Social and Emotional Development Theories: Bronfenbrenner, Erikson, and Kohlberg

Microsystem

Immediate environment that directly influences a child's development.

Mesosystem

Connections/links between Microsystems: connections between family experiences and school experiences, and relationships between students and peers.

Exosystem

External environmental settings that indirectly affect development.

Macrosystem

Culture in which students and teachers live, including behavior patterns, beliefs, dress, music, and ceremonies/holidays.

Chronosystem

The socio-historical conditions of a student's development, including the pattern of events and transitions over a life span.

Resilience

Children who can thrive even in adverse conditions.

Erikson's Life-Span Development Theory

Presents a developmental view of people's lives in 8 stages, where personality develops primarily as a result of resolving conflicts in each stage.

Autonomy vs. Shame and Doubt

Stage 2 (1-3 years): Task is to discover that their behavior is their own; +outcome: Independence, will, self-control; -outcome: Poor self-esteem, inappropriate control.

Initiative vs. Guilt

Stage 3 (3-5 years): Task is to engage in active, purposeful, responsible behavior; +outcome: Sense of responsibility; -outcome: Increased anxiety and feelings of guilt.

Industry vs. Inferiority

Stage 4 (6 years-puberty): Task is to direct energy toward mastering knowledge; +outcome: Productivity, good self-efficacy; -outcome: Feeling unproductive, incompetent.

Identity vs. Role Confusion

Stage 5 (Adolescence: 10-20 years): Task is to find out who they are; +outcome: Exploration of paths to healthy identity; -outcome: Remain confused about their identity.

Intimacy vs. Isolation

Stage 6 (Early adult years): Task is to form positive, close relationships with others; +outcome: Finding oneself and caring about another; -outcome: Failure to form an intimate relationship.

Generativity vs. Stagnation

Stage 7 (Middle Adulthood): Task is to transmit something positive to the next generation.

Integrity vs. Despair

Stage 8 (Late Adulthood): Task is life review and retrospective evaluation of one's past.

James Marcia

Canadian researcher who distinguished between exploration and commitment in identity development.

Identity Diffusion

Inability to commit themselves to choices; show little interest.

Identity Moratorium

Desire to make a choice in the future but unable to do so in the present; commitments are absent or vague.

Identity Foreclosure

Making a choice/commitment because someone else prescribes it; often handed down by parents.

Identity Achievement

Committing to a choice and maintaining that choice under all conditions.

Baumrind's Parenting Styles

Framework that categorizes parenting styles into four types: Authoritarian, Neglectful, Indulgent, Authoritative.

Authoritarian Parenting

Parents are restrictive and punitive; children tend to be socially incompetent, anxious, and exhibit poor communication skills.

Neglectful Parenting

Parents are uninvolved; children have poor self-control and low achievement motivation.

Indulgent Parenting

Parents are highly involved but set few restrictions; children have poor self-control.

Authoritative Parenting

Parents are nurturing and supportive yet set limits; children are self-reliant and have high self-esteem.

Self-Concept

Cognitive appraisal of our social, physical, and academic competence.

Self-Esteem

Affective or emotional reaction to one's self-concept.

Kohlberg's Levels of Moral Development

Three levels: Preconventional, Conventional, Postconventional.

Care vs. Justice Perspective

Justice perspective focuses on rights of individuals; care perspective emphasizes relationships and concern for others.