Mun Psych 2021 Emotional and Social Development in Middle Childhood

Children's self-concept is refined and organized into?

general dispositions

Between ages 8 and 11 children begin to evaluate themselves based on?

competencies rather than specific behaviors

Children ages 4-6 frequently engage in social comparisons, and they compare their own performance against a?

single peer, and older children can compare to multiple individuals at once

Cognitive development influences the structure of?

the self

Changing content of self-concept is a product of both?

cognitive capacities, and feedback from others

What improves when talking about children's self-concept?

perspective-taking skills

As children enter school, self-esteem differentiates and adjusts to?

a more realistic level

Children form at least four separate self-esteems, what are they?

academic competence, social competence, physical/athletic competence, and physical appearance

Children with high self-esteem tend to be?

well-adjusted, sociable, and conscientious

Children with low self-esteem tend to be linked to?

anxiety, depression, and antisocial behavior

Self-esteem is influenced by?

culture, gender, ethnicity, and media exposure

Secure attachment and authoritative child-rearing style is linked to?

higher self-esteem

Securely attached children are also more likely to have learned?

a protective self-compassion

Controlling parents communicate a sense of?

inadequacy to children

Indulgent parents may create?

narcissistic children

Inflated praise actually lowers?

a child's self-esteem

Children should be encouraged to strive for?

realistic and worthwhile goals

Mastery-oriented attributions is when?

children credit their success to ability that can be improved with effort/children have a growth mindset about ability

Learned helplessness is?

children instead attribute failures to ability and credit external factors for successes/children hold a fixed mindset about ability

Parents' personal praise teaches children that ability is fixed and leads them to?

retreat from challenges

Process praise teaches that competence develops through?

hard work and effective strategies

Attribution retraining is?

an intervention that encourages learned-helplessness children to believe they can overcome failure with more effort and effective strategies

Pride and guilt become clearly governed by?

personal responsibility

Children experience self-conscious emotions even when?

no adult is present

Pride motivates children to take on?

further challenges

Guilt prompts them to make amends and strive for?

self-improvement

Shame contributes to?

adjustment problems

School-aged children become more likely to explain emotion by referring to?

internal states rather than to external events

School-aged children become more aware of circumstances likely to?

spark mixed emotions

School-aged children become appreciative of?

mixed emotions and, in others, contradictory facial and situational cues

Gains are supported by cognitive development and social experiences, which contribute to?

a rise in empathy

Most children shift adaptively between two strategies, which are?

problem-centered coping, and emotion-centered coping

When emotional self-regulation develops well, school-age children acquire?

emotional self-efficacy

Children develop a flexible application of moral rules which are?

understanding their actions and their immediate impact, and understanding actors' intentions and the context or aim of those intentions

Perspective taking becomes?

recursive

When perspective taking becomes recursive, children recognize different reasons for?

deception

When perspective taking becomes recursive, children clarify and link more?

imperatives and social conventions, noting those with a clear purpose

When perspective taking becomes recursive, children distinguish between the effect of errors of?

knowledge and immoral beliefs

Children typically challenge adult authority within the?

personal domain

Older school-age children place limits on?

individual choice

Older school-age children typically favor kindness and fairness when?

faced with conflicting concerns

Children all over the world realize that higher principles, independent of rule and authority, must prevail when?

people's personal rights and welfare are at stake

In-group favoritism emerges first, followed by?

out-group prejudice

Children pick up information about group status from?

implicit messages in their surroundings

Many minority children show?

out-group favoritism

The extent to which children hold racial and ethnic biases depends on personal and situational factors such as?

fixed view of personality traits, overly high self-esteem, and a social world in which people are sorted into groups

Effective strategies for reducing prejudice?

intergroup contact and volunteering, long-term contact and collaboration among neighborhoods, school, and community groups, diverse schools that value differences and emphasize fairness and justice, inducing children to view others' traits as changeable, volunteering, and teaching children as young as age 8 about socioeconomic inequalities

Peer groups generate unique values and standards for behavior and a social structure of?

leaders and followers, they form on the basis of proximity and similarity, and adopt similar dress and behavior

"Peer culture" typically involves a?

specialized vocabulary, dress code, place to "hang out", often involves exclusion of peers who deviate, and may be characterized by relational aggression

Friendships are?

more selective and trust is the defining feature

High-quality friendships are?

fairly stable

Impact of friendships on children's development depends on the nature of?

