Middle Childhood - LifeSpan

childhood obesity

Defined as a BMI above 95th percentile

instrumental behavior

used to achieve a goal

transitivity

ability to logically combine relations to reach conclusions

domain specific (self-concept)

athletics, academics, appearance

self-efficacy

belief that person holds about himself that he has the ability to successfully complete a task

learned helplessness

belief that person holds that he is powerless to elect the outcome of events, therefore, he quits trying to succeed

self-concept

beliefs about one's abilities, limitations, preferences, and skills that provide a self-definition

the "5 to 7" shift

between these ages, the shift to concrete operational thought occurs

aggressive behavior

designed to cause harm as a way of retaliating or releasing frustration

reactive behavior

occurs in response to being hurt

internalizing tendencies

often deal with intense anxiety and have social inhibitions as well as feelings of self-consciousness and even depression

Kohlberg's Theory

preconventional, conventional, postconventional

concrete operational stage

7-11 years children gain more logical reasoning abilities and resolve many of the limitations of pre-operational thought but are limited to the concrete or familiar

externalizing tendencies

Act on immediate emotions & often behave disruptively & aggressively

pro-social behavior

caring, sharing, and helping in order to benefit others and the social environment

industry v inferiority

child learns important skills and compares his/her performance to that of peers if comparisons are not favorable, he may feel inferior or incompetent

conventional reasoning

decisions are made based upon laws, rules, standards, and expectations of society choices are made based upon external standard

post-convential reasoning

decisions are made based upon personal moral code that transcends society's rules choices are made based upon internalized standards

Pre-conventional reasoning

decisions are made based upon potential punishments and/or rewards choices made based on external consequences

self-esteem

global evaluation of self how one feels about his/her self-definition

emotional development

improved identification of emotions and understanding that more than one can be experienced at once improved identification of how life events are connected to emotional responses improved ability to suppress negative emotional reactions and develop strategies for re-direction of feelings

whole language approach

instruction is based on the idea that reading should parallel natural language development; reading materials should be whole and meaningful (sight words, whole stories)

phonics approach

instruction should teach basic rules for translating written symbols into sounds

types of aggressive behavior

instrumental reactive relational

average

neither extreme noted on social preference or social impact scores - group of friends who prefer them and provide social support

relational behavior

non-physical but rather is designed to hurt relationships

rejected (aggressive or withdrawn)

often identified as "disliked" and rarely if ever identified as a social preference behavioral often show high levels of aggression, verbal negativity, and disruptiveness tend to show social anxiety, inept social skills, and perceptions of hostile intent in the actions of others

seriation

ordering things along a quantitative dimension

neglected

tend not to show up in "liked" or "disliked" categories of social preference share many similarities with the average group; maybe even less aggression lower levels of peer interaction but perceived by peers as relatively likable

popular

tend to be identified as social preferences by many people and never/rarely identified as disliked generally considered to be cooperative, intelligent, and attractive with good social problem solving skills, strong communication skills, and positive self-concept