Samenvatting
How Children Develop - Summary
- Instelling
- Rijksuniversiteit Groningen (RuG)
- Boek
- How Children Develop
This is an English document with all the important terms from the chapters 9-15.
[Meer zien]Voorbeeld 4 van de 40 pagina's
Voorbeeld 4 van de 40 pagina's
In winkelwagengesponsord bericht van onze partner
Gekoppeld boek
Titel boek:
Auteur(s):
- Uitgave:
- ISBN:
- Druk:
Voorbeeld van de inhoud
OOP2 LiteratureWoolfolk, A. (2019, 14th edition). Educational Psychology. Essex: Pearson
3. The Self, social and moral development
Puberty – marks the beginning of sexual maturity. It is not a single event, but a series of changes
involving almost every part of the body.
Menarche – the first menstrual period.
Spermarche – the first sperm ejaculation.
Binge eating – uncontrolled eating of large quantities of food, such as a whole cake or entire jar of
peanut butter.
Bulimia – eating disorder characterized by overeating, then getting rid of the food by self-induced
vomiting or laxatives.
Anorexia nervosa – eating disorder characterized by very limited food intake.
Context – the total situation that surrounds and interacts with an individual’s thoughts, feelings, and
actions to shape development and learning. This can be internal and external.
Bioecological model – Bronfenbrenner’s theory describing the nested social and cultural contexts
that shape development.
Ecosystems – the physical and social contexts in which we develop are constantly interacting
with and influencing each other.
Microsystem – the activities, roles, and relationships that the individual experiences in face-
to-face settings.
Mesosystem – the set of interactions and relationships among all the elements of the
microsystem.
Exosystem – includes all the social settings that affect the child, even though the child is not a
direct member of these systems.
Macrosystem – the larger society.
Bronfenbrenner’s bioecological model
,Blended families – parents, children, and stepchildren merged into families through remarriages.
Extended families – different family members (grandparents, aunts, uncles, cousins, and so on) living
in the same household or at least in daily contact with the children in the family.
Parenting styles – the ways of interacting with and disciplining children, page 111 for more.
Authorative parents – high warmth, high control, high expectations, support for autonomy.
Children are more likely to do well in school, be happy with themselves, and relate well to others.
Authoritarian parents – low warmth, high control, high expectations, low autonomy. Children
are more likely to feel unhappy, guilty, or depressed and to rebel in adolescence.
Permissive parents – high warmth, low control, low expectations, high autonomy. These
parents are sometimes called indulgent because they hide their frustration, listen to their children no
matter how disrespectful they might be, and make sacrifices to buy the children whatever they want.
Children may have trouble interacting with peers, they are used to having their way. Can be harmful.
Rejecting/neglecting/uninvolved parents – low warmth, low control, indifferent about
expectations and autonomy. Children tend to be immature, sad, lonely, and at risk for abuse. Can be
harmful.
Attachment – forming an emotional bond with another person, initially a parent or family member.
Children who form secure attachments with caregivers receive comfort when needed and are more
confident to explore their world, perhaps because they know they can count on the caregiver.
Children who form insecure-avoidant, resistant, or disorganized attachments can be fearful, sad,
anxious, clinging, rejecting, confused, or angry in interactions with the caregivers.
Cliques – relatively small, friendship-based groups. These cliques typically include peers of the same
sex and age who share common interests and engage in similar activities.
Crowds – less intimate, more loosely organized groups based on shared interests, activities,
attitudes, or reputations. Students don’t necessarily join crowds, they are associated with or
assigned to crowds by other students based on reputations and stereotypes.
Peer cultures – at any age, students who have a set of ‘rules’ (how to dress, talk, style, interact) are
called peer cultures.
What does it take to be popular? Table 3.1 on page 116.
Popular prosocial children
Popular antisocial children
Rejected aggressive children
Rejected withdrawn children
Controversial children
Neglected children
Instrumental aggression – strong actions aimed at claiming an object, place, or privilege (not
intended to harm, but may lead to harm).
Hostile aggression – bold, direct action that is intended to hurt someone else; unprovoked attack.
Overt aggression – a form of hostile aggression that involves physical attack.
Relational aggression – a form of hostile aggression that involves verbal attacks and other actions
meant to harm social relationships.
,Cyber aggression – using social media to spread rumours, make threats, or otherwise terrorize peers.
Students define teacher’s caring in two ways:
Academic caring – setting high, but reasonable expectations and helping students reach
those goals.
