective of others
  • Cognitive Flexibility: Seeing situations in different ways
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13
Q
  • It refers to global evaluations of the self.
  • It is also referred to as self-worth or self-image
A

Self-esteem

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14
Q
  • It refers to domain-specific evaluations of the self.
  • Individuals can make self-evaluations in many domains of their lives—academic, athletic, appearance, and so on
A

Self-concept

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15
Q

What are children’s Self-Esteem and Self-Concept in Childhood like?

A

Young children tend to provide inflated views of themselves, but by about 8 years of age most children give more realistic appraisals of their skills

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16
Q
  • It involves the ability to control one’s behavior without having to rely on others’ help.
  • Deliberate efforts to manage one’s behavior, emotions, and thoughts, leading to goal achievement and social competence
A

Self-Regulation

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17
Q

How does Self-Regulation progress in Middle & Late Childhood?

A
  • Self-regulation is at an increased capacity
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18
Q

Increased capacity for self-regulation is linked to developmental advances in the brain’s _____

A

Prefrontal cortex

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19
Q
  • It is the belief that one can master a situation and produce favorable outcomes
  • ”I can” belief
A

Self-Efficacy

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20
Q

Emotional Developmental Changes:

A
  • Improved emotional understanding
  • Increased understanding that more than one emotion can be felt
  • Increased tendency to be aware of the events leading to emotional reactions
  • Ability to suppress or conceal negative emotional reactions
  • The use of self-initiated strategies for redirecting or controlling feelings
  • A capacity for genuine empathy
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21
Q

It involves changes in thoughts, feelings, and behaviors regarding standards of right and wrong

A

Moral Development

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22
Q

What is the Kohlberg’s Three Levels of Moral Development

A
  • A key concept in understanding progression through the levels is that people’s morality becomes more internal or mature and less external or superficial to encompass more complex coordination of multiple perspectives

The three main stages are:

  1. Preconventional reasoning
  2. Conventional reasoning
  3. Postconventional reasoning
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23
Q

What is the Preconvnetional Reasoning stage?

A
  • At this level, moral reasoning is strongly influenced by external punishment or reward

Stage 1: Obedience and Punishment

Stage 2: Self-Interest

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24
Q

What is the Conventional Reasoning stage?

A
  • Individuals develop expectations about social roles.
  • Individuals abide by certain standards (internal) influenced are the standards of others (external)

Stage 3: Interpersonal Accord and Conformity

Stage 4: Authority and Maintaining Social Order

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25
Q

What is the Postconventional reasoning stage?

A
  • Morality involves flexible thinking and is more internalized
  • Individuals engage in deliberate checks on their reasoning to ensure that it meets high ethical standards

Stage 5: Social Contract - do rules serve all members of the community?

Stage 6: Universal Ethical Principles - abstract ethical principles

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26
Q
  • A moral perspective that focuses on the rights of the individual
  • Individuals independently make moral decisions
A

Justice Perspective

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27
Q

Moral perspective that views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others

A

Care Perspective

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28
Q
  • Involves an individual’s thoughts, behavior, and feelings
A

Moral Personality

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29
Q
  • Prevalent in individuals when moral notions and commitments or moral responsibility are central to their life
  • In this view, behaving in a manner that violates this moral commitment places the integrity of the self at risk
A

Moral Identity

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30
Q

Mature moral individuals engage in moral metacognition, including:

A
  • Moral self-monitoring: Monitoring one’s thoughts and actions related to moral situations, and engaging in self-control when needed
  • Moral self-reflection: Encompasses critical evaluations of one’s self- judgments and efforts to minimize bias and self-deception
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31
Q
  • It involves having strong convictions, persisting, and overcoming distractions and obstacles.
  • If individuals don’t have this, they may wilt under pressure or fatigue, and fail to behave morally
  • It presupposes that the person has set moral goals and that achieving those goals involves the commitment to act in accord with those goals
A

Moral Character

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32
Q
  • People who have lived exemplary lives
  • Have moral personalities, identities, characters, and virtues that reflect moral excellence and commitment
A

Moral Exemplars

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33
Q
  • General impressions and beliefs about females and males
  • Generalizations about gender that reflect widely-held beliefs
A

Gender Stereotypes

34
Q

The traits associated with males were labelled _____

A

INSTRUMENTAL

  • Characteristics of being independent, aggressive, power-oriented
  • Suited for traditional masculine roles
35
Q

The traits associated with females were labeled _____

A

EXPRESSIVE

  • Characteristics of being warm and sensitive
  • Suited for traditional female roles
36
Q

Gender Stereotyping in Middle and Late Childhood:

A
  • 5 years of age: both boys and girls stereotype boys negatively such as mean, and girls positively such as nice
  • Boys and girl become more flexible in their gender-typing
  • By the time children enter elementary school, they have considerable knowledge about which activities are linked with being male or female​
37
Q

_____ stereotypes more prevalent for girls while _____ and _____ stereotype more commonly engaged in by boys​

A
  • Appearance - how girls should look
  • Activity & Trait - how boys should act
38
Q

