1. Verbal ability

2. Visual/Spatial ability

3. Quantitative abilities

4. Aggression

1. Vulnerability

2. Activity level

3. Motor Development

4. Language and Verbal abilities

5. Quantitative abilities

6. Spatial abilities

7. Emotional Development

8. Self-control

9. Aggression

10. Prosocial behavior

11. Activities and interests

12. Friends and companions

Moral Development: Piaget (What Stage?)

No real conception of morality; mostly play behavior w/no formal rules (may invent play restrictions)

Moral Development: Piaget (What Stage?)

Moral realism; social rules externally dictated, commands by authority (parents), rules cannot be changed; do not question rules

Evaluate moral situations only physical/objective consequences

Immanent justice: punishment must occur when rule is broken

Moral Development: Piaget (What stage?)

Rules created to protect/help, obeying is autonomous/personal decision

Moral relativism: rules as agreements that can be altered & consider motives/intentions when evaluating moral conduct. 

Moral Development: Piaget (What Stage?)

More autonomous in moral reasoning: capable of viewing rules critically & develop new rules when required

Extend moral reasoning to societal/political concerns & abstract principles of justice

1. Self Control

2. Aggression

3. Friends & Companions

4. Emotional Development

5. Prosocial Behavior

Gender: Social & Personality Differences (which one?)

Girls develop self-regulatory capabilities more rapid

Boys have difficulty with tasks demanding impulse control (whispering command)

Gender: Social & Personality Differences (Which one?)

Males more; typically aggression involving violence

Girls more relational aggression (harm through social relationships- gossip & exclusion)

Gender: Social & Personality Differences (Which one?)

Boys have more friends

Girls have fewer friends but have more intimate relationships with friends

Gender: Social & Personality Differences (which one?)

Gender Scripts: widely accepted expectations for behavior

Females more likely to seek social support

Males more likely to employ distraction or engage in physical activity

Boys more likely to express anger & show disappointment in situation

In later childhood: girls more likely to feel sad

Gender: Social & Personality Differences (Which one?)

Girls more generous, helpful, cooperative

1. Spatial abilities

2. Language & Verbal abilities

3. Quantitative abilities

Gender: Cognitive Differences (Which one?)

Males outperform girls

Gender: Cognitive Differences (which one?)

Girls use words sooner, make more sounds as infants, size of earlier vocabulary is larger

Girls higher scores on reading & writing

Boys more likely to suffer language difficulties

Males exposed more to high levels of testosterone in prenatal; slow development of left hemisphere & enhances development of right hemisphere (Right hemisphere specialized for quantitative and spatial)

Gender: Cognitive differences (which one?)

In adolescence: boys greater interest in math

Boys perform better on standardized tests

1. Vulnerability

2. Activity level

3. Motor development

Gender: Physical differences (which one?)

Males physically more                                  from conception on; more miscarried, suffer from mental illness

Gender: Physical Differences (which one?)

Boys higher levels; first emerges in prenatal period

Boys                                                                   increases when in company of other boys.

Gender: Physical Differences (which one?)

Age 5: Boys can jump farther and run faster

Girls better gross motor skills (skipping) that require a combo of balance & precise movement; better fine motor skills (tie shoes, cut paper)

Process by which children develop the behaviors & attitudes considered appropriate for their gender.

Starts from the very beginning

1. Verbal ability (more vocab than men)

2. Visual/Spatial abilities

3. Mathematical ability (females exceed males in computational skill)

4. Aggression

Developmental process (relying on cognitive & social skill)

Ability to discriminate between males & females

Accurately label stuff

Consideration of gender- recognition unchanging

Gender can change by appearance

Expansion of gender identity to include preference

Gender identity becomes most important

1. Parents (structure of environment)

2. Chores, TV, games, other adults (grandparents)

3. School systems (nurse, teacher, etc.) children notice hierarchy

4. Books

5. Teachers behavior

6. Motives to avoid success

7. Sports & athleticism

• Extremely powerful in gender socialization
• We are so well programmed to accept inherent injustices of sports that appear normal to us
  • Defining/reinforcing traditional concepts of masculinity
    • Hierarchies of performance: physical size, strength, power
  • Providing a safe contest for male intimacy
    • Physical expression of closeness; time together --> intimacy
  • Establishing status among males ("Jocks")
  • Reinforcing status among other males
  • Reinforcing heterosexuality
    • To be on a sport team means to be masculine, to be masculine means to be straight.

