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Four developmental tasks

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Gender identification, moral development, self-theory, and peer play

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Gender Identification

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Thinking of oneself as male or female

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Sex

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SEX SEX SEX AWWWW YEAH. a person's biological maleness or femaleness determined by chromosomal information. Determined by external genitalia usually.

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Gender

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the integrated cognitive, social, emotional, and behavioral patterns associated with being a boy or girl, man or woman in one's culture.

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Sexual orientation

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one's preference for and attraction to sexually intimate partners. Four kinds: heterosexual, homosexual, bisexual, and asexual.

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Four components for understanding gender

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1. correct use of the gender labels, 2. gender is permanent, 3. gender is constant, 4. gender has a genital basis

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Gender labels

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categorization of people as male and female

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Gender role standards

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cultural expectations about appropriate behavior for boys and girls and for men and women

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Gender schemes

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personal theories about cultural expectations and stereotypes related to gender

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Motives for identifying with a parent

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Fear of loss of love, identification with aggressor, identification to satisfy needs for power, identification to increase perceived similarity

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Gender typicality

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whether a child fits in with others of the same sex, likes to do the same kinds of things as other of the same sex, is good at those things, etc.

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Gender dysphoria

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a desire to be the opposite sex

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Androgyny

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Being high on characteristics that are inherent to both men and women

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Gender stereotypes

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over-generalizations that are strongly held over genders. They are very pervasive and it influences how we perceive others.

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Functions of gender stereotypes

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promotes interactions because it gives us a basis about how to act around others

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Drawbacks of gender stereotypes

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can cause negative judgment when a person doesn't fit exactly into a stereotype

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Dimensions of gender role indentification

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Developing an understanding of gender, acquiring gender role standards, identifying with same-sex parent, and establishing a gender role preference

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Social learning theory of gender

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The environment is the main factor for learning gender. Reinforcement and observation/modeling are the main ways gender is learned. Children also learn how to interact with opposite sex as well as how to act like their sex

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Cognitive developmental theory of gender

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There are gender schemes and children are interested in gender and developing their identity. There are three stages of developing their gender identity.

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Stage one - gender identity

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happens at age 2, child is able to tell if a person is male or female visually

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Stage two - gender stability

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happens around age 3 or 4, child learns that gender is stable over time

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Stage three - gender constancy

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happens at age 5, child learns that being female or male is consistant throughout allll time.

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How one "does gender"

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proposed by west and zimmerman. Gender is a master identity and influences other roles. People reevaluate their concept of gender all the time by what goes around us everyday

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Lesbian couples versus heterosexual couples

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Lesbian parents are more likely to be more sensitive than heterosexual parents, but there is no difference in the children.

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Learning theories of moral development

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Learning theory is all about conditioning and reinforcement. It also touches upon observation of models.

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Avoidance conditioning

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when a child is punished in the past for wrong doings, the child thinking about doing a misdeed should feel tension and want to avoid the misdeed.

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Cognitive developmental theory of moral development

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Focuses on moral reasoning rather than moral behavior. Focuses on the developmental changes in the way children make moral judgments. Shows how there is a shift from heteronomous morality to autonomous morality

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Heteronomous morality

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rules are fixed, unchangeable aspects of social reality. acts are right or wrong depending on the law, the amount of damage that was doe, and whether or not the act was punished

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Autonomous morality

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rules are products of cooperative agreements. Children collaborate together to reach a judgment conclusion with mutual respect and benefit.

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Equilibration

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efforts to reconcile new perspectives and ideas about basic moral concepts, such as justice, with existing views about what is right and wrong

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Pre-conventional stage one

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Judgments are based on whether behavior is rewarded or punished

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Pre-conventional stage two

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Judgments are based on whether the consequences result in benefits for self or loved ones

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Conventional stage three

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Judgments based on whether authorities approve or disapprove

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Conventional stage four

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Judgments based on whether the behavior upholds or violates laws of society

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Post-conventional stage five

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Judgments are based on preserving social contracts based on cooperation and collaboration

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Post-conventional stage six

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Judgments are based on ethical principles that apply across time and culture

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Psychoanalytic theory of morality

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Focus is on ability to control impulses and resist temptation rather than on cognitive reasoning. Guild for having naughty impulses is stressed. Moral sense is developed from parental identification

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Superego

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Well we all know what the superego is, obviously. But it shows up around ages 4-7. apparently Freud thought boy's superegos were stronger than girls. Clearly he never met a frat guy.