their friends such as, kindness and compassion, or aggression and hostile interaction

Peer acceptance refers to likability, or the extent to which a child is viewed as?

a worthy social partner

To assess peer acceptance, researchers use?

social preferences

Self-reports yield five general categories which are?

popular children, rejected children, controversial children, neglected children, and average children

Popular-prosocial children are?

socially accepted, admired

Popular-antisocial children are?

relationally aggressive boys and girls who also engage in prosocial acts

Rejected-aggressive children are?

high rates of conflict, aggression, and impulsive behavior

Rejected-withdrawn children are?

passive and socially awkward

Controversial children engage in positive and negative social behaviors, but they have?

qualities that protect them from exclusion

Neglected children are typically?

well-adjusted, simply not sociable or outgoing

Rejected children need intervention and then help from adults to make gains in?

social skills and overcome their negative reputation

Peer victimization is?

a destructive form of interaction in which certain children become targets of verbal and physical attacks or other forms of abuse

Victimization is linked to impaired production of cortisol, suggesting a?

chronically disrupted physiological response to stress

Victims and bullies both need?

interventions

Changes in family structures?

single adults, later marriages (6 years later), decreased childbearing, women's employment, divorce, single-parent families, poverty, and remarriage-blended families

30% of Canadians live outside of the?

traditional nuclear family structure

Children's overall well-being depends on the quality of family interaction, which is sustained by?

supportive ties to kin, the community, and favorable public policies

Caregivers can handle the growing independence of middle childhood with?

co-regulation

Sibling rivalry tends to increase in?

middle childhood

Perhaps because fathers spend less time with children, jealousy over paternal attention predicts?

sibling conflict

Siblings still will rely on each other for?

companionship, assistance, emotional support, and resilience in the face of major stressors

When siblings get along well it contributes to more?

favorable achievement, and peer relationships but it is not essential

Child conduct problems predict a worsening of?

sibling relationship quality over time

Canadian children in one-child and multichild families are the same in terms of?

self-rated personality traits, and number of high-quality friends

Only children are relatively higher in?

self-esteem, achievement motivation, and levels of education

Only children are relatively less well-accepted in the peer group than?

children with siblings

Many children in single-mother homes display?

adjustment problems associated with economic disadvantage

Children of never-married mothers who lack a father's involvement show?

less favorable cognitive development and engage in more antisocial behavior

Adolescents who feel close to a nonresident father fare better than those in?

two-parent homes where a close father tie is lacking

Immediate consequences of divorce?

instability, conflict, and a drop in income, parental stress, disorganized family life; affected by children's age, temperament, and sex

Long-term consequences of divorce?

improved adjustment after two years, more problems among boys and among children with difficult temperaments; affected by the extent of the father's involvement

Joint custody grants each parent equal say in?

important child-rearing decisions

Child support does what?

helps relieve the financial strain

blended or reconstituted family is when?

a parent, stepparent, and children form a new family structure

The more marital transitions children experience, the greater their?

adjustment difficulties

Most common type of blended families?

the mother-stepfather family

In mother-stepfather families; Boys tend to?

adjust more rapidly than girls, who have more difficulty with a custodial mother's remarriage

In mother-stepfather families; Older children and adolescents show?

more problems

In father-stepmother families; Remarriage of a noncustodial father often reduces?

his contact with his biological children

In father-stepmother families; Negative reactions to a?

custodial father's remarriage are common

In father-stepmother families; Positive interactions between?

girls and stepmothers gradually increase

When mothers enjoy their work and remain committed to parenting, maternal employment has significant benefits such as?

higher self-esteem, positive family and peer relations, fewer gender stereotypes, better grades, and more involvement from the father

When a mother's employment is stressful means?

less time for children, and increased risk of ineffective parenting

Younger school-age children who spend more hours alone have?

more adjustment difficulties

If children are old enough to look after themselves, parental phone calls and regular chores contribute to?

healthy adjustment

Common problems of development; Fears and anxieties

fears of the dark, thunder and lightning, and supernatural beings persist; additional fears include personal harm, academic failure,injuries and death, and peer rejection

Phobias are?

intense, unmanageable fears

Fears and anxieties; Some children develop?

school refusal; fear of maternal separation age 5-7), and fear of particular aspects of school (age 11-13)

Fears and anxieties; Harsh living conditions contribute to?

anxieties