Chapter 8 Review

Middle Childhood

Refers to emotions
Combine several attributes
Accuracy of statements improve

Later Childhood

Social comparisons to peers
Discuss opposing attributes
More negative self evaluations and low self- worth

Early Adolescence

Use more abstract and hypothetical ways to describes self
Focused on attitudes, personal attributes, and beliefs about hypotheticals situation

Emotion Development

allows them to try to make sense of other people's emotional reactions and to control their own

Expressing Emotions

Pride, shame, embarrassment, and guilt are examples of self- conscious emotions.

During the early childhood years, pride and guilt become more common.

Understanding Emotions

Children’s understanding of emotion is linked to an increase in prosocial behavior.

•Children begin to understand that the same event can elicit different feelings in different people.

•By age 5, most children show more ability to reflect on emotions and a growing awareness of the need to manage emotions according to social standards.

Regulating Emotions

Emotion regulation plays a key role in children’s ability to manage the demands and conflicts they face in interacting with others.

Emotion-coaching and emotion -dismissing parents

•View negative emotions as opportunities for teaching.
•Assist them in labeling emotions.
•Coach them in how to deal effectively with emotions.

Moral Development

involves thoughts, feelings, and behavior regarding rules and conventions about what people should do in their interactions with other people

Moral Feelings

Feelings of anxiety and guilt are central to the account of moral development provided by Freud's psychoanalytic theory

Heteronomous Morality

From approximately 4 to 7 years of age; justice and rules are conceived of as unchangeable properties of the world, removed from the control of people

Immanent justice

If a rule is broken, punishment will be meted out immediately

Autonomous Morality

older children become aware that rules and laws are created by people, and that when judging an action, one should consider the actor’s intentions as well as the consequences.

Moral Behavior

According to the behavior and social cognitive approaches, the processes of reinforcement, punishment, and imitation explain the development of moral behavior

Conscience

an internal regulation of standards of right and wrong that involves integrating moral thought, feeling, and behavior.

Gender

the characteristics of people as male and females

Gender identity

the sense of being male or female, which most children acquire by the age of 3

Gender Role

A cultural set of expectations that prescribes how females or males should think, act, and feel

Gender typing

the acquisition of a traditional masculine or feminine role

Estrogens

Influence the development of female physical sex characteristics

Androgens

promote the Development of male physical sex characteristics

Social Role Theory

gender differences result from the contrasting roles of women and men

Psychoanalytic Theory of Gender

the preschool child develops a sexual attraction to the opposite-sex parent

Social Cognitive Theory of Gender

Children's gender development occurs through observation and imitation of others' words and actions

Gender Scripts

Females seek social support, whereas males tend to distract themselves or engage in physical activity (Tend and Befriend vs. fight or flight)

Expression of Negative Emotions

•Parents talk about emotions more with girls, especially sadness
•Children mention it equally often when young
•Boys are more likely to express anger and deny being afraid
•Boys are less likely to follow display rules about expressing disappointment (Socks?)

Self Control

•Girls display better impulse control
•Girls comply more readily
•About equal until 4 or 5
•May contribute to boys seen as “troublemakers” in school

Aggression

•Males display more physical aggression than females
•89% of murders; 79% of aggravated assaults
•Boys are more likely to defy authority and damage property
•Girls are more likely to engage in relational aggression

Friends and Companions

•Observations of children show that they are more likely to play in same-sex than mixed-sex groups. This tendency increases between 4 and 6 years of age.
•Boys tends to play in larger groups
•Issues of leadership and dominance
•Girls have more intimate relationships
•Use verbal persuasion or abandon conflict

Society and Media

•Observing and experiencing differential treatment of boys and girls
•Teachers- differential attention, gender bias
•Parents- exposure to certain experiences based on gender
•Siblings- the influence of the older brother
•Peers- Gender segregation

Schema Theory

cognitive representations of characteristics associated with being male or female