Gender Similarities & Differences in Physical Development

A
  • Women have twice body fat of men​
  • Males are taller​
  • Females > Males in life expectancy​
  • Females < Males in developing disorders​
  • Males > Females in coronary disease risk​
  • Female brains smaller than male but have more folds​
  • Parietal lobe for visuospatial skills larger in males​
  • Emotional expression more activity in females​
39
Q

Gender Similarities & Differences in Cognitive Development

A
  • Girls slightly better verbal skills, reading, and writing​
  • Girls have more negative math attitudes; Parents and teachers expect boys to be more competent in math​
  • Boys have better visuospatial skills (rotate objects mentally and determine what they would look like)​
40
Q

Gender Similarities & Differences in Socioemotional Development

A
  • Boys are more physically aggressive; Girls are more verbally aggressive​
  • Relational aggression has greater percentage in girls’, overall aggression than in boys​
  • Females express more emotion, decode better, and are happier​
  • Boys show less self-regulation​
  • Females more prosocial (kind, considerate, generous)​
  • Females more sensitive and better relationship skills​
41
Q
  • It was proposed that individuals could have both masculine and feminine traits
  • The presence of positive masculine & feminine traits in the same person
A

Androgyny

Androgynous individuals are more flexible, competent, mentally healthy than their masculine or feminine counterparts

42
Q

Gender-role classification best depends on _____

A

Context

  • Important to consider context of behavior
  • Context is also relevant to gender differences in the display of emotions
  • In many cultures around the world, traditional gender roles continue to guide behavior
43
Q
  • Tells boys that boys should not show their feelings and should act tough
  • National crisis of boyhood
A

Boy code

  • Little has been done to change traditional ways of raising boys​
  • Boys would benefit from being socialized to express their anxieties and concerns and to better regulate their aggression
44
Q

Boys might have a more difficult time learning the masculine gender role because:

A
  • Male models are less accessible and;
  • Messages from adults about male role are inconsistent
45
Q

Developmental Changes in Parent-Child Relationships​:

A
  • Parents spend considerably less time with children​
  • Parents serve as gatekeepers and provide scaffolding as children assume more responsibility for themselves and regulate their own lives​
  • Parents play an important role in supporting and stimulating child’s academic achievement (in-school and out-of-school activities)​
  • Parents use less physical discipline and more on deprivation of privileges, appeals to child’s self-esteem, comments to increase child’s sense of guilt and that child is responsible for his actions​
  • Some control is gradually transferred from parent to child which produces coregulation rather than control​
46
Q

Parents as Managers:

A
  • Managers of children’s opportunities​
  • Monitors of children’s behaviors​
  • Social initiators and arrangers​
  • Mothers > Fathers in managerial role in parenting​
  • Most important family management practice: maintaining a structured and organized family environment​

Routines for homework, chores, bedtime, etc.​

Monitoring child’s behavior​

47
Q

What is Attachment in Middle Childhood?

A
  • Attachment becomes sophisticated / more worldly as children’s social worlds expand to include peers, teachers, and others, they typically spend less time with parents​

Secure attachment meant:​

  • Lower level of internalized symptoms, anxiety, and depression in children​
  • Higher level of children’s emotional regulation and less difficulty in identifying emotions​
48
Q

Step-Families:

A
  • About half of all children whose parents divorce will have a stepparent within 4 years of the separation​
  • Stepfamily may have been preceded by the death of a spouse, however, the largest number of stepfamilies are preceded by divorce rather than death​
  • As in divorced families, children living in stepparent families face more adjustment problems than their counterparts in nondivorced families. However, a majority of children in stepfamilies do not have adjustment problems.​
  • Children in complex stepfamilies have more problems than children in simple stepfamilies or nondivorced families.
49
Q

3 common types of stepfamily structure:​

A
  • Stepfather: mother had custody of children and remarried; stepfather enters​
  • Stepmother: father had custody of children and remarried; stepmother enters​
  • Blended or Complex: both parents bring children from previous marriages
50
Q

Individuals of about the same age or maturity level

A

Peers

51
Q

Groups that provide a source of information and comparison about the world outside the family

A

Peer Groups

52
Q

Developmental Changes Amongst Peers:

A
  • Children learn reciprocity through interaction with peers
  • Children explore fairness and justice by working through disagreements with peers
  • Children learn to be keen observers of peers’ interests and perspectives in order to smoothly integrate themselves into ongoing peer activities.
  • Size of peer group increases​
  • Peer interaction is less closely supervised by adults​
  • Until about 12 years of age, children’s preference for same-sex peer groups increases
53
Q

Susceptibility to peer influences can have _____ or _____ consequences

A

Positive or Negative

  • Influences of peer experiences vary according to: Type of peer experience, Developmental status, Outcome
  • Being rejected or overlooked by peers leads to loneliness and hostility
54
Q

A term that describes the extent to which children are liked or disliked by their peer group

A

Sociometric Status

55
Q
  • Peer status wherein children are frequently nominated as a best friend and are rarely disliked by their peers
  • Have a number of social skills that contribute to their being well-liked
A

