Week 11 Flashcards
- A “gold standard” assessment of attachment in young children (3-5-yr
olds) that involves four episodes: separation from parents, reunion, second separation, and second reunion. (Cassidy & Marvin, 1992) - 5-min separation
- No stranger
- 4 Categories
- The Preschool Attachment Classification System (PACS)
- Secure
Insecure avoidant
Insecure
ambivalent/dependent
Insecure disorganized
(IDENTICAL TO MARY AINSWORTHS ATTACHMENTS STYLES / STRANGE SITUATION
Attachment & Quality of Parenting
High-quality mother-child interactions (i.e., mother’s sensitivity) are
associated with secure attachment in 3-year-olds (Moss et al., 2004)
Mothers who support children’s autonomy in problem-solving and exploratory behaviors have first graders with fewer attention and
behavior problems (Russell, Lee, Spieker, & Oxford, 2016)
Peers and Friends:
Peer contact ____, and adult contact ____ over the course of childhood
increases
decreases
Parten (1932) classified 6 play
activities of preschoolers
1) Unoccupied play
2) Solitary play
3) Onlooker play
4) Parallel play
5) Associative play
6) Cooperative play
Play Activities (Parten, 1932):
- Toddlers / Infants primarily engage in ____
- Young children primarily engage in ____
- Parallel Play
- Cooperative Play
Types of Aggression
- Instrumental aggression
- Hostile aggression
- Relational aggression
Harm as a means
to achieve a specific goal (mainly in toddlers)
Instrumental aggression
Actions with the intention to harm (increase in toddlers before
decline in young children)
Hostile aggression
Overt Agression is a form of hostile agression
Non-physical aggression (i.e., hurting social relationships or
status). (Continues throughout childhood and
adolescence)
Relational aggression
Gender and Aggression
▪Boys: Overt aggression
(physical/verbal).
▪Girls: Relational aggression
Family Context of Social Skills & Aggression
Parental sensitivity = children’s social competence
Household chaos & media violence
◦ heightened aggression in children
◦ Causal relationship? A review of 101 studies showed a
minimal effect of playing violent or nonviolent video
games on children’s aggression (Ferguson, 2015)
Corporal punishment: purposeful use of punishment to cause physical pain/discomfort
◦ heightened aggression in children
◦ Why?
Purposeful use of punishment to cause physical pain/discomfort
Corporal punishment
Corporal punishment on children leads to
heightened agression
WHY?
(because behaviour is negatively reinforced)
(ie; Mary teases her brother John, John makes her stop teasing by
yelling at her. Johns yelling takes away (negative reinforcment) teasing, behaviour, showing john that yelling works)
A set of principles and ideals that helps an individual in
- ________: distinguishing right from wrong
- ________: acting on this distinction
- ________: feel pride in good conduct and guilt/shame due to bad conduct
Morality
the ability to distinguish right from wrong
Moral reasoning (cognitive)
the ability to act on a moral distinction
Moral Behaviour (Behavioural)
the ability to feel pride in good conduct and guilt/shame due to bad conduct
Moral affects (emotional)
Cognitive Component of Morality
Moral reasoning (cognitive)
Behavioural Component of Morality
Moral Behaviour (Behavioural)
Emotional Component of Morality
Moral affects (emotional)
internalization of
moral standards
Moral maturity
MORALITY THEORY:
Psychoanalytic Theory (Emotional)
Freud
ID: instinctual and biological drive
Superego (3-6 yrs): internalized moral standards (moral maturity)
Evaluation:
Captures child’s desires and societal norms
Ignored cognition
MORALITY THEORY:
Cognitive Developmental View (Cognitive)
Piaget’s stages of moral development
➢ Morality of Constraint ( < 7 years): moral
absolute, consequence > motive
➢ The transitional period (7/8-10 yrs)
➢ Autonomous morality (moral relativism,
>=11/12 years): relative rules, motives >
consequence
Kohlbberg’s stages of moral development
Hypothetical moral dilemmas
The issues involved in moral
judgments
Rationale/reasoning behind
decisions
Two Theories of Cognitive Developmental Morality
Piaget’s stages of moral development
Kohlbberg’s stages of moral development
Heinz’s dilemma
Heinz’s wife is near death, might be
cured by a new drug that costs
$2,000. Heinz only collected $1,000
and the druggist refused to sell the
drug. Heinz desperately broke into the
drug store. Should Heinz have done
that? Why and why not? (Kohlberg,
1969)
Kohlberg’s 3 Stages of Moral Development
- Preconvential
- Conventional
- Post-Conventional
Kohlbberg’s stages of moral development (explanation)
▪ Stages in the same order, differ
in the final stage.