Empathy & Sympathy: Hoffman: 5 stage development of empathy (Which stage?)

Empathy & Sympathy: Hoffman: 5 stage development of empathy (What stage?)

Respond to distress of other as though they themselves were distressed- lack clear boundaries between self & others

Empathy & sympathy: Hoffman: 5 stage development of empathy (what stage?)

Develop sense of self as distinct individual; help they give is usually in terms of what they would want

Empathy & Sympathy: Hoffman: 5 stage development of empathy (what stage?)

Develop greater empathy because they understand how other people have inner state different from own

Empathy & sympathy: Hoffman: 5 stage development of empathy (what stage?)

Able to consider broader features of other people's lives; able to empathize with those who have sad and unpleasant lives

•  Positive relationship between aspects of a child’s peer interactions & level of child’s moral maturity
• Discussing moral issues w/peers can foster advances in moral reasoning; interactions with peers that have  different perspectives on the dilemmas = most beneficial.
•      Parent influences
  • Discussing hypothetical dilemmas challenges child’s reasoning, discipline of misconduct
  •   Development of self-regulation, learning to control desire to engage in forbidden behavior, done by internalizing rules & prohibitions presented by parents.
  •    Punishment Types:
    • Power assertion (commands, threats), love withdrawal (verbal disapproval), induction (reasoning w/child)

1. Power assertion (commands, threats)

2. Love withdrawal (verbal disapproval)

3. Induction (reasoning w/child)

What type of punishment?

Commands, threats

What type of punishment?

Verbal disapproval

What type of punishment?

Reasoning with child

1. Moral domain

2. Social Domain

3. Matters of personal choice

4. Cultural construction approach

• People's rights & welfare; cognitive domain in which people make decisions about right & wrong
  • Lying, stealing, killing

Social conventions: rules that guide social relations among people

Being polite, addressing people properly

Individual preferences take priority

Preferences do not violate rights of others/harm others and are not socially regulated

Stage 1: Avoidance of punishment

Stage 2: Satisfaction of one's own needs

Stage 3: Good girl/Bad girl

Stage 4: Law and order

Stage 5: Social contract

Stage 6: Universal Ethical

Moral Development: Kohlberg (What stage?)

Needs of others not considered; ie find wallet, return because of the fear of punishment

Moral development: Kohlberg (what stage?)

Right actions are those that satisfy own needs; needs of others considered for the benefit of you

Moral Development: Kohlberg (what stage?)

Living up/gaining approval of others by being nice/good

ie wallet: decide between keeping because that's what other people would do or return because people will see you as nice

Moral Development: Kohlberg (what stage?)

Maintaining social order & expectation of authorities

Post conventional: individual rights & consensus of society

Moral Development: Kohlberg (what stage?)

Laws of society made to uphold common good- when 2 laws conflict, then a person & society must weigh their relative value

ie wallet: return because honesty & integrity are personal values that also benefit society as whole

Moral Development: Kohlberg (what stage?)

Decision of conscious in accord with self-chosen ethical principles that are logical, universal, and consistent

When laws violate principles, one must act in accordance with principles of justice

1. Physical: Hitting

2. Verbal: Name calling

3. Relational: Social exclusion

Age 2: use physical aggression to resolve conflicts

Physical & instrumental decline over preschool years & continue through adolescence

Peak age for violent crime age 16

Boys display more physical & verbal aggression as preschoolers & continue throughout elementary years

Girls display more relational aggression beginning preschool into elementary years 

Evolutionary standpoint: function is to increase the likelihood of survival of an individual's group/genes

Attacker may obtain possession of desired property & those who retreat may avoid injury or death

Dominance hierarchy: structured social group in which members higher on the dominance ladder control those who are lower, initially through aggression & conflict, but eventually through threats (primates)

Aggression at age 8 good predictor of aggression & other antisocial behaviors at age 30

Levels of male hormone testosterone, linked to adult aggression

Temperament --> impulsivity & poor self-regulation

·      Age 5: Children can comprehend more complex forms of aggression

·      Displaced aggression: retaliatory aggression directed at persona or object other than the one against whom relation is desired

·      Moral reasoning & empathy tend to be lower; less likely to take in account a person’s motives when making a moral judgment

·      Display a :self-protective” interpretation of their social world (tend to minimize negative feelings that others have toward them)

