Human Dev. 15 – Flashcards

Popular: get many positive votes (well-liked) Popular-PRO-social: combine academic and social competence Popular-ANTI-social: emerge late childhood: tough boys (athletic, poor, defy adults, cause trouble) and relationally aggressive children (ignore, exclude, spread rumors about others)—eventually rejected by peers

Rejected: Get many negative votes (disliked) Rejected-aggressive: high rates of conflict, physical and relational aggression, ADD, impulsive Rejected-withdrawn: Passive, socially awkward, social anxiety NOTES: excluded as early as kindergarten, risk of peer-harassment

Controversial: Receive many votes, both positive and negative (both liked and disliked) Display blend of positive and negative social behaviors Happy with relationships, have popular friends

Neglected: seldom mentioned, either positively or negatively usually well-adjusted Considered shy by peers, but have normal social skills—only a few are socially anxious and at risk for peer rejection

Indicator of current and later psychological adjustment -Peer rejection adds to risk of maladjustment -anxious, unhappy, disruptive, poorly achieving, low self-esteem -Strongly associated with poor school performance, absenteeism, drop out, substance use, depression, delinquency, anti-social behavior

friendly chasing and play fighting peaks during middle childhood 10% of free play behavior engage in it with peers that they especially like helps children to establish a dominance hierarchy- a stable ordering of group members that predicts who will win when conflict arises children use play fighting as a safe context to assess strength of peers before challenging that peer's dominance.

"Rejected-withdrawn children... are likely to develop a learned-helpless approach to peer acceptance-concluding after repeated rebuffs, that they will never be liked."

Cliques- groups of about 5-8 members who are friends and therefore, usually resemble one another in family background, attitudes, values, and interests

Crowd- several cliques which similar values who join in a larger not loosely organized group

Preschoolers/2-6 year olds: 1 ½-2 ? hours a day (10-18 hours/week) Middle Childhood: 3 ½ hours a day (24 hours/week) Early adolescence: more than 5 hours a day (32 hours/week) Mid- to late adolescence: diminishes to 3-4 hours a day

TV violence increases the likelihood of hostile thoughts and emotions and of verbally, physically, and relationally aggressive behavior (preschool and young school-age children are most likely to imitate TV violence) TV viewing is linked to gender and ethnic-stereotyped attitudes and behaviors in children and adolescents Heavy bombardment of children with advertising contributes to a variety of child and youth problems, including family stress, overweight and obesity, materialism, and substance use. TV that includes acts of cooperating, helping, and comforting can increase children's prosocial behavior

Because many children's shows contain characters and props that are themselves products the boundary between programs and commercials is blurred

TV violence increases the likelihood of hostile thoughts and emotions and of verbally, physically, and relationally aggressive behavior (preschool and young school-age children are most likely to imitate TV violence)

TV that includes acts of cooperating, helping, and comforting can increase children's prosocial behavior Prosocial programs promote children's kind and helpful acts only when they are free of violent content

Can have rich educational benefits- non game computer use is associated with literacy progress As children get older, they increasingly use the computer for schoolwork, mostly to search the Web for information needed for school projects and to prepare written assignments- which leads to improved academic and reading achievement Boys tend to play many video games with violence which increases hostility and aggression Extensive game playing is negatively related to school performance Video games are full of ethnic and gender stereotypes Some games may foster complex narrative skills, imagination, and prosocial behavior, whereas others may promote uncooperativeness and antisocial acts

One study reported a link between preschool viewing of Sesame Street and other similar educational programs and getting higher grades, reading more books, and placing more value on achievement in high school

With each school change adolescents' grades decline Many young people feel less academically competent, and their liking for school and motivation decline

Caring teacher-student relationships have an especially strong impact on the achievement and social behavior of low-SES minority students and other children at risk for learning difficulties Teachers' beliefs in children's ability to learn predict students' year-end achievement progress (educational self-fulfilling prophecies)

Small class size and smaller school size Extracurricular participation

-INCLUSIVE ROOMS: students learn alongside with typical students in regular educational setting for part or all of school day—prepares them for society -only useful depending on severity of mental-illness and support available -Do best when: receive instruction from resource room for part of day, then regular room :special education teacher works with them :teachers prepare for special needs student to return :peer-tutoring/cooperative learning

USA falls behind because instruction is less-challenging, more on absorbing facts than critical thinking and reasoning (No child left behind) -US teachers vary in training, salary, teaching conditions -FINLAND:teachers highly trained, grounded equal opportunity for all students :invest in high-quality pre-school education :reduce inequities in quality of low SES and ethnic groups -ASIAN CULTURES: value effort (believe all kids can achieve if they try hard), parents devote time to helping children, view doing well in school a moral obligation :teachers 3 times as likely to help students out of class -FINLAND/ASIAN:all students receive same national high-quality curriculum :teachers better qualified and paid

American employers regard recent high school graduates as poorly prepared for skilled business and industrial occupations and manual trades