▪ Cognitive development
determines progress
Kohlbberg’s stages of moral development:
Preconventional Stage 1 and 2:
Stage 1. Punishment & Obedience
Stage 2. Naïve Hedonism
Kohlbberg’s stages of moral development:
Conventional Stage 3 and 4:
Stage 3. “Good boy/girl”
Stage 4. Law and Order
Kohlbberg’s stages of moral development:
Post-Conventional Stage 5 and 6:
Stage 5. Social Contract
Stage 6. Universal Ethical Principles
MORALITY THEORY: Social Domain View (cognitive)
1. 3 Domains and Examples
1. Moral Domain: Encompasses Reasoning about others welfare and rights, fairness, justice and equal treatment
(ie; avoid harming others: Even 3-yr-olds can make moral judgement (right- vs.
wrong-doing) and value intention (i.e., hitting others)
2. Psychological domain: Focuses on childrens understanding of the mental states, beliefs, desires, emotions, and intentions of self and others
(ie; Mental State of Self and Others: TOM: transgressor’s intentions in a
wrong-doing (Killen et al., 2011)
3. Societal Domain: Involves social systems, organizations, and conventions, such as social norms about how to behave in a classroom
(ie;Social norms or conventions: Group identity and norms (e.g., wearing
pajamas to school)
The Psychological Domain View of Morality Example
3-8-yrs old: When being asked to
evaluate a transgressor’s
accidental actions, older children
increasingly focus on intention
(e.g., a character threw away a
paper bag containing another
child’s cupcake, thinking that it was
a trash). Those children with false
belief understanding can better
understand intentions
In-Group Bias
Children may treat more favorably ingroup vs. outgroup individuals
Resource allocation studies:
Children’s moral decisions around equitable distribution
(e.g., distribute stickers or other resources to story characters and children from other social groups)
In-Group Preferential Treatment
Outgroup Prediction: 3-4-yrs-olds introduced two groups (red Zazes vs. blue Flurps)
Family and Cultural Context of Moral Development on Moral Maturity
Positive sibling interactions are associated with
higher moral reasoning
Parenting and moral maturity (Hoffman, 1970)
- Love withdrawal (low correlation)
- Power assertion (moral immaturity)
- Induction (moral maturity)
Cultural differences in moral development
Adults across cultures assume different roles
◦ Collectivistic: than individualistic: less self interest more
fairness
Self-Identity Development
School-age children’s concepts
about themselves are multifaceted
(Harter, 2015)
School-age children become
vulnerable to the views of their
peers.
Social group memberships are
core features of their evolving
self-identity. In-group vs. outgroup
A psycho-social stage in which children who exhibit industry
develop a sense of mastery, such as when they feel a sense of
accomplishment as they persist toward goals
- Alternatively, children may feel
inferior and lack motivation when
they do not attain their goals or
are punished or ridiculed
Industry versus inferiority
Erik Erikson’s Psychosocial development
Evaluating Self: Changes to the Concept of Self across Childhood
Decentration and broadening of perspectives in self
concept (Damon & Hart, 1988):
It is not all black and white: multi-dimensional
What’s inside matters too: observable to internal
traits/dispositions
How do I compare? Social comparison
Declining self evaluation (and self-esteem) and coping:
Devaluing appraisal (“I do not really care about
match” maintains a positive view of self.
