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According to Erikson, the psychological conflict of middle childhood is between these two concepts, which is resolved positively when children develop a sense of competence at useful skills and tasks.

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Industry v. Inferiority

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In these types of nations, the beginning of formal schooling marks the transition of middle childhood. It is also in school that children discover their own and others' unique capacities, and develop a sense of moral commitment and responsibility.

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Industrialized Nations

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Lack of confidence in the ability to do things well.

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Inferiority

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During school years, children refine this, organizing their observations of behaviors and internal states into general dispositions.

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Self-Concept

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Able to emphasize competencies rather than specific behaviors. Can clearly describe their personality, including both positive and negative traits.

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Abilities in Self-Concept

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School age children frequently make these, which are judgements of their appearance, abilities, and behavior in relation to those of others.

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Social Comparisons

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Proposed that a well-organized psychological self emerges when the child adopts a view of the self that resembles the others' attitudes towards the child.

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George Herbert Mead

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Especially an improved ability to infer what others are thinking, are crucial for developing a self-concept based on personality traits.

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Perspective Taking Skills

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As children internalize others' expectations, they from this, which they use to evaluate their real self.

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Ideal Self

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Children increasingly look to more people beyond the _____ for information about themselves and rely more on feedback from ______.

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Family vs. Friends

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In Western cultures, children ages 6-7 have formed at least four broad _________ regions.

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Self-Esteem

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Academic Social Physical/athletic competence Physical appearance Takes on a hierarchal structure, with physical appearance correlating the most with overall self-worth.

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The Four Self-Esteem Regions

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Happens during the first few years of elementary school as children evaluate themselves in different areas.

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Fall of Self-Esteem

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From fourth grade on, this happens for the majority of children, who feel especially good about their peer relationships and athletic capabilities.

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Rise of Self-Esteem

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School-age children who are high in academic self-esteem and motivation make these. They credit their successes to ability and their failures to factors that can be changed or controlled, such as insufficient effort.

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Mastery-Oriented Attributions

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Children who develop this attribute their failures to ability but, when they succeed, conclude that external factors, such as luck, are responsible. They believe that ability is fixed and cannot be improved by trying hard.

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Learned Helplessness

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Adult communication plays a key role in children's attributions. Learned-helpless children often have parents who believe that their child is not very capable and must work harder than others to succeed. Parents of learned-helpless children might offer feedback in the form of trait statements, which encourage children to adopt a fixed view of ability and lead them to question their competence when facing challenges. Teacher's messages also affect children's attributions. Teachers who emphasize learning over getting good grades tend to have mastery oriented students. Students with unsupportive teachers tend to regard their performance as externally controlled, and their achievement declines.

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Influences on Achievement Related Attributions

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In middle childhood, the ______ of pride and guilt become clearly governed by self-responsibility. Pride motivates children to take on challenges, whereas guilt prompts them to make amends and strive for self-improvement. Harsh, insensitive reprimands from adults can lead to intense shame, which is particularly destructive.

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Self Conscious Emotions

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This parenting style provides a lot of rules and boundaries, and very little emotional warmth. This is the typical "strict" parent.

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Authoritarian

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This parenting style has many positive outcomes. Parents give the child boundaries (as they need them; can't run amok). They expect a lot, but even if they fail, they provide emotional warmth (yet still challenged). Healthier attachments as they grow up.

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Authoritative

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Warm and fuzzy parents, little boundaries and control.

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Permissive

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No demands, no emotional support.

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Uninvolved/Neglectful

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School-age children, unlike preschoolers, are likely to explain emotion by referring to internal states rather than external events. Between ages 6-12, children become more aware of circumstances likely to spark mixed emotions. Appreciating mixed emotions may not reflect their true feelings. Gains in emotional understanding are supported by cognitive development and social experiences, especially adults' sensitivity to children's feelings and willingness to discuss emotions - factors that also lead to a rise in empathy. As children approach adolescence, advances in perspective taking allow them to respond with empathy not just to people's immediate distress, but also to their general like conditions.

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Emotional Understanding

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By age 10, most children shift adaptively between this - through which they appraise a situation as changeable, identify the difficulty, and decide what to do about it - and another form of coping.

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Problem Centered Coping

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If an initial step of coping is unsuccessful, this form of coping, which is internal, private, and aimed at controlling distress when little can be done about the outcome.

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Emotional Self-Efficacy

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When emotional self-regulation has developed well, school age children gain a sense of _______ - a feeling of being in control of their emotional experience - which fosters a favorable self-image and an optimistic outlook.

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Emotional Self Efficacy

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By age 7-8, children no longer say truth telling is always good and lying is always bad, but also consider prosocial and antisocial intentions. As children's ideas about justice take into account more variables, they clarify and link moral imperatives and social conventions.

