B&B Chapter 7: Self and Moral Development: Middle Childhood Through Early Adolescence
About this set
Created by:
mfchamochumbi on March 18, 2011
Subjects:
Log in to favorite or report as inappropriate.
Order by
16 terms
Terms | Definitions |
|---|---|
 Academic self - concept | Is further divided into specific school subject areas such as math, science, English, and social studies. More recently, developmentalists have proposed the addition of other components such as artistic self- concept. |
| Non academic self - concept | Divided into social, emotional, and physical self- concepts. The last domain is further subdivided into physical ability and physical appearance. |
| Social comparison | Means that people observe the performance of others and use it as a basis for evaluating their own abilities and accomplishments. |
| Self - enhancing bias | Most people are motivated to maintain moderately positive beliefs about themselves. |
| Premoral stage | Piaget's stages of moral development. He proposed that preschoolers seem unconcerned about established rules or standards, making up their own. |
| Heteronomous stage | Piaget's stages of moral development.Children regard rules as immutable, existing outside the self, and requiring strict adherence. The letter of the law must be followed, and failure to do so requires punishment. Is based on the child's experiences in relationships with parents and other authority figures, where rules seem to come from above and must be obeyed. |
| Autonomus stage | Piaget's stages of moral development. Children begin to understand that rules are based on social agreements and can be changed. Advancements in perspective- taking skills, which also are benefited by interactions with peers, help young people understand that rules and standards are not just a function of authoritarian dictates but that they promote fair play and cooperation, serving to establish justice. |
| Preconventional morality | Kohlberg's Stages of Moral Development. Roughly corresponding to Piaget's heteronomous level, in which what is right is what avoids punishment, what conforms to the dictates of authority, or what serves one's personal interests. |
| Conventional morality | Kohlberg's Stages of Moral Development. Young adolescents, more consistent with Piaget's autonomous level, in which what is right depends on others' approval or on the need to maintain social order. |
| Postconventional morality | Kohlberg's Stages of Moral Development. Adulthood (not all), right is defined by universal principles or by standards of justice, not by the particular rule in question. |
| Conventional rules | More arbitrary and variable from one culture to another and are a function of social agreement, such as rules about appropriate dress, forms of address, and table manners. |
| Morality of justice | Justice focus. Rules, Boundaries, structure in a situation. |
| Morality of caring | Reference is to others, focus on social participation, self - sacrifice, and responsibility for protection of the dependent and unequal. |
| Prosocial behavior (altruism) | When a child voluntarily acts in ways that seem intended to benefit someone else. Although these behaviors are observed even in toddlers, they tend to increase with age, from preschool to grade school ages and continuing into adolescence. Altruistic tendencies are different from one child to another, and individual differences tend to be somewhat stable across age. |
| Limitations Kohlberg's theory | He worked in a Kantian tradition that emphasizes abstract rights and principles of justice rather than interconnectedness, a sense of unit with others or with all of life. Male - oriented Western bias |
| Limitations Gilligan's theory | Focus on interpersonal relationships of daily life, not the powerful legal system. |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.