Preocupation To Early Childhood

Front 1

children's self definition typically changes between about ____ and ____, reflecting self-concept development.

Back 1

5 & 7

Front 2

What are the 3 steps that occur during the 5-7 shift (self definition period)?

Back 2

single representation to representational mappings to representational systems.

Front 3

"I'm good at hockey but bad at arithmetic" AGE ?

Back 3

representational sytems. middle childhood

Front 4

"I'm can run fast and I can climb high" AGE?- this kind of thinking is called?

Back 4

representational mapping; 5-6; all or nothing thinking.

Front 5

"I like pizza. I'm real strong."

Back 5

representational systems; 4-ish

Front 6

At what stage in self definition can a child not acknowledge the "real self" from the "ideal self"? No logical connections.

Back 6

single represenational (single bc 1D)

Front 7

beginning of logical connections between one aspect of a child's self and another?

Back 7

representational mappings

Front 8

what 2 stages of the neo- Piagetian self definitions does the child express themselves completely positively?

Back 8

representational mappings & single represenation

Front 9

"You cant be happy and scared" is the mind frame of a child in which stage of the neo-Piagitain self definition progression.

Back 9

single representation

Front 10

Which culture tends to encourage interdependent aspects of the self? such as humility, appropriate conduct, compliance with authority, sense of belonging to the community?

Back 10

Chinese

Front 11

which culture would 3-4 years talk about "I am big" and which would say "I have a sister"

Back 11

European Americans would say "I am big" Chinese would say I have a sister.

Front 12

What kind of categories are Chinese children more inclined to talk about themselves?

Back 12

Social categories and relationships

Front 13

What kind of categories are European American children most likely to talk about themselves?

Back 13

will describe themselves in personality traits and tendencies.

Front 14

self esteem _____________ about self _________.

Back 14

judgement; worth

Front 15

better at verbal fluency tests- g or b?

Back 15

girls

Front 16

math computation g/b?

Back 16

girl

Front 17

memory for location of objects- g/b

Back 17

girl

Front 18

verbal analogies- g/b?

Back 18

boy

Front 19

mathematical word problems- g/b?

Back 19

boy

Front 20

spatial configuration- g/b?

Back 20

boy

Front 21

math skills vary more with which gender?

Back 21

boys- high highs and low lows

Front 22

What percentage of gender differences are small to negligible

Back 22

78%

Front 23

You can usually tell that a child has self worth before the age of 8 by- their ______________

Back 23

behavior

Front 24

before the 5-7 shift children's self esteem is not based on ______________

Back 24

reality

Front 25

self concept, self esteem in early childhood tends to be ______ or
________

Back 25

all or none

Front 26

What is the "helpless pattern?"

Back 26

when self esteem is contigent on success children may view failure or criticism as an indictment of their worth and may feel helpless to do better.

Front 27

How many preschoolers and kindergartners and 1st graders show elements of "helpless" pattern?

Back 27

1/3 to 1/2

Front 28

During the "helpless" pattern stage, preschoolers may interpret struggles learning with being "______" and not "dumb" which older kids may do.

Back 28

bad

Front 29

High self esteem children tend to have parents and teachers who....

Back 29

give specific and focused feedback instead of criticizing the child as a person.

Front 30

Non contingent self esteem = good/ bad?
Children with non-contingent self esteem take criticism as ____________

Back 30

good; external, outside themselves, brings on the need to try harder.