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45 Cards in this Set
- Front
- Back
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Bronfenbrenner's Bioecological Model of Development
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This model takes into account both the biological aspects internal to the individual and the nested social and cultural contexts that shape development.
Every person develops within a microsystem (immediate relationships and activities) inside a mesosystem (relationships among microsystems), embedded in an exosystem (larger social settings such as communities); all of these are part of the macrosystem (culture). |
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What are some aspects of the family that affect students in school?
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Students probably have experienced different parenting styles and these styles can influence their social adjustment.
Child of authoritative parents are more likely to be happy with themselves and relate well to others. Whereas children of authoritarian parents are more likely to feel guilty or depressed. Children of permissive parents may have trouble interacting with peers. Higher-control parenting is linked to better grades for Asians and African-American students. |
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Why are peer relations important?
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They play a significant role in healthy personal and social development.
Adults who had close friends as children have higher self-esteem and are more capable of maintaining intimate relationships than adults who had lonely childhoods. Adults who were rejected as children tend to have more problems -- such as dropping out of school or committing crimes. |
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What are peer cultures and how can aggression develop?
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Peer aggression can be instrumental (intended to gain an object or privilege) or hostile (intended to inflict harm).
Hostile aggression can be either overt threats or physical attacks or relational aggression, which involves threatening or damaging social relationships. Boys are more likely to use overt aggression and girls are more likely to use relational aggression. |
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How can teachers' academic and personal caring affect students?
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Students value caring in teachers.
Higher-achieving and higher socioeconomic status students, academic caring may be more important. Student who are alienated from school, personal caring may be more important. |
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Signs of child abuse.
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Unexplained bruises, burns, bites, or other injuries and fatigue, depression, frequent absences, poor hygiene, inappropriate clothing, problems with peers, and many others.
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Context.
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Internal and external circumstances and situations that interact with the individual's thoughts, feelings, and actions to shape development and learning.
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Bioecological model.
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Bronfenbrenner's theory describing the nested social and cultural contexts that shape development.
Every person develops within a microsystem, inside a mesosystem, embedded in an exosystem, all of which are a part of the macrosystem of the culture. |
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Blending Families.
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Parents, children, and stepchildren merged into families through remarriages.
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Extended Families.
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Different family members -- grandparents, aunts, uncles, cousins, etc. -- living in the same household or at least in daily contact with the children in the family.
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Parenting Styles.
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The ways of interacting with and disciplining children.
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Attachment.
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Forming an emotional bond with another person, initially a parent or family member.
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Peer Cultures.
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Groups of children or adolescents with their own rules and norms, particularly about such things as dress, appearance, music, language, social values, and behavior.
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Instrumental Aggression.
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Strong actions aimed at claiming an object, place, or privilege -- not intended to harm, but may lead to harm.
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Hostile Aggression.
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Bold, direct action that is intended to hurt someone else; unprovoked attack.
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Overt Aggression.
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A form of hostile aggression that involves physical attack.
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Relational Aggression.
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A form of hostile aggression that involves verbal attacks and other actions meant to harm social relationships.
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Describe the changes in physical development of children in the preschool, elementary, and secondary grades.
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During the preschool years, there is rapid development of children's gross and fine-motor skills.
Physical development continues throughout the elementary-school years, with girls often ahead of boys in size. With adolescence comes puberty and emotional struggles to cope with all the related changes. |
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What are some of the consequences of early and late maturation for boys and girls?
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Females mature about two years ahead of males. Early-maturing boys are more likely to enjoy high social status; they tend to be popular and to be leaders.
Also tend to engage in more delinquent behavior--true for White, African American, and Mexican American boys. Early maturation is not generally beneficial for girls. |
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What is the role of recess and physical activity in development?
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Play supports brain development, language, and social development.
Children release tensions, learn to solve problems, adapt to new situations, cooperate, and negotiate. The increase in childhood obesity is linked to inactivity and increased time spent watching TV and playing passive games such as video and Internet games. |
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Signs of eating disorders?
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Anorexic students may appear pale, have brittle fingernails, and have fine, dark hairs developing all over their bodies.
Easily chilled because they have so little fat to insulate their bodies. Often depressed, insecure, moody, and lonely. Girls may also stop having their menstrual periods. |
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What is puberty, bulimia, and anorexia nervosa?
