Textbook Notes (368,071)
Canada (161,618)
Psychology (184)
46-333 (31)
Brown (16)
Chapter 6

Psychology 46-333 chapter 6 (personality)

8 Pages
59 Views
Unlock Document

Department
Psychology
Course
46-333
Professor
Brown
Semester
Summer

Description
Childhood SocioemotionalDevelopment Chapter 6 Personality 7- to8-year-oldchildren entering theConcrete OperationalStage: Becomelessegocentric Understandothershavedifferentperspectivesfrom theirown Nolongerbelievetheyarethecenter oftheuniverse Becomemoreself-aware Self-reflectandcomparethemselvestoothers Changesin self-awareness 3-year-oldselfdescriptionsfocus on externalfacts. Selfdescriptionsof 4 gradechild: • Internalandpsychological • Anchoredin feelings, abilities, and inner traits • Self-esteemdevelops • Declines during early elementary school A DeeperLook atSelf-Esteem: Erikson’sIndustry vs. InferiorityStage (Erikson)Children haveability to work towarda goal; may feelinferioriftheydo not measureup Self-Esteem:basedon the value thechild placeson a particulardimension or dimensionsof self Susan Harter’s 5 dimensions ofSelf-Esteem: PeerLikability- Peopleskillsor Popularity BehavioralConduct - PolitenessorGoodManners ScholasticCompetence - Intellectualabilitiesor academic talents PhysicalAppearance – Looks,Attractiveness AthleticSkills - PhysicalabilitiesorGoodatSports Rosenberg Self-Esteem Scale (Rosenberg, 1965) EmotionalRegulation Maturingfrontallobecontributesto development of self- regulation abilities Importantforsocialand emotionalsuccess Problematictemperamentaltendencies Externalizingtendencies Internalizingtendencies Self-Esteem Distortions Lowself-esteem—internalizingproblems Overlyself-critical Inflatefailures Seefailurewhen itdoesn’t exist Learned-Helplessness Feels incapableofaffecting theoutcomeof eventsand givesup trying Common in thosewith internalizing problems CulturalDifferencesandSelf-Esteem Collectivistculturesemphasizeharmony, modesty, and theimportanceofthegroup. High self-esteem isnot a priority! Western culture emphasizesself-esteem! Aggression Anyhostileordestructiveact Peaksataboutage2½ Declines withonsetof emotional regulation (maturing frontallobes) Types:  Instrumental– initiated to achievea goal  Reactive – response to being hurt or frustrated  Relational - designed to hurt or damagesocial relationships RelationshipsandPlay Rough-and-tumble play Fantasy Play(pretendplay) Emergesat end of sensorimotor stage Initiallyparentscaffoldsor assistsin play scenarios Age4, collaborative pretend play ValueofPretendPlay Practiceadultroles Allowschildasenseof control Furthersunderstanding of socialnorms – certain play behaviorsareconsidered inappropriate(for example excessiveviolence). Offerstheadultworld insights into what children may be thinking Gendersegregatedplay isfirmly entrenched by elementary school Differences Girls Calm,moresubdued play Nurturingthemes Playcollaboratively; relateone-to-one Boys ambunctious play Superhero,warrior themes Dominanceand competition Rigidgender-specific rulesfor play WhatCausesGender-Stereotyp
More Less

Related notes for 46-333

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