Relationships with Parents
Attachment
Middle childhood: less reliant on
parents as their attachment figures (e.g.,
Collins et al., 2005)
Children with positive parent
relationships show positive
psychological and behavioral adjustment
Child-father relationship: vitally
important to children’s social emotional
development
- Parents’ awareness of children’s
activities, friends, and peer
groups, including efforts to
keep track of children’s lives - Parental monitoring is
associated with ____ child behaviors
- Monitoring
- positive
Parenting: Two Dimensions
- Warmth (permissiveness)
- Control (restrictiveness)
the extent to which
parents are supportive, sensitive, and responsive
- tends to foster social and emotional development
Warmth (permissiveness)
the amount of
regulation/control that parents undertake
- tends to promote academic success
Control (restrictiveness)
Deeply important relationships characterized by
mutual liking and affection
Friendships
____ is particularly important in a
friendship (e.g., Rubin et al., 2006)
Mutual affection
a group of kids (typically
5-6 members) of generally the same
age, status, and interests
Peer group
Peer acceptance
The extent to which
a child is liked or accepted by peers
Peer rejection
The extent to which a
child is disliked and excluded by peers
Measuring Acceptance & Rejection
Behavioral observations: observe how children interact with one another
Teacher reports: teachers’ rating of children’s interaction
Child reports/peer assessments: sociometric nomination
Measuring Acceptance & Rejection:
observe how children interact with one another
Behavioral observations
Measuring Acceptance & Rejection:
teachers’ rating of children’s interaction
Teacher reports
Measuring Acceptance & Rejection:
Child reports/peer assessments
- sociometric nomination
Children nominate peers in
their class or grade whom
they “like” and “dislike”
sociometric nomination
Visual
depictions of friendships
among peers in a social
network
Sociograms
Peer Acceptance and Popularity
Children were classified into
◦ 2/3 can be classified as either
Popular: liked by many and disliked by few
Rejected: liked by few and disliked by many
– Rejected-aggressive
– Rejected-withdrawn
Neglected: few nominations
Controversial: liked by many and disliked by
many others
◦ 1/3 are average-status children:
liked or disliked by a moderate number of peers
Popular children who are considerate and skilled at initiating friendships and prosocial toward other children
Popular-prosocial Children
Chlidren Sometimes evaluated as shy
Not at risk: Tend to be able to develop stable friendships (Ladd et al., 2011)
Neglected Children
Children Prone to hostile and threatening behavior
Aggressive-rejected Children
Children that are Socially withdrawn + negative
actions/emotions
Withdrawn-rejected children
Two types of rejected children
- Aggressive-rejected
- Withdrawn rejected
Children that areDisliked by some but liked by others
Tend to have characteristics of both popular and rejected children
Controversial
Children
assess brain response to peer rejection
by making children think that they are
being rejected or excluded by unknown
children
Virtual social exclusion experiments
Virtual social exclusion experiment examples
◦ E.g., “Cyberball” game (Williams, Cheung, & Choi, 2000)
◦ E.g., Peer chat room simulations
Areas of the brain that respond to
________ are those
involved in feeling physical pain (e.g.,
Eisenberg & Lieberman, 2004)
exclusion (“social pain”)
A school’s physical and social
characteristics (Positive = good for social)
School climate
Context: Family & School on Peer and Friendships
Parents provide children with opportunities
to interact with peers, monitor friendships,
coach children on relationships, teach
children social skills, and discipline
unacceptable behaviors
High quality parent-child relationship relates
to peer acceptance (reverse for harsh)
Cyberbullying
The use of electronic
devices to bully others. E.g., repeated,
intentional use of electronics (e.g., emails,
social media) to harm other(s)
Increases across school years
Victims of cyberbullying
more likely to show bullying behaviors, less likely to defend other victims,
becomes numb to the emotional damage of
bullying
Cultural norms and values
______
influence social development
____ is less acceptable
and ____ is considered
mature and well-behaved in
Chinese culture
Aggression
shyness
