Chapter13: Middle Childhood (Psychosocial Development)

Front 1

latency

Back 1

freud: children are a sexual emotions drives are quiet and unconscious sexual conflict arise. Cognitive skills sexual energy channeled into social interactions.

Front 2

self concept

Back 2

contains ideas about self that include intelligence, personality, abilities, gender, and ethnic background.

Front 3

industry vs. inferiority

Back 3

Erikson: characterized by tension between productivity and incompetence.

Self pride doesn't depend on just how we view ourselves but on how others see us also.

Front 4

social comparison

Back 4

compares self to others

no more Santa Claus

materialism increases

Front 5

effortful control

Back 5

ability to regulate one's emotions and actions through effort not just simply through natural inclination.

reduced by unrealistically high or low self esteem

Front 6

resiliance

Back 6

capacity to adapt well to significant adversity and to overcome serious stress

Front 7

important components

Back 7

resilience is dynamic

resilience is positive adaptation to stress

adversity must be significant

Front 8

dominant ideas about resilience

1965-present

Back 8

change overtime, no ones thoughts stay the same about the concept.

Front 9

cumulative stress

Back 9

accumulated stress over time, including minor ones are more devastating than isolated major ones

Front 10

repeated stress

Back 10

makes resilience difficult

more devastating than isolated stress

Includes: frequent moves, changes in caregivers, disruption of schooling

Front 11

coping

Back 11

coping measures can reduces the impact of repeated stress

Front 12

shared and non-shared environments

Back 12

influence of shared: children raised in same household with same parents(shrinks w/ age) --but do not necessarily share the same home environment.

influence of non-shared: friends or school (increases)

Front 13

changes in family

Back 13

affects everyone in the family differently, depending on age and/ or gender.

-- most parents react or respond to each child differently.

Front 14

family structure

Back 14

legal and genetic relationships among relatives living in the same home; includes nuclear family, extended family, stepfamily, and others.

Front 15

family function

Back 15

way a family works to meet the needs

Front 16

Function of two-parent families

Back 16

Adoptive and foster two-parent families

- typically function well; often better than average nuclear families(varies in ability to meet child's needs)

Stepparent Families

-some function well; + relationships better when having under 2 children; difficult w/ teenagers

Front 17

Function of other two-parent families

Back 17

Same-sex couple families

- generally children develop well

- limited long term studies

Skipped-generation families

-generally lower income, more health problems, less stability

Front 18

Function of other single-parent families

Back 18

-structure functions less well

-lower income and stability

-stress from multiple roles

- benefit from community support

Front 19

Divorce: Three Facts

Back 19

1. U.S. leads world in rates of divorce and remarriage

2. Average; children fare best, emotionally and academically, w/ married parents

3. Average; divorce impairs child's academic achievement and psychosocial development for years, even decades.

Front 20

Family Trouble

Back 20

- Low income or poverty

- High conflict

Front 21

poverty: family stress model

Back 21

effects of poverty are cumulative; low SES is damaging in middle childhood.

Front 22

popular and unpopular children

Back 22

popular

- kind, trustworthy, cooperative

- athletic, cool, dominant, arrogant, aggressive(5th grade)

unpopular

- neglected

- aggressive-rejected

- withdrawn-rejected

Front 23

Kohlberg's levels of moral thought

Back 23

- Preconventional moral reasoning: Emphasizes rewards and punishments

- Conventional: Emphasizes social rules

Postconventional: Emphasizes moral principles

Front 24

criticism of Kohlberg

Back 24

pros

- Child use of intellectual abilities to justify moral actions was correct

cons

- culture and gender ignored

- family not included

- differences between child and adult morality not addressed

Front 25

what children value

Back 25

prosocial values

- caring for close family members

- cooperative w/ other children

- not hurting anyone intentionally

Adult vs. Peer values

- protect your families

- don't tell adults what is happening

- don't be too different from your peers

Front 26

Developing Moral Values

Back 26

Throughout middle childhood

- moral judgment becomes more comprehensive, take into account psychological and physical harms, intentions and consequences

Current Research Suggests

- let children talk out their moral issues

- conversations help child think more deeply about moral values