Developmental Psychology Socioemotional Development Middle And Late Childhood Ch. 8

Front 1

self-esteem

Back 1

also self-worth or self-image;
global evaluations of the self

Front 2

self-concept

Back 2

domain-specific evaluations of the self

Front 3

self-efficacy

Back 3

"I can." - opposite of helplessness

belief that one can master a situation and produce favorable outcomes

Front 4

4 ways to increase children's self-esteem

Back 4

1. identify causes of low self-esteem
2. provide emotional support & social approval
3. help children achieve
4. help children cope

Front 5

self-regulation

(Gross & Thompson, 2007; Laible & thompson, 2007)

Back 5

deliberate efforts to manage one's behavior, emotions, and thoughts that lead to increased social competence and achievement

Front 6

Children have the highest self-esteem when they perform competently in domains that are __________ to them.

Back 6

important

Front 7

In middle and late childhood, self-description increasingly involves __________ and ______ characteristics, including social comparisons.

Back 7

psychological
social

Front 8

T/F: Self-esteem reflects perceptions that always match reality.

Back 8

false

Front 9

According to Dale Schunk (2008) self-efficacy influences a child's choice of ________.

Back 9

activities

Front 10

Kohlberg's 3 levels of moral development

Back 10

1. preconventional
2. conventional
3. postconventional

Front 11

Kohlberg's 6 stages of moral development (1-3)

Back 11

1. heteronomous morality
2. individualism, purpose and exchange
3. mutual interpersonal expectations, relationships, and interpersonal conformity

Front 12

Kohlberg's 6 stages of moral development (4-6)

Back 12

4. social system morality
5. social contract or utility and individual rights
6. universal ethical principles

Front 13

preconventional reasoning

Back 13

1st level in Kohlberg's theory of moral development. The individual's moral reasoning is controlled primarily by external rewards and punishment.

Front 14

heteronomous morality

Back 14

Kohlberg's 1st stage of preconventional level - morality is tied to punishment

Front 15

individualism, purpose and exchange

Back 15

Kohlberg's 2nd stage of preconventional level - individuals puruse their own interests, but allow others to do the same

Front 16

conventional reasoning

Back 16

2nd level of Kohlberg's stages of moral thinking - individuals apply certain standards, but they are the standards of others (parents or government)

Front 17

mutual interpersonal expectations, relationships, and interpersonal conformity

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Kohlberg's 3rd stage - individuals value trust, caring, and loyalty to others as basis of moral judgment

Front 18

social systems morality

Back 18

Kohlberg's 4th stage - moral jdugments are based on understanding the social order, law, justice, and duty

Front 19

postconventional reasoning

Back 19

3rd level of Kohlberg's stages of moral development - individual recognizes moral courses, explores the options, then decides on a personal moral code

Front 20

Kohlberg's 5th stage of moral development

Back 20

social contract or utility and individual rights - individuals reason that values, rights, and principles transcend the law

Front 21

universal ethical principles

Back 21

Kohlberg's 6th stage - individuals develop a moral standard based on universal human rights

Front 22

According to Kohlberg, children's cognitive development did/did not ensure development of moral reasoning.

Back 22

did not

Front 23

Moral reasoning reflects _____ and _____ (Kohlberg, 1958, 1986)

Back 23

cognitive development
experiences

Front 24

Most children use Kohlberg's level ___ before the age of 9.

Back 24

1

Front 25

T/F: Not everyone progresses beyond Kohlberg's level 2, even in adulthood.

Back 25

true

Front 26

3 criticisms of Kohlberg's theory

Back 26

1. link between moral thought and moral behavior
2. roles of culture and family in moral development
3. significance of concern for others

Front 27

Moral reasons can sometimes be a shelter for ______ behavior.

Back 27

immoral

Front 28

justice perspective (Kohlberg)

Back 28

a moral perspective that focuses on the rights of the individual; individuals independently make moral decisions

Front 29

care perspective (Carol Gilligan, 1982, 1992, 1996)

Back 29

the moral perspective which views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others

Front 30

Who was Kohlberg's most publicized critic?

Back 30

Carol Gilligan

Front 31

There's no evidence to support Gilligan's claim that Kohlberg downplayed ______.

