Pysc 9: Chapter 6 Socioemotional Development

Exam will be on: Setting the Challenge: Emotion Regulation , Personality (and the Emerging self) , Relationships

emotion regulation

the capacity to manage ones emotional state

externalizing tendencies

a personality stle that involves acting on one’s immediate implues and behaving disruptively and agressively

internalizing tendencies

a personaility style that involves intense fear, social inhibtion, and often depression

self awareness

the ability to observe our abilties and actions from an outside frame of reference and to reflect on our inner state

self esteem

evaluating oneself as either “good” or “bad” as a result of comparing the self of othe people

learned helplessness

a state that develops when a person feels incapable of affecting the outcome of events, and so gives without trying

we need ____ _____ skills to succed socially and emotionally as well

executive functions

externalzing tendencies children often behave ___ and _____

disrutpively agressively

internalzied children often are ____-_____, ___ , ____ ____.

self concious timind freightened depressed

maturing ____ ____ contributes to development of self regulation abilites

frontal lobe

emotonal regualtion important for ____ and _____ sucess, and not at their extremes in diff cultures some are conisdered not a social libaibty so it depends on the culture when the tendancies are not extreme

social emotional

looking beyond immediate appearances and think abstractly about inner states is a part of ____ _____ thinking

concrete operational

give up their egocentrism and realize they are but one person among many others in this vast world is a part of ____ _____ thinking

concrete operational

changes in self awareness from 3 to 4. three years old self awareness discuss them selves in terms of ____ _____. liike i have brown hair, i love my dog and im really strong i have blue eyes. ____ and _____ facts like”always happy”

external facts unrealistic postive

differecne between 3 and 4 yrs old of self awareness. 4 years old are ____, anchored in thier ____, abilites and ____ traits more pyscholgical lists their defiects and traits

internally feelings inner

Harter thinks that when child reaches _____ operations they evalute thier abiites and decide wether they might ____ or ____ the person they see

concrete like dislike

teaching children self reugaltion red light green light ___ says, follow the clap/____ wen the music stops, ___ body part game 369

simon freeze stop

piagets concrete op. stage part alos describes how the children are able to think abstractly about inner states or ___ of ____.

theory mind

academic skill, behvioral conduct, appearance, peer likeability, atheltic skill. behavioral conduct, are low ___ - ____ concepts that children can have abt thsmevles not the 3 yrs old thoguh

self esteem

Hater noticed that__-___ develops like evailing oneslef as good or bad. this ___ during early elemtary school

self esteem declines

Hater says children draw on five areas to determine thier self esteem. scholastic competnece or _____ talents, _____ ___ or obedicne or being good, _____ skills or performance at sports, ____ or peer likability, or physical ____.

academic behavioral conduct, athletic skills, popularity looks

children with externalzing problems, wehn they are failing for instance, being reected or doing poor in school, they deny ____, ____ otheres to persuve their unrealitsic high self worth they have such diffculty regulation emotionals and cant see flaws, cant change behvior so he contuesn ti fail

reality blame

children wtih internalized tendancies have the problem this: thier _____ to thier -_________ cues, may cause them to read failure into beign events, my teacher hates me because she looked at me the wrong way”. they are at risk of developing _____ _______- state happens when a perosn feels incable of affecting the outcome of events and so gives up w/o trying …. feel that they are powerless to affect their fate, ik im going to fail why should i try

sensativity enviorment learned helplessness

emtional acting out, real problem ingorning lack of need to improve, continued failure. are children with_____ problesm, may echibit unrealistically high sefl esteem

externalzing

_____ problems children with: overly self critical, inflate failures, see failure when it dones not exsit, child may echbit overly low self esteem

internailzing

____ ______ is common in those with internalzing problems

leanred helplessness

______ ______ is an internal belief in our competence that predicts wether we initate activites persits in the face of failures, and predicts the goals we set

promoting self effeifacy, 2 cocnetps, 1. ___ self effiecay or “ i can succeed at work” or ____ for the effort not the adjective. and 2: promote ____ views abt the serlf-

enhance praise effort

kis who were priased for being very smart or praised in terms of _____ had ____ self effeciacy … afirad to tackle other challenges: “id better not try this or everyone or everyone might learn im really dumb”

adjectives lower

praisng of the ____ also works on concete op chldren and ___ op childnre

pre

childrne who had prised for effort the reaerches tracked them thoruhg elemarly into 8 years old had more academic success to hard work, perffered taclking challeneging tasks, beleived a person’s intelingece can be changed

be aware of Vygotsky’s zone of proximal, “Enhancing self‑efficacy involves giving learners mastery experiences and appropriate support. However, tasks must remain within the learner’s ____ ___ ____ from Vygotsky— too much challenge without ______ can reduce self‑efficacy.”

zone of proximal development scaffolding

doiing good prosocial behavior: ____ and ____ are baked into the human genome

empathy sympathy

empathy

feeling exact emotion that another expierences

sympathy

involves feeling upset for a person who needs help

_____ behavior used to descibe elf scraficing acts, and minor acts of helping caring actoions… appears as early as ____ school more frequnet in ____ school

pre elementary

decoding prosocial behavior in a deepr way: children neet to ____ ___ feelings into ______ response, what child must do to be prosocial

mute empahtic synmaptethic

decoding prosocial behavior in a deepr way: children ned superior____ ____ skills , you need to decide when to be generous, explainging why a 2 yr old shares with everyone, but aroind age 4 or 5 become selective sharing mostly with ppl who are kind to them

information processing.

decoding prosocial behavior in a deeper way:few or no _____ or ______ problems (think of the two tendancies)

externalzing internalzing

Interventions; first step into promoting generous prosocail behavior for children is to give them ____to spontaneously give; ____ or set the example for this kind of porsocial bwhavior by regularly caring and helping those in need

space model

intervetions of sociallzing prosocial children; ____ to childs prosocial behavior; attitube the kind ______to the child’s _______-

attend act personality

_____ alutrsutic behavior and displays of ____ and ______

reinforce sympathy empathy

so by complementing your niece for being a kind person, you may be getting her to _____ herself as caring and helping to socialize her ot be a prosocial adult

define

use the ___ discipline/ pro socialtiinal behavior technique for socialzing proscial children, this stimulates ____, and gives them ___ on what hey did wrong and puts the focus on thier own punishment, allows fr othem to make amends too. alos, ____ alturism

induction guilt feedback scaffolds

induction

the ideal discipline style for socialzing prosocial behavior, involving getting a child who has behaed hurtfully to empathize with the pain he has caused the other person

shame

the primitive feeling fel when personally humiliated

guilt

is expirenced when personal moral standard or hurtful action to another human being occurs

withdrawl, fury, and feelings of revenge; I am ___ of doing this.

shame causes

in moderation of ___, causes connections nad attempts to make amends. I am expirencing ___ and i want to amke amends.

guilt guilt

agression

an destructive or hostile act

agression: phyiscal agression peaks at about and a 1/2, declines with onset of ______ ______ from the maturing ____ lobe.

emotional regulation frontal

chldren have diff reasons for agression as they get older, during elementary school when children have a fully fledged sense of self esteem, agression is _____. while a preschooler fights center is on toys or objects bc of how their minds are developed.

personal

two types of agression:

proactive and reactive

proactive agression; ____ cool and more carefully _____-

a hostile or destructive act initated to achieve a goal emotionally planned

reactive agression; in ____to being frustrated or hurt, not ____, disorganzied implusive

a hostile or destructive act designed to cause harm to a persons relationship , planned

relational agression ex: child spreads rumors abt another kid, or tattling on a disliked classmate

acts designed to hurt our relationships

rough and tumble play; think of when the dogs play

play that involes shoving, wrestling, and hitting, but in which no acutal harm is intended esp. characterisitc of boys

two types of non oriented play:

rough and touble prentending/fantasy

pretending/ fantasy; playing princesses or tea party with stuffed animals

play that involves making up and acting out a scenario

collaborative pretend play

fantasy play in which children work together to develop and act out scenes

pretend play happens at the end of sesnorimotor stage, initally ___ by parent/caregiver, evolves into _____ pretend play at around age ___ (___ of the ____ is present).. bc they have to work togehter with other kids to create lto make the scene and take into account and the knowledge that other ppl have diff views

scaffolded collaborative 4 theory mind

fantasy play can continue into early adolescence when children reach _____ operations their interests shifts into more ____ games

concrete strcutual

purose of pretending: allows children to practice____ roles, allows a child a sense of ____. futhers understanding of _____ norms, offers the adult world ___ into what children may be _____

adult control, social, insights thinking

Votsky thinks that ___ play allows the child to ____ being an adult

pretend rehearse

gender segregated play

play in which boys and girls associate only with members of their own sex-typical of childhood

by elementary school gender segregated play is firmly _____

entrenched

girls play: ___ more subdued play, ____ themes, play ____; relate ___to __

calm nurturing collaboratively one one

boys play: _____ play, ____ or warrior themes, try to establish ___; enjoys competition,____gender specific rules for play, play together in ______ compard to girls in more intimate groups

rambunctious superhero dominance rigid packs

what contributes to gender sterotyped play; it is _____ built in, we can examine and predict male gender typed play rom meusirng hormome levels, in first months of life,

biologically

gender schema theory Bern

explainations for gender sterotyped behavior that emphazies the role of cognitions specifically the idea that once children know thier own gender label, they selectively watch and model their own sex

what contributes to gender sterotyped play, ____ of gender specific behaviors, ____ gender roles, ___ play a big role in this programming, same sex playmates reinforce one and other for selecting gnder steryotyped activites, the pressure to toe the gender line is promoted by _____ scantions

socialization traditional peers social

impact of cognitons, once children understand thier category gilr or boy, then they selectively attend to activites of thier own sex ——____ ____theory

gender schema

____showed that children learn behaviors by watching others. His Bobo doll experiment demonstrated observational learning, where kids _____ aggressive actions they saw adults perform.

Bandura imitated