·      Have difficulty reading social cues of the environment à do not view world in same way other kids do; have difficulty process social information (pick aggression à produce most & outcomes)

• Learn when, where, with whom, & how to be aggressive through their social experiences
• Family process
  • Parents: may be modeling behavior --> power-assertion discipline, physical punishment
• Coercive family process: families control one another with aggression & other coercive means; do not use prosocial behavior to get control
• peer relations
  • children high in aggression tend to hang together
• TV & real life
  • imitate violent acts seen especially when good guy
  • TV violence stimulates aggression & more aggressive kids watch more violence
  • Children who are exposed to vicarious & real-life
    • increased aggressive words, play & general preoccupation with aggressive themes

School = one of primary socialization contexts of kid's lives

Program: reduce aggression behavior & increase prosocial behavior by altering social environment of school

Universal interventions: school-based programs for improving children's social competence & reducing aggression --> aim to create caring school communities

Key to success: helping teachers foster prosocial orientation among students toward classmates & their community

What age?

Look at, vocalize to, smile & touch other infants; behaviors limited in frequency/complexity

Type of play: Cognitive level

Simple, repetitive movements performed with or without object (jumping, shaking rattle)

Type of play: Cognitive level

Manipulation of object with intention of creating something else (building block tower)

Type of play: Cognitive level

Use of object or person to symbolize something it's not (playing hose w/friends)

Type of play: Cognitive level

Playing games in accordance w/pre-arranged rules (playing checkers)

Types of Play: Social Level

Watching others play w/o participation

Type of Play: Social level

Playing along & independently, no attempt to get close to one another

Type of play: Social level

Playing alongside other kids & with similar materials but with no real interaction

Type of play: social level

Playing with other children in some common activity but w/o division of labor

Type of play: social level

Play in group that's organized for purpose of carrying out some activity; behaviors of other members in pursuit of the common goal

Focus on concrete, external attributes (fun to play with)

Often momentary state dependent on specific acts performed

Qualities such as intimacy & loyalty not central

More capable of caring for another person

Enduring relationship that persists across time & even face conflicts

• Similarity
  • Age
  • Gender
  • Behavior homophyly

Orientation towards school

Orientation towards culture (music, sports, games)

Ethnic & racial identity

Finding common-ground activities- exchanging info

Communicating clearly- resolving conflict- self disclosure

Friends are more likely to attempt to reason with others & less likely to get in chains of disagreement

Agreement = mutually satisfactory

1. Emotional

2. Instrumental

3. Informational

4. Companionship

High in social competence, generally do well academically; well liked by others for ability to solve conflicts peacefully & to interact with peers in cooperative yet assertive way

Also skilled at initiation interaction, maintaining interaction & resolving conflict

1. Rejected-Aggressive

2. Rejected- Withdrawn

High aggression, show antisocial behavior that's inappropriate to situation at hand & disruptive of group activities 

Actively disliked

Find social interactions to be very anxiety-provoking

Attempts to enter new groups or to make new friends tend to be clumsy & often end in rebuff

At risk for abuse by bullies

Both positive & negative evaluations from peers

High aggression but high sociability

1. Popular children

2. Rejected children

3. Neglected children

4. Controversial children

What age groups characterize the following social contexts?

Group: 

Cliques: 

Crowds: 

Preschoolers

Grade school years

Early Teen years

1. Designers: of child's environment; make choices that affect availability of peers & settings which interactions happen

2. Mediators: Arrange peer contacts of children, regulate

3. Supervisors: Monitor peer interactions, offer support & guidance

4. Consultants: Provide more general advice & emotional support with respect to peer relations

1. Personal characteristics (high self-esteem, socially responsive temperament)

2. Aspects of family (availability of alternative caregiver) 

3. Characteristics of child's wider social network (supportive neighbors or social agencies)

1. Authoritative

2. Authoritarian

3. Permissive

4. Uninvolved

What parenting style?

High control, high warmth

accepting, high standards, consistent discipline & limit setting, reason rather than force

What parenting style?

High control, Low warmth

high standards for behavior, strict obedience, harsh discipline, does not listen to point of view

What parenting style?

High warmth, low control

Highly accepting, frequent expression of affection, undemanding of behavior, lax rules, encourages point of view

What parenting style?

Low control, low warmth

Emotionally detached, undemanding of behaviors

1. Accelