Popular in Children, Youth, and Family
Popular in HDFS
This 2 page Class Notes was uploaded by NotetakerS on Wednesday December 16, 2015. The Class Notes belongs to HDFS212 at Michigan State University taught by L. Gipson-Tansil in Summer 2015. Since its upload, it has received 18 views. For similar materials see Children, Youth, and Family in HDFS at Michigan State University.
Reviews for Week #7
Report this Material
What is Karma?
Karma is the currency of StudySoup.
You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!
Date Created: 12/16/15
Social Development in Middle Childhood Erickson's Theory: Industry vs. Inferiority Industry Inferiority • Developing a sense of competence in • Pessimism and lack of ability to do various skills. things well. • School provides many opportunities. • Family environment, teacher and • Children learn the value of division opeers can contribute to negative labor and develop a sense of moral feelings. commitment. Self-‐Understanding in Middle Childhood 1. Self-‐Concept a. More refined me-‐self or self-‐concept. Are organizing their observations of behaviors and internal states into general dispositions. b. Social comparisons -‐ school children make social comparisons by judging their appearance, abilities, and behavior in relation to those of others. c. Emphasize competencies-‐ both positive and negative. 2. Cognitive, social, and cultural inferences on self-‐concept a. Cognitive development affects the structure of self-‐concept. b. Social and cultural development affect content of self -‐concept. The changing content of sel-‐fconcept is a product of both cognitive capacities and feedback from others. c. Real self vs. ideal self Self-‐Esteem in Middle Childhood • Hierarchically Structured ○ Separated areas and general self -‐esteem § By age 7 to 8, Western children have formed at least four separate self-‐esteems: academic competence, social competence, physical/athletic competence, and physical appearance -‐ that become more distinct with age. § School-‐age children's ability to view themselves in terms of stable dispositions permits them to combine their separate self -‐ evaluations into an overall sense eelsteem. • Changes in levels of self-‐esteem Self-‐esteem drops during the first few years of elementary school. ○ ○ From fourth to sixth grade, self -‐esteem rises for the majority of children. § School-‐age children's ability to view themselves in terms of stable dispositions permits them to combine their separate self -‐ evaluations into an overall sense eelsteem. • Changes in levels of self-‐esteem ○ Self-‐esteem drops during the first few years of elementary school. ○ From fourth to sixth grade, self -‐esteem rises for the majority of children. Influences on Self-‐Esteem • Culture • Child-‐rearing practices -‐authoritative parenting styles can foster chlfd's se-‐ esteem. • Messages from adults • Attributions: ○ Mastery-‐oriented ○ Learned helplessness Attribution Theory • Fritz Heider (1958) first proposed attribution theory. He referred to this theory as "naïve" theory. • Attribution theory > describes processes of explaining events > behavioral and emotional consequences of those explanations. • Purpose of the theory: ○ Talk about how people make casual explanations. How they answer questions begins with "why?" ○ For example, if a student fails a test, does he/she have low ability or is the test difficult? Achievement-‐Related Attributions Mastery-‐Oriented Learned Helplessness • Attribute success to ability • Attribute failure to ability • Incremental view of ability -‐can improve by trying• Fixed view of ability • Focus on learning goals -Cannot be changed • Focus on performance goals
Are you sure you want to buy this material for
You're already Subscribed!
Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'