Personal caring – being patient, respectful, humorous, willing to listen, interested in
student’s issues and personal problems.
Indicators of child abuse in table 3.2 on page 122.
Identity – the complex answer to the question: ‘who am I?’
Psychosocial – describing the relation of the individual’s emotional needs to the social environment.
Developmental crisis – a specific conflict whose resolution prepares the way for the next stage.
Autonomy – independence.
Initiative – willingness to begin new activities and explore new directions.
Erikson’s Psychosocial Theory of Development – he offered a basic framework for understanding the
needs of young people in relation to the society in which they grow, lean, and later make their
contributions.
Industry – eagerness to engage in productive work.
versus
Inferiority
Identity versus role conflict
Exploration – in Marcia’s theory of identity statuses, the process by which adolescents consider and
try out alternative beliefs, values and behaviours in an effort to determine which will give them the
most satisfaction.
Commitment – in Marcia’s theory of identity statuses, individuals’ choices concerning political and
religious beliefs, for example, usually as a consequence of exploring the options.
, Marcia identified four categories or identity status:
Identity achievement – strong sense of commitment to life choices after free consideration of
alternatives.
Moratorium – identity crisis; suspension of choices because of struggle.
Identity foreclosure – acceptance of parental life choices without consideration of options.
Identity diffusion – uncenteredness; confusion about who one is and what one wants.
Intimacy versus isolation – refers to a willingness to relate to another person on a deep level, to have
a relationship based on more than mutual need. Someone who has not achieved a sufficiently strong
sense of identity tends to fear being overwhelmed or swallowed up by another person and may
retreat into isolation.
Intimacy – forming close, enduring relationships with others.
Generativity versus stagnation – extends the ability to care for another person and involves concern
and guidance for both the next generation and future generations. Productivity and creativity are
essential features.
Generativity – sense of concern for future generations.
Integrity versus despair – consolidating your sense of self and fully accepting its unique and now
unalterable history.
Integrity – sense of self-acceptance and fulfilment.
Nigrescence – the process of developing a Black identity.
This process has 5 stages (more on page 130):
1. Pre-encounter
2. Encounter
3. Immersion/emersion
4. Internalization
5. Internalization-commitment
Racial and ethnic pride – a positive self-concept about one’s racial or ethnic heritage. In family and
community it is part of the foundation of a stable identity.
Self-concept – individual’s knowledge and beliefs about themselves, their ideas, feelings, attitudes
and expectations (figure 3.5 on page 132).
Academic self-concept – how quickly they learn or how well they do in school in general.
Subject-specific self-concept – how good they think they are in math, their attitudes toward math.
Internal comparisons – how their math performance compares to their performance in history, for
example.
External comparisons – how their math performance compares to their classmate’s performance.
Voordelen van het kopen van samenvattingen bij Stuvia op een rij:
Verzekerd van kwaliteit door reviews
Stuvia-klanten hebben meer dan 700.000 samenvattingen beoordeeld. Zo weet je zeker dat je de beste documenten koopt!
Snel en makkelijk kopen
Je betaalt supersnel en eenmalig met iDeal, creditcard of Stuvia-tegoed voor de samenvatting. Zonder lidmaatschap.
Focus op de essentie
Samenvattingen worden geschreven voor en door anderen. Daarom zijn de samenvattingen altijd betrouwbaar en actueel. Zo kom je snel tot de kern!
Veelgestelde vragen
Wat krijg ik als ik dit document koop?
Je krijgt een PDF, die direct beschikbaar is na je aankoop. Het gekochte document is altijd, overal en oneindig toegankelijk via je profiel.
Tevredenheidsgarantie: hoe werkt dat?
Onze tevredenheidsgarantie zorgt ervoor dat je altijd een studiedocument vindt dat goed bij je past. Je vult een formulier in en onze klantenservice regelt de rest.
Van wie koop ik deze samenvatting?
Stuvia is een marktplaats, je koop dit document dus niet van ons, maar van verkoper nadihellinga. Stuvia faciliteert de betaling aan de verkoper.
Zit ik meteen vast aan een abonnement?
Nee, je koopt alleen deze samenvatting voor €2,99. Je zit daarna nergens aan vast.
Is Stuvia te vertrouwen?
4,6 sterren op Google & Trustpilot (+1000 reviews)
Afgelopen 30 dagen zijn er 52510 samenvattingen verkocht
Opgericht in 2010, al 14 jaar dé plek om samenvattingen te kopen