social and personality devleopment middle child Flashcards
THEORIES OF SOCIAL AND PERSONALITY DEVELOPMENT
Psychoanalytic Theories
Freud: the challenge is to form emotional bonds with peers and move beyond sole earlier formed bonds.
Erikson: the challenge is to develop a sense of competence and willingness to work toward goal.
Industry versus inferiority stage
SELF-CONCEPT
The Psychological Self
Psychological self: a person’s understanding of his or her enduring psychological characteristics
More complex
Comparisons in self-descriptions
Less tied to external features
Comparisons in self-descriptions: “I’m smarter than most kids.”
A person’s understanding of his or her enduring psychological characteristics
Emerges from early to middle childhood
Becomes more complex
Uses comparisons in self-descriptions
Less tied to external features
More centered on feelings and ideas
SELF-CONCEPT
Self-Efficacy
Self-efficacy: an individual’s belief in his or her capacity to cause intended events
Social comparisons
Encouragement from valued sources
Actual experiences
Social comparisons are important.
Encouragement from valued sources, such as parents, is valuable.
Actual experiences have the greatest impact.
SELF-CONCEPT
Self-Esteem
Key Components
Discrepancy between what one desires and perceived achievement
Perceived support from important people
The amount of discrepancy between what a child desires and what child thinks he has achieved
Overall support the child feels she receives from important people, especially parents and peers
Self-esteem is stable in the short term, but somewhat less so over periods of several years.
Direct experience with success or failure
Labels and judgments from others
The value a child attaches to some skill or quality is affected by peers’ and parents’ attitudes.
piaget and moral devleopment
The first stage is known as premoral judgement and lasts from birth until about five years of age. In this stage, children simply do not understand the concept of rules and have no idea of morality, internal or external.
This stage roughly coincides with the sensorimotor and pre-operational stages of Piaget’s cognitive theory and is related to them in the sense that since the child has a poor conception of other people’s consciousnesses (if at all), and is incapable of carrying out complex mental operations, it is impossible for them to have a sense of morality.
Moral realism or
Heteronomous morality
The second stage is called moral realism and lasts from the approximate ages of 5 to 9. Children in this stage now understand the concept of rules, but they are seen as rigid. Follow rules to a “tee.”
Children obey rules largely because they are there.
Judgements are objective.
The more damage = bad behavior; accidents can be caused by naughty behavior.
Since a rule tells you what you’re not supposed to do, moral realist children evaluate wrongdoing in terms of its consequences, not the intentions of the wrongdoer. Intentions are ignored.
“Eye for an eye” mentality.
In terms of Piaget’s cognitive theory, this stage corresponds to the pre-operational and concrete operational stages.
moral relativism or autonomous morality
The third and final stage is called moral relativity. This stage (begins at about 7 years of age) 10 + years of age, so it overlaps at first with moral realism. Children who have reached this stage recognize that rules are not fixed, but can be changed by mutual consent, and they start to develop their own internal morality which is no longer the same as external rules.
A major development is that actions are now evaluated more in terms of their intentions, which most people would see as a more sophisticated view of morality.
Judgements are more subjective.
Take the person’s intent into account before labeling the behavior naughty. Accidents are not caused by “naughty” behavior.
Piaget also thought it was during this stage that children develop a firm concept of the necessity that punishment specifically fits the crime.
“Being the bigger person” mentality.
Moral realism vs. Moral relativism
Rosa Parks broke the law by refusing to give up her seat on the bus. But she did not give up her seat in protest of the racist laws in the South, in which African Americans had to give up their seat to a White bus rider.
Moral realism – She broke the law, she goes to jail.
Other directed morality
Moral relativism – She broke the law, but asks the question, “Is the original law just and fair?”
Self –directed morality
the social world of the school aged child social status
Social status: an individual child’s classification as popular, rejected, or neglected Popular children Attractive and physically larger Display positive, supporting, nonpunitive, and nonaggressive social behaviors toward most other children Take turns in conversation Explain things Regulate strong emotions Perceptive and empathetic
the social world of the shcool aged child: two types of rejected children
Neglected or Rejected
Very different from their peers, shy, highly creative
Neglected or rejected
Very different from their peers
Shy children
Highly creative children
Neglected children may be lonely and depressed.
