Quiz 6 (3/6)

Question 1

Erikson’s Psychosocial Stage

Answer 1

• 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.

Question 2

Concrete Operational Thought

Answer 2

• 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

Question 3

How many children are friendless?

Answer 3

• 15-20%

- Same/similar percentage are “chronically friendless”

Question 4

Negative effects of being a child without friends

Answer 4

• 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

Question 5

How to offer a unique context for social and personal learning

Answer 5

• 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

Question 6

Peer Acceptance: Popular children

Answer 6

“Characteristically dominant” but difficult to define

Question 7

Peer Acceptance: Rejected children

Answer 7

Most common correlate is aggression (40-50% of rejected)

Question 8

Peer Acceptance: Controversial children

Answer 8

Display a combination of positive and negative social behaviors

Question 9

Peer Acceptance: Neglected children

Answer 9

Less interaction with peers, go unnoticed by peers

Question 10

Temperament and Peer Relationships

Answer 10

Three groups of traits associated with peer functioning

• Resistance to control (manageability)
• Negative affect (reactivity)
• Shyness and inhibition

Question 11

Piaget’s Stages in Moral Development

Answer 11

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

Question 12

Stage 1- Premoral Period

Answer 12

• 0-5 years

- Behavior regulated from the outside

Question 13

Stage 2- Heteronomous Morality/Moral Realism

Answer 13

• 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

Question 14

Stage 3- Autonomous Morality/Moral Relativisim

Answer 14

• 10 years +
• Emphasizes cooperation
• Rules changeable under certain circumstances and with mutual consent

Question 15

Kohlberg’s Stages of Moral Development - Preconventional Level

Answer 15

-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

Question 16

Kohlberg’s Stages of Moral Development - Conventional Level

Answer 16

-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

Question 17

Kohlberg’s Stages of Moral Development - Postconventional or Principled Level

Answer 17

-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)

Question 18

Self-concept development

Answer 18

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

Question 19

Parental goals

Answer 19

• 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)

Question 20

Children of disengaged parents are more:

Answer 20

• Socially incompetent
• Irresponsible
• Immature
• Alienated from their family

Question 21

Middle childhood Learning Strategies

Answer 21

• Cognitive self-regulation still difficult

- continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts

Question 22

Student development is optimized when:

Answer 22

• 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