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Object relations theory of morality

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belief that infancy is where morality develops, rather than early childhood. Awareness of the three domains of 1. the body and it's physical experiences and needs, 2. the existence of others, and 3. the relations between self and others. When one is an infant morality is developed when a baby realizes that others care about them and they should care about others sorta kinda?

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Evolutionary theory of morality

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emphasizes emotional or affective as well as cognitive aspect. The emotional part is primitive and cannot be learned - it just is. The cognitive aspect is learned just like language is learned. Morality binds groups together.

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Moral intuition

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Primitive, immediate, and automatic system everyone has at birth. Evaluates experiences as bad or good.

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Moral reasoning

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Learned later in life, used to reach a moral judgment or decision

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Empathy

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sharing the perceived emotion of another

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Four levels of empathy

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global, egocentric, empathy for another's feelings, and empathy for another's life conditions

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Global empathy

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experience and express distress as a result of witnessing someone else in distress. Eg. baby crying when it hears other baby cry

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Egocentric empathy

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recognize distress in another person and respond to it in the same way as if it were your own distress. Eg. a toddler offers cuddle blanket to another child who happens to be upset

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Empathy for another's feelings

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showing empathy for a wide range of feelings and anticipate the kinds of reactions that might really comfort someone else. Eg. offering to help fix a toy when someone is upset that it is broken

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Empathy for another's life conditions

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experiencing empathy when you understand the life conditions or personal circumstances of a person or group. Eg. a child helping out another child who happens to be homeless

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Principle of care

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a sense of duty or obligation to help someone who is in need

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perspective taking

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the cognitive capacity to consider an experience or situation from the point of view of another person. not just the ability to identify and experience the emotional state (which is empathy)

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Four elements of discipline techniques

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1. Interrupt or inhibit the forbidden action, 2. point out a more acceptable form of behavior, 3. provide reasons why the forbidden action is wrong and why the new acceptable behavior is better, 4. stimulate the child's ability to empathize with the victim of the misdeed.

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Impact of tv and video games on moral development?

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a definite negative consequence on a child's behavior and beliefs

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Self-concept

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The way one conceives self in relation to the social world. In other words, who you are, how to behave, knowing right from wrong, etc. This is the heart of psychosocial development

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What does self-concept involve?

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Gender identity, self-evaluation, self-theory, and self-esteem

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Four dimensions of gender identity?

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developing an understanding of gender, acquiring gender role standards, identifying with same-sex others, and establishing a gender role preference

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Self-evaluation

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evaluation of oneself in comparison to others or in comparison to one's ideal

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Self-theory

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an organized set of ideas about the self, the world, and the meaning of interactions between the self and the environment

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Self-understanding

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a child's cognitive representation of self, the substance and content of the child's self-conceptions

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Self-esteem

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confidence, or lack thereof, in oneself. Feelings of worth and pride in oneself

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Three sources of self-esteem

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1. messages of love, support, and approval from others, 2. one's specific attributes and competencies, 3. a match between how one is and one's ideal

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Categorical identification

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how a child in early childhood identifies the self. Eg. What kind of person are you? A blue eyed person.

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Comparative assessments

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A child in middle childhood identifies themselves this way. Eg. What kind of person are you? I'm bigger than everyone else.

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Why friendships are segregated by sex

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children expect other children of the same sex to enjoy the same kind of play and toys they do. Also, girls tend to enjoy dyads and boys tend to like larger groups to play in.

Early School Age (4-6 yrs) – Flashcards

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