HD chpt 10 – Flashcards
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Erikson's theory of middle childhood
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industry vs inferiority
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industry vs. inferiority resolved when
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positively when children develop a sense of competence at useful skills and tasks
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industry
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development a sense of competence at useful skills- schools provide many opportunities
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inferiority
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pessimism and lack of confidence in own ability to do things well
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what contributes to inferiority
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family environment, teachers, peers can contribute to the negative feelings
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characteristics of industry
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interest in work of world, confidence in learning, development of responsibility, demonstrate positive attitudes, perseverance, loyalty beyond self, cooperative, can compromise, proud of accomplishments
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characteristics of inferiority
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hesitant to try new tasks , easily defeated, unable to cooperate/compromise, demonstrates negative attitudes, passive, seeks attention, needs considerable praise
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ways to promote industry
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encourage peer relations, encourage cognition, community activities, task completion, role model
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changes in self-concept during middle childhood
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more balanced, less all-or-none descriptions, social comparisons, ideal and real self, reference social groups, cultural variations
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social comparisons
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judgments of their appearance, abilities and behavior in relation to those of others
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self-concept: more aware of
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appearance, abilities, behaviors- have a realistic view of self
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self-esteem- most important
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physical appearance
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low self-esteem linked to
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anxiety and depression
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girls vs boys on self-esteem
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girls=lower self esteem than boys
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influence on self esteem
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culture, child-rearing practices, mastery-oriented, learned helplessness
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mastery oriented attributions
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crediting their successes to ability- a characteristic they can improve through trying hard and can count on when facing new challenges. and they attribute failure to factors that can be changed or controlled, such as insufficient effort or a very difficult task
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learned helplessness
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attribute their failures, not their successes, to ability. when they succeed, they conclude that external factors, such as luck, are responsible. unlike their mastery-oriented counterparts, they believe their ability is fixed and cannot be improved by trying hard
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what parenting style is best for self-esteem
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authoritative
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american culture focus on self leads to
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overindulgence
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parents can also encourage this for self-esteem
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goal-setting to boost self-esteem
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mastery: reason for success
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ability
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mastery: reason for failure
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controllable factors- can change by working hard
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learned helplessness: reason for success
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external factors
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learned helplessness: reason for failure
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ability- cannot be changed y working hard
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parents influence on achievement-related attributions
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too-high standards, believe child incapable, trait statements
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teachers influence on achievement related attributions
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learning vs performance goals
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what type of teacher is best for having mastery students
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caring/helpful and emphasize learning over getting good grades
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americans focus on
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success because it enhances self esteem
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asians focus on
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failure because it shows where one can get better
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gender influence on achievement related attributions
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girls blame poor performance on ability
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SES/minority influences on achievement related attributions
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receive less favorable feedback from teachers, especially when assigned to homogeneous groups of poorly achieving students
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sexuality for male
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late male maturation
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when do sexuality in women begin
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in infancy is when female maturation begins
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cognitive advancements leads to this in emotional development
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more self-awareness and more socially awareness and sensitivity
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more socially aware and sensitive meaning
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can distinguish what feelings of pride mean, as well as read people's emotions better
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self-conscious emotions more governed by personal responsibility of
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pride and guilt
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emotional understanding
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explain emotion using internal states, understand mixed emotions, rise in empathy, supported by cognitive development and social experience
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emotional self-regulation
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motivated by self-esteem and peer approval, emotional self-efficacy
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2 strategies for managing emotion
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problem-centered coping and emotion-centered coping
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problem-centered coping
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they appraise the situation as changable, identifying the difficulty, and decide what to do about it
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emotion-centered coping
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if problem solving doesn't work they engage in internal, private, and aimed at controlling distress when little can be done about an outcome
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moral development begins with
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awareness of own thoughts/feelings
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moral development at ages 3-6
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aware of thoughts and feelings of other people. think/feel may be different
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moral development at ages 7-12
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think about how another might be thinking/feeling
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changes in moral views
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flexible moral rules and clarify link between moral imperative and social convention
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flexible moral rules
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lying is not always good and truth is not always good
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clarify link between moral imperative and social convention
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more respect for conventions with purpose, consider intentions
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understanding individual rights
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challenge adult authority within personal domain, veiw denials of persona choices as wrong, place limits on personal choice
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how to do you place limits on personal choice
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typically decide in favor of kindness and fairness
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understanding diversity and inequality: school age-children
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associate power, privilege with white people, assign stereotype traits to minorities
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with age what happens to prejudice
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reduces and we consider inner traits
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individual differences of diversity and inequality based on
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fixed view of personality traits, overly high self-esteem, social world in which people are sorted into groups
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factors related to development of moral behavior
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age, culture, personality, peers, family relationships, parenting, gender, situation, schooling, religious involvement
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moral development based on
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reasoning, conscience, behavior (altruistic)
