5.1 Developmental Issues in Early Childhood and Middle & Late Childhood

Ruthlessness

Maladaptive Tendency of Early Childhood in which a child doesn't care who they step on just to achieve their goals

Inhibition

Malignant Tendency of Early Childhood in which a child feels too much guilt to do anything so nothing would happen

Self-Definition

The way they describe themselves which typically changes between about 5 and 7 years old

Real Self

The self one actually is

Ideal Self

The self one would like to be

Gender Identity

Awareness, developed in early childhood, that one is male or female

ender Roles

The behaviors, interests, attitudes, skills, and personality traits that a culture considers appropriate for males or females

Gender Typing

Socialization process whereby children, at an early age, learn appropriate gender roles

Gender Stereotypes

Preconceived generalizations about male or female role behavior, tend to appear to some degree in children as young as 2 or 3, increase during the preschool years, and reach a peak at age 5

Gender Schema Theory

This theory views children as actively extracting knowledge about gender from their environment before engaging in gender-typed behavior

Narrow Virtuosity

Maladaptive Tendency of Middle & Late Childhood in which children aren’t allowed to “be children” and are pushed into one area of competence

Inertia

Malignant Tendency of Middle and Late Childhood in which children suffer from inferiority complexes

Representational Systems

In neo-Piagetian terminology, it is the third stage of development of self-definition. It is characterized by breadth, balance and integration and assessment of various aspects of the self

Around age 7 or 8

At what age do judgments about the self become more conscious, realistic, balanced, and comprehensive because of representative systems?

Coregulation

Transitional stage in the control of behavior in which parents exercise general supervision and children exercise moment-to-moment self-regulation

Internalizing Behaviors

Behaviors by which emotional problems are turned inward (anxiety or depression)

Externalizing Behaviors

Behaviors by which a child acts out emotional difficulties (aggression or hostility)

Sociometric Popularity

Measures that is composed of positive nominations, negative nominations, or no nomination

Positive Nomination

Sociometric popularity in which children can easily say who they like to play with, who they like the most, or who they think other kinds like the most

Negative Nomination

Sociometric popularity in which children can easily describe which children they don’t like to play with, like the least, or think other kids don’t like

Popular children

Rejected children

Neglected children

Average children

Controversial children

Sociometric popularity types

Popular children

Children with any positive nominations and few negative nominations. They are seen as having good cognitiveabilities, are high achievers, are good at solving social problems, are kind and help other children, and are assertive without being disruptive or aggressive

Rejected children

Children who receive a large number of negative nominations

Neglected children

Children who receive few nominations of any kind. They are often insensitive to other children’s feelings and do not adapt well to new situations

Average children

Children who a moderate number of both positive or negative nominations

Controversial children

Children who receive many positive and negative nominations

Instrumental aggression

Hostile aggression

Relational aggression

Hostile attribution tendency

Bullying

Types of Aggression and Social Information Processing

Instrumental Aggression

Aggression aimed at achieving an objective. Usually less common

Hostile Aggression

Aggression intended to hurt another person

Relational Aggression

Associated with increased social influence and popularity

Hostile Attribution Tendency

Tendency to perceive others as intentionally hostile, leading to strike out in retaliation or self-defense

Bullying

Deliberate and persistent aggression directed against a particular target, or victim, typically one who is weak, vulnerable, and defenseless

Proactive Bullying

Bullying done to show dominance, bolster power, or win admiration

Reactive Bullying

Bullying that responds to a real or imagined attack

Physical Bullying

Bullying that includes hitting, punching, kicking, or damaging or taking of personal belongings

Verbal Bullying

Bullying that includes name-calling or threatening

Relational or Emotional Bullying

Bullying that includes isolating and gossiping, often behind the victim’s back

Cyberbullying

Bullying that includes posting negative comments or derogatory photos of the victim on social media