Back 31

females' moral thinking
(Hyde, 2005, 2007; Walker, 2006)

Front 32

prosocial moral behavior

Back 32

behavioral aspects of moral development

Front 33

Prosocial behavior is more prevalent in adolescence/childhood.

Back 33

adolescence (Eisenberg & Morris. 2004)

Front 34

gender stereotypes

Back 34

broad categories that reflect our impressions and beliefs about females and males

Front 35

One of the most consistent gender differences is that boys are more _________ than girls.

Back 35

physically aggressive

Front 36

androgyny

Back 36

the presence of positive masculine and feminine characteristics in the same individual

Front 37

The nature and extent of gender differences may depend on the _____.

Back 37

context

Front 38

coregulation

Back 38

transfer of some control from parent to child during middle and late childhood

Front 39

Family management relates positively to _________ and _______.

Back 39

students' grades
self-responsibility

Front 40

Family management relates negatively to ________.

Back 40

school-related problems

Front 41

Among the most important family management practices are maintaining a ________ and ________ family environment.

Back 41

structured
organized

Front 42

About half of all children whose parents divorce will have a stepparent within ___ years of the separation.

Back 42

4

Front 43

Divorce occurs in remarriage at a rate of ____% higher than in first marriages.

Back 43

10

Front 44

2 things that make adjustment difficult in a stepfamily

Back 44

1. complex histories
2. multiple relationships

Front 45

3 common types of stepfamily structures

Back 45

1. stepfather
2. stepmother
3. blended/complex (Brady bunch)

Front 46

Adolescence is an especially difficult time for formation of stepfamily - why?

Back 46

exacerbates normal concerns about identity, sexuality, and autonomy

Front 47

______ and _______ help the child cope more effectively with latchkey experiences, especially in resisting peer pressure.

Back 47

Parental monitoring
authoritative parenting

Front 48

4 things an after school program should have

Back 48

1. warm and supportive staff
2. flexible, relaxed schedule
3. multiple activities
4. opportunities for positive interactions with staff and peers

Front 49

popular children

Back 49

kids who are frequently nominated as a best friends and are rarely disliked by their peers

Front 50

average children

Back 50

kids who receive an average number of both positive and negative nominations from their peers

Front 51

neglected children

Back 51

kids who are infrequently nominated as a best friend but are not disliked by their peers

Front 52

rejected children

Back 52

kids who are infrequently nominated as a best friend and are actively disliked by their peers

Front 53

controversial children

Back 53

kids who are frequently nominated both as someone's best friend and as being disliked

Front 54

social cognition

Back 54

thinking about social matters

Front 55

bullying

Back 55

verbal/physical behavior intended to disturb someone less powerful

Front 56

4 strategies to reduce bullying

Back 56

1. have older peers monitor and intervene
2. develop and publicize rules and sanctions against bullying
3. express anti-bullying message in church, school, and throughout community
4. identify bullies early and use social training skills to improve their behavior

Front 57

6 functions of childhood friendships

Back 57

1. companionship
2. stimulation
3. physical support
4. ego support
5. social comparison
6. affection and intimacy

Front 58

intimacy in friendships

Back 58

characterized by self-disclosure and sharing of private thoughts

Front 59

Intimate friendships may not appear until ________.

Back 59

early adolescence

Front 60

constructivist approach

Back 60

learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher

Front 61

direct instruction approach

Back 61

structured, teacher-centered approach characterized by
1. teacher direction and control,
2. high teacher expectations for students' progress,
3. maximum time spent by students on learning tasks, and
4. efforts by the teacher to keep negative affect to a minimum

Front 62

accountability of schools

Back 62

made national policy with No Child Left Behind 2002

Front 63

5 strategies for improving relationships among ethnically diverse students

Back 63

1. turn class into jigsaw classroom
2. encourage students to have positive personal contact with diverse other students
3. reduce bias
4. view school and community as a team
5. be a competent cultural mediator

Front 64

mindset

Back 64

the cognitive view, either fixed or growth, that individuals develop for themselves

Front 65

fixed mindset

Back 65

individuals believe their qualities are carved in stone and cannot change

Front 66

growth mindset

Back 66

individuals believe their qualities can change and improve through their effort

Front 67

4 key aspects of improving US children's academic achievement

Back 67

1. high achievement standards
2. teacher concern for individual students
3. engaging kids in meaningful and interesting learning tasks
4. positive connections between schools and families