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Moral and Social-Conventional Understanding

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Presented moral dilemmas and analyzed responses. Very famous theorist who proposed a theory of moral development (has gotten a lot of critique).

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Kohlberg

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People go through stages of moral understanding. Presented children/adolescents/adults with moral dilemmas (could be right or wrong given any answer). Presented dilemmas and asked the different groups to reason about their response. Like Piaget, he was interested in their reasoning (why is this the right/wrong thing to do?).

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Moral Development

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Behavior guided by punishments and rewards. Young kids; children are not yet socialized/don't understand the conventions in life that are proposed by society. These conventions dictate right/wrong in these ways, thus, their moral compass relates to concrete things in the world.

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Preconventional Moral Development

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Standards learned from parents and society. Realize conventions are present, and you have to follow them.

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Conventional Moral Development

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Contracts, rights and abstract principles. Most adults; right/wrong socially constructed as dictated by society and isn't universal. You can create your own rules for society from whatever perspective you take.

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Post-Conventional Moral Development

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Scenario 1: Should Heinz break into the laboratory to steal the drug? Why or why not? Scenario 2: Should Officer Brown report what he saw? Why or why not? Scenario 3: Should the judge sentence Heinz to prison? Why or why not?

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Heinz Dilemma Stages

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Punishment-obedience orientation. Instrumental relativist orientation.

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Level 1 of Kohlberg's Stages of Moral Development

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Good boy/nice girl orientation. Law and order orientation.

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Level 2 of Kohlberg's Stages of Moral Development

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Social contract orientation. Universal ethical orientation.

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Level 3 of Kohlberg's Stages of Moral Development

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Every person's moral reasoning develops through the same stages in the same order. People pass through the same stages at different rates. Development is gradual and continuous, rather than sudden and discrete. Once a stage is attained, a person continues to reason at that stage and rarely regress to a lower stage. Intervention usually results in moving only to the next higher stage of moral reasoning.

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Conclusion of Kohlberg's Stages of Moral Development

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Moral reasoning does not equate to moral behavior (what we say and do are not always consistent). Women generally score lower than men. Men are higher in the justice perspective, and women are higher in the care perspective (Rubric Kohlberg used is how he came to this conclusion).

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Evaluating Kohlberg's Theory

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Child rearing practices: discussion of morality. Schooling: exposed to social issues beyond their normal environemnt at home. Peer interaction: negotiations of different points of views, helps open up new views. Culture: industrialized nations move through the stages quicker, based on how you interpret ways of thinking.

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Influences on Moral Reasoning

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By the end of middle childhood, children form these, collectives that generate unique values and standards for behavior and a social structure of leaders and followers. Within these, children acquire many social skills, including cooperation and leadership.

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Peer Groups

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Within a peer group, typically involves a specialized vocabulary, dress code, and place to "hang out".

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Peer Culture

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Popular, rejected, controversial, neglected.

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Types of Peer Groups

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These children are well-liked.

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Popular Children

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These children are generally disliked.

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Rejected Children

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These children receive many positive and negative votes. Display both positive and negative social behaviors, engendering mixed peer opinion. Though they have friends, they often bully others and engage in calculated relational aggression.

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Controversial Children

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Are seldom mentioned, either positively or negatively. Once thought to be in need of treatment - are usually just as socially skilled as average children.

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Neglected Children

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Combine academic and social competence.

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Popular Prosocial Children

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Include "tough" boys who are athletically skilled but are poor students who cause trouble and defy adult authority, and relationally aggressive boys and girls who ignore, exclude, and spread rumors about other children as a way of enhancing their own status.

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Popular Antisocial Children

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The largest subtype within its child group, show high rates of conflict, physical and relational aggression, and hyperactive/impulsive behavior.

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Rejected Aggressive Children

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Children who are passive, socially awkward, and overwhelmed by social anxiety. Generally have few or no friends, which results in severe adjustment difficulties.

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Rejected Withdrawn Children

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Verbal and physical attacks or other forms of abuse by peers.

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Peer Victimization

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This action towards personality traits increases steadily in middle childhood, becoming adult-like around age 11. School age children consider certain academic subjects as feminine and masculine - attitudes that influence children's preferences for an a sense of competence at certain subjects.

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Gender Stereotyped Beliefs

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Compared with boys who usually stick to "masculine" pursuits, many girls experiment with a wider range of options and more often consider traditionally male future work roles. Why? School-age children are aware that society attaches greater prestige to "masculine" characteristics. Research suggests that they more often regard a novel job as higher in status and as appropriate for "both men and women" when it is portrayed with a male worker than with a female worker. Parents, especially fathers, are more tolerant of girls than of boys crossing gender lines.

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Gender Identity and Behavior

Developmental Psychology Chapter 10 – Flashcards

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