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
