Quiz 6 (3/6) Flashcards
Erikson’s Psychosocial Stage
- Industry vs. Inferiority
- Children develop sense of competence at useful skills and tasks
- Inferiority- pessimism of children who have little confidence in their ability to do things well
- Combines a positive but realistic self-concept, pride in accomplishment, moral responsibility, and cooperative participation with agemates.
Concrete Operational Thought
- 7-11 years
- Thought is far more logical, flexible, and organized than it was earlier
- Mental operations still work poorly with abstract ideas not present in real world- hypotheticals
How many children are friendless?
- 15-20%
- Same/similar percentage are “chronically friendless”
Negative effects of being a child without friends
- Loneliness
- Increased internalization of difficulties and peer victimization
- Predictor of later lack of self-worth
-However a SINGLE mutual friendship can alleviate the negative effects of isolation and rejection by the majority of one’s peers
How to offer a unique context for social and personal learning
- How to engage in cooperative activity aimed at collective rather than individual goals
- About social structures
- Skills associated with leading and following others
- Control of hostile impulses toward fellow members
- Mobilize aggression in service of group loyalty by directing it toward outsiders
Peer Acceptance: Popular children
“Characteristically dominant” but difficult to define
Peer Acceptance: Rejected children
Most common correlate is aggression (40-50% of rejected)
Peer Acceptance: Controversial children
Display a combination of positive and negative social behaviors
Peer Acceptance: Neglected children
Less interaction with peers, go unnoticed by peers
Temperament and Peer Relationships
Three groups of traits associated with peer functioning
- Resistance to control (manageability)
- Negative affect (reactivity)
- Shyness and inhibition
Piaget’s Stages in Moral Development
Moral reasoning develops through childhood due to disequilibrium and decreasing egocentrism.
Stage 1 -Premoral Period
Stage 2- Heteronomous Morality/Moral Realism
Stage 3- Autonomous Morality/Moral Relativisim
Stage 1- Premoral Period
- 0-5 years
- Behavior regulated from the outside
Stage 2- Heteronomous Morality/Moral Realism
- 5-9 years
- Rules are rigid and given by adults/God
- Rules tell you what is right or wrong
- Consequences dictate the severity of the behavior, not the intentions
Stage 3- Autonomous Morality/Moral Relativisim
- 10 years +
- Emphasizes cooperation
- Rules changeable under certain circumstances and with mutual consent
Kohlberg’s Stages of Moral Development - Preconventional Level
-Morality externally controlled
-Stage 1: Punishment and obedience orientation
One point of view, fear of authority
-Stage 2: Concrete, individualistic orientation
Right action = self-interest, reciprocity in equal exchange of favors
Kohlberg’s Stages of Moral Development - Conventional Level
-Conformity to social rules to maintain social system
-Stage 3: Social-relational perspective
Desire to maintain affection and approval of friends and relatives, golden rule
-Stage 4: Member-of-society perspective
Larger perspective, societal laws, maintenance of societal order
Kohlberg’s Stages of Moral Development - Postconventional or Principled Level
-Beyond unquestioning support, morality as abstract and applies to all situations
-Stage 5: Prior rights and social contract
Laws and rules as flexible instruments, free and willing participation because it brings about good
-Stage 6: Universal ethical principles
Right action defined by self-chosen ethical principles of conscience that are valid for all people (e.g. respect for worth and dignity of each person)
Self-concept development
Move from more general positive self-regard in preschool to a more balanced assessment of personal strengths and weaknesses across domains of competency
- Academic achievement, athletic prowess, peer popularity, physical appearance, behavioral conduct
Parental goals
- Allow children to express emotions fully
- Make important norms salient
- Set appropriate limits when necessary
- Staying sensitive to changing needs
- Increase child involvement in family decisions (e.g. chores, responsibilities)
Children of disengaged parents are more:
- Socially incompetent
- Irresponsible
- Immature
- Alienated from their family
Middle childhood Learning Strategies
- Cognitive self-regulation still difficult
- continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts
Student development is optimized when:
- Students have a sense of belonging and emotional and cognitive support
- Sense of belonging is even more important for students belonging to a minority group
- Perception of teacher support declines in secondary school
