Psychosocial Development: Middle Childhood (7-11)
Order by
25 terms
Terms | Definitions |
|---|---|
 Theories | -psychoanalytic theory *Latency-Freud *industry vs inferiority (competent/incompetent)-Erikson -Behaviorism -Cognitive -Social-cognitive |
| self concept | - The Me-Self Comparison to peers (social comparision) - The Self-Esteem Effortful control - Culture |
| peers | - Same age, same status The culture of children - Positive vs. Negative peer relations - Concern for classmates - Social acceptance - Meaningful friendships - Clique formation - Self-validation |
| friendship | - Dyadic-group of two - Reciprocal - Developmental changes |
| social status | acceptance in a peer group |
| types of social status | - Popular: kind, trustworthy, cooperative, highly liked, rarely disliked - Average: average like to average dislike ratio; middle - Neglected: low like, low dislike; forgotten - Rejected: low like, high dislike - Aggressive-rejected: bully type, in your face -Withdrawn-rejected: bully victim, timid - Controversial: high dislike, high like; can be popular ex. popular kid in hs - This varies culture to culture |
| social awareness | the ability to empathize, to understand the emotions of others and to use this understanding to better relate to them |
| social cognition | -Self - Other - Self with others |
| rejected child | child who is infrequently nominated as best friend and is disliked by their peers --liked vs rejected? |
| bullying | - Happens everywhere—repeated behavior - Physical: hitting, pushing, shoving - Verbal: teasing, mocking - Relational: singling someone out - Cyberbullying: mean or embarrassing things sent to the world or class |
| victims | - Not one good friend: withdrawn Bully victim- Most disliked: aggressive victim, lack empathy, difficulty using social cognition, about the me |
| boys bullying | - Bully more aggressive - Target smaller/weaker - Physical aggression |
| girls bullying | - Sharp-tongued - Target shyer - Verbal aggression |
| bullying causes | - Genetic predisposition - Insecure attachment - Stress at home - Ineffective discipline - Hostile family life * Family life has a huge impact on child- most important |
| how to stop bullying? | - Ignoring, retaliating, diffusing, avoiding - Finding new friends - More effort and changes made by schools and teachers |
| • Moral development by Lawrence Kohlberg (pg. 370 Table 3.3) | - Pre-conventional moral reasoning * Egocentric/preoperational - Coventional moral reasoning * Concrete operational - Post-conventional moral reasoning * Abstract |
| family and children | family is critical to children's development |
| family structure vs family function | - Structure: legal and genetic connections among related people in the same household - Function: how the family cares for each other (more important) |
| what children need: | - Material necessities - Learning - Self-respect - Peer relationships - Harmony and stability |
| different types of homes | - Nuclear family: 54-70% - 2 adult families - Single parent families: 28% & rising - Extended family |
| family trouble | - Low income - Low harmony - Stress |
| resiliance | - Dynamic - Positive adaptation - Significant adverisity |
| stress | - Both major and minor - Accumulates over time - Coping measure help - Social support/religious faith |
| The ____ self is a person who thinks, acts, & feels independently. The ___ self is a person reflected validated and critiques by others. | I; Me |
| girls who typically bully | Mock and ridicule their victim |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.