Popular Children

56
Q
  • Peer status wherein children receive an average number of both positive and negative nominations from their peers
A

Average Children

57
Q
  • Peer status wherein children are infrequently nominated as a best friend but are not disliked by their peers
  • They engage in low rates of interaction with their peers and often described as shy
A

Neglected Children

58
Q

Training neglected children:

A
  • Learn how to attract attention from their peers in positive ways
  • Holding that attention by:
  1. Asking questions
  2. Listening in a warm and friendly way
  3. Saying things about themselves that relate to peers’ interests
  4. Enter groups more effectively
59
Q
  • Peer status wherein children are frequently nominated both as someone’s best friend and as being disliked
A

Controversial Children

60
Q
  • Peer status wherein children are infrequently nominated as someone’s best friend and are actively disliked by their peers
  • Have serious adjustment problems​
  • Predictor to engage in delinquent behavior or drop out of school later was aggression toward peers in elementary school​
A

Rejected Children

61
Q

How to train rejected children to interact more effectively with peers?​

A
  • Assess whether the intentions of their peers are negative
  • Roleplaying
  • Discuss hypothetical situations involving negative encounters with peers
  • Videotapes of appropriate peer interaction and asked to draw lessons from them​
62
Q

3 Reasons why aggressive, peer-rejected boys have problems socially:​

A
  • Impulsivity and difficulty sustaining attention = Disruptive of ongoing activities in class​
  • More emotionally reactive = Easily aroused to anger; Difficulty calming down​
  • Fewer social skills = Fewer changes of making friends and maintaining them
63
Q

It refers to the processes involved in understanding the world around us, especially how we think and reason about others

A

Social Cognition

64
Q

Children’s 6 steps in processing information about their social world:​

A
  1. Selectively attend to social cues​
  2. Attribute intent​
  3. Generate goals​
  4. Access behavioral scripts from memory​
  5. Make decisions​
  6. Enact behavior

SAGAME

65
Q
  • It is involved in children’s ability to get along with peers— knowing how to socialize
  • It is needed to know what goals to pursue in ambiguous situations, to initiate and maintain a social bond, and what scripts to follow to bond with other children.
A

Social Knowledge

66
Q

Like adult friendships, children’s friendships are typically characterized by ______​

A

Similarity

67
Q

Why are children’s friendships important?

A

Because friends can provide:

  • Cognitive (academic success) and
  • Emotional resources (emotional well-being) from childhood through old age
68
Q
  • Function of friendship
  • Friendship provides a familiar partner and playmate, someone who is willing to spend time with us and join in collaborative activities
A

Companionship

69
Q
  • Function of friendship
  • Provides interesting information, excitement, and amusement
A

Stimulation

70
Q
  • Function of friendship
  • Provides the expectation of support, encouragement, and feedback, which helps us maintain an impression of ourselves as competent, attractive, and worthwhile individuals
A

Ego support

71
Q
  • Function of friendship
  • Provides information about where we stand vis-a-vis others and how we are doing
A

Social comparison

72
Q
  • Function of friendship
  • Provides a warm, close, trusting relationship with another individual
A

Affection & Intimacy

73
Q

What is intimacy in friendships characterized by?

A

It is characterized by:

  • Self-disclosure
  • Sharing of private thoughts
74
Q
  • Controversial approach to learning
  • Leaner-centered
  • Emphasizes the importance of individuals actively constructing their knowledge and understanding with teacher’s guidance
  • Emphasizes collaboration; children working with each other
A

Constructivist Approach

Children are encouraged to explore their world, discover knowledge, reflect, think critically with careful monitoring and guidance of teachers

75
Q
  • Controversial approach to learning
  • Structured, teacher-centered direction, control, expectations
  • Goal is to maximize student learning time
A

Direct Instruction Approach

76
Q

On Accountability:

A
  • Since the 1990s, the U.S. public and governments at every level have demanded increased accountability from schools
  • State-mandated testing to measure just what the students had or had not learned
  • National Policy in 2002: No Child Left Behind (NCLB) legislation signed into law
  • Every Student Succeeds Act (ESSA) to counter NCLB
77
Q

Education of Students from Low-Income Backgrounds​

A
  • Many children living in poverty face problems that present barriers to learning​
  • The longer children experienced poverty, the more detrimental the poverty was to their cognitive development
78
Q

Ethnicity in Schools​

A

Strategies for improving relationships among ethnically diverse students:

  • Turn the class into a jigsaw classroom
  • Positive personal contact with other diverse students
  • Reduce bias
  • View school as a team
  • Competent cultural mediator​
79
Q

Cross-Cultural Comparisons​

A

Asian students and parents outperform American students and parents​

​

80
Q
  • Cognitive view individuals develop for themselves
  • Encourages motivation for achievement
A

Mindset

81
Q
  • Mindset wherein individual believes their qualities are carved in stone and cannot change
  • Helpless orientation
A

Fixed Mindset

82
Q
  • Mindset wherein individuals believe their qualities can change and improve through effort
  • Mastery motivation
A

Growth mindset

OT 102 (10 decks)

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