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reducing prejudice
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long-term intergroup contact in neighborhoods, schools, communities, foster belief in changability of human traits and volunteering
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peer groups formed by
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proximity/similarity
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peer culture
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behavior, vocabulary, dress code, can include rational aggression and exclusion
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peer groups
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collectives that generate unique values and standards for behavior and a social structure of leaders and followers
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friendship in middle childhood
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personal qualities- trust, more selective, friendships can last several years, type of friends influence development
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aggressive friends often
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magnify antisocial acts
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peer acceptance
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refers to the likability- the extent to which a child is viewed by a group of agemates, such as classmates, as a worthy social partner
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popular children
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who get many positive votes
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rejected children
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who get many negative votes
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controversial children
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who get a large number of positive and negative votes
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neglected children
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who are seldom mentioned, either positively or negatively
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popular-prosocial children
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combine academic and social competence, performing well in school and communicating with peers in sensitive, friendly, and cooperative ways
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popular-antisocial children
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"tough boys"- athletically skilled but poor students who cause trouble and defy adult authority- and relationally aggressive boys and girls who enhance their own status by ignoring, excluding, and spreading rumors about other children
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rejected-aggressive children
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who show high rates of conflict, physical and relational aggression and hyperactive, inattentive and impulsive behavior
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rejected-withdrawn children
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smaller subtype- passive and socially awkward- timid, overwhelmed by anxiety and worry
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bullies
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most are boys, physically/relationally aggressive, high-status, powerful, popular- eventually become disliked
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victims
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passive when active behavior expected, give into demands, lack defenders, inhibited temperament, physically frail, overprotected (controlled by parents)
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helping rejected children through positive social skills
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coaching, modeling, reinforcing
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other ways to help rejected children
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improve academic achievement, intervene with harsh parenting practices
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gender stereotypes extend into
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include personalities and school subjects, more flexible about what males and female can actually do
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gender identity- when
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3rd and 4th grade
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gender identity: boys
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strengthen identification with masculine traits
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gender identity: girls
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identification with feminine traits decline
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gender identity: self evaluations affect adjustment- types
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gender typicality, gender contentedness, felt pressure to conform to gender roles
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gender typicality
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to the degree to which the child feels similar to other of the same gender
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gender contentedness
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the degree to which the child feels satisfied with his or her gender assignment
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felt pressure to conform to gender roles
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the degree to which the child feels parents and peer disapprove of his or her gender-related traits
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coregulation
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a form of supervision in which parents exercise general oversight while letting children take charge of moment-by-moment decision making
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siblings influences
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rivarly, companionship and assistance, need parental encouragement
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authoritative techniques
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allow moral judgments
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rewards
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social/tangible
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disciplinary techniques
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reason, inductive, fairness, punishment
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characteristics of only children
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high in self-esteem, achievement motivation, closer relationship to parents (pressure for mastery), peer acceptance may be a problem
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why would peer acceptance be a problem
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lack of practice in conflict resolution
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immediate consequence for parental divorce
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instability, conflict, drop in income, parental stress, disorganization
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consequences of parental divorce affected by
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age, temperament and sex
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long-term consequences for parental divorce
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improved adjustment after 2 years, boys and children have difficult temperaments more likely to have problems, father's involvement affects adjustment
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mother & stepfather
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most frequent, boys usually adjust quickly, girls adapt less favorably, older children and adolescents of both sexes display more problems
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father & stepmother
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often leads to reduced father-child contact, children in fathers' custody often react negatively, girls and step moms slow to get along at first but more positive interaction later
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maternal employment and child development benefits
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higher self-esteem, positive family and peer relations, few gender stereotypes, better grades, more father involvement
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maternal employment and child development drawbacks
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less time for children and risk of ineffective parenting
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support for working parents
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flexible schedules/job sharing, sick leave, involvement of other parent, equal pay and opportunities, quality child care
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fears and anxieties of middle childhood
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dark, thunder, lightening, supernatural being persist
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fears based on the wider world emerge like
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media-fueled and harsh living conditions lead to anxiety
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school phobia- when normal
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5-7 years- separation from home
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school phobia- when not as normal
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11-13; particular aspects of school
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chronically dangerous environments lead to
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loss of feeling of safety, desensitization to violence, impaired moral reasoning, hopelessness for the future
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what work to provide security, reassurance and interventions
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parents, schools and communities- thru preserving physical, psychological, educational well-being
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child sexual abuse: characteristics of victims
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more often female; reported in middle childhood
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characteristics of sexual abusers
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usually male, parent or known by parent, may use technology to lure
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consequences of sexual abusers
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emotional reactions, physical symptoms, effects on behavior
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prevention and treatment of sexual abusers
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prevention= education and treatment= long-term therapy
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factors related to resilience
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personal characteristics, warm parental relationship, supportive adult outside family, community resources
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personal characteristics related to resilience
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easy temperament and mastery orientation