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P: The physiological changes during adolescence that lead to the ability to reproduce.
B: Eating disorder characterized by overeating, then getting rid of the food by self-induced vomiting or laxatives. AN: Eating disorder characterized by very limited food intake. |
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Tell me about Erikson...
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Erikson's emphasis on the relationship between society and the individual is a psychosocial theory of development -- a theory that connects personal development (psycho) to the social environment (social).
Erikson believed people go through 8 life stages, each which involve a central crisis, and adequate resolution of each crisis leads to greater personal and social competence and a stronger foundation for solving future crises. |
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Erikson's 8 Stages of Life.
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In the first two stages, an infant must develop a sense of TRUST OVER MISTRUST and a sense of autonomy over SHAME AND DOUBT.
In early childhood, the focus of the third stage is on developing INITIATIVE and avoiding FEELINGS OF GUILT. In the child's elementary-school years, the fourth stage involves achieving a sense of INDUSTRY and avoiding feelings of INFERIORITY. In the fifth stage, IDENTITY versus ROLE CONFUSION, adolescents consciously attempt to solidify their identity. According to Marcia, these efforts may lead to identity diffusion, foreclosure, moratorium, or achievement. Erikson's 3 stages of adulthood involve STRUGGLES TO ACHIEVE INTIMACY, GENERATIVITY, and INTEGRITY. |
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Describe the formation of ethnic and racial identities.
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Ethnic and racial minority student are confronted with the challenge of forming an identity while living in two worlds -- the values, beliefs, and behaviors of their group and of the larger culture.
Most explanations for identity development describe stages moving from being UNAWARE of DIFFERENCES between minority group and majority cultures, to different ways of negotiating the differences, finally to an integration of cultures. |
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How does self-concept change as children develop?
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Self concept (definition of self) becomes increasingly complex, differentiated, and abstract as we mature.
Self-concept evolves through contact self-reflection, social interaction, and experiences in and out of school. Students develop a self-concept by COMPARING THEMSELVES to PERSONAL (internal) STANDARDS and social (external) standards. High self-esteem is related to better overall school experience, both academically and socially. Gender and ethnic stereotypes are significant factors as well. |
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Distinguish between self-concept and self-esteem.
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They are both beliefs about the self.
SC: is our attempt to build a scheme that organizes our impressions, feelings, and attitudes about ourselves. Model not permanent. Self-perceptions vary from situation to situation and from one phase of our lives to another. SE: is an evaluation of your self-worth. If people evaluate their worth positively, we say that they have a high SE. SC is a cognitive structure and SE is an affective evaluation. |
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Are there differences in self-concepts for girls and boys?
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From 1st - 12th grade, competence beliefs decline for both boys and girls in math, la, and sports.
By high school, boys and girls express about the same competence in math, girls are higher in la, and boys are higher in sports. In terms of general self-esteem, both boys and girls report declines in the transition to middle school, but boys' self-esteem goes up in high school while girls' self-esteem stays down. |
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Psychosocial.
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Describing the relation of the individual's emotional needs to the social environment.
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Developmental Crisis.
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A specific conflict whose resolution prepares the way for the next stage.
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Autonomy.
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Independence.
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Initiative.
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Willingness to being new activities and explore new directions.
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Industry.
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Eagerness to engage in productive work.
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Identity.
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The complex answer to the question: "Who Am I?"
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Identity Diffusion.
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Uncenteredness; confusion about who one is and what one wants.
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Identity Foreclosure.
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Acceptance of parental life choices without consideration of options.
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Moratorium.
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Identity crisis; suspension of choices because of struggle.
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Identity Achievement.
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Strong sense of commitment to life choices after free consideration of alternatives.
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Intimacy.
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Forming close, enduring relationships with others.
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Generativity.
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Sense of concern for future generations.
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Integrity.
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Sense of self-acceptance and fulfillment.
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Nigrescence.
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The process of developing a Black identity.
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Racial and Ethnic Pride.
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A positive self-concept about one's racial or ethnic heritage.
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Self-Concept.
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Individuals' knowledge and beliefs about themselves -- their ideas, feelings, attitudes, and expectations.
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Self-Esteem.
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The value each of us places on our own characteristics, abilities, and behaviors.
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