Lecture 10 - Chapter 10.docx

3 Pages
111 Views

Department
Health and Human Performance
Course Code
HAHP 2000
Professor
Matthew Numer

This preview shows page 1. Sign up to view the full 3 pages of the document.
Description
Chapter X Socio­Emotional Development in Middle & Late Childhood EMOTIONAL & PERSONALITY DEVELOPMENT: The Development of Self­Understanding: • Self­understanding in middle & late childhood shifts from defining oneself through external  characteristics to defining oneself by internal characteristics • Elementary school children define themselves in terms of social characteristics • Self­understanding now includes social comparison o What they can do in comparison with others Industry vs. Inferthrity: • Erikson’s 4  stage o Children become interested in how things are made & how they work (industry) • Children’s sense of industry increases when efforts to make/build things is encouraged o Parent’s who see children’s efforts as making mischief/mess encourage inferiority • School plays a very important role in this stage Emotional Intelligence: • Concept of emotional intelligence involves ability to o Monitor one’s own & other’s feelings/emotions o Discriminate among them o Use this information to guide one’s thinking & actions • Involves developing emotional self awareness, managing/reading emotions & handling  relationships Coping with Stress: • As children get older they become more accurate at appraising a stressful situation & how much  control they have over it o By age 10, able to use cognitive strategies to cope with stress • Children with variety of adapting techniques best equipped to adapt/function competently  during dramatic events • Recommendations for coping with stress include o Reinforce ideas of safety/security o Listen/tolerate children’s retelling of events o Encourage talk of confusing feelings, worries, daydreams, concentration disruptions o Help children make sense of what happened o Reassure such that they can handle stressful feelings over time o Protect children from re­exposure to frightening situation/reminders of trauma GENDER: Gender & Care Perspective: • Kohlberg’s theory is a justice perspective that focuses on the rights of the individual o Individuals stand alone & independently make moral decisions • Care perspective is a moral viewing of people in terms of connectedness with others 1 Chapter X Socio­Emotional Development in Middle & Late Childhood o Emphasizes interpersonal communication, relationships with & concern for others • Carol Gilligan believed Kohlberg underplayed care perspective in moral development o Why? He primarily used males for his research, based theory on male responses • Gilligan’s research found girls interpret moral dilemmas in terms of human relationships Gender differences in moral reasoning are likely not absolute Gender Similarities & Differences: • When examining similarities & differences, keep in mind o Differences are average
More Less
Unlock Document

Only page 1 are available for preview. Some parts have been intentionally blurred.

Unlock Document
You're Reading a Preview

Unlock to view full version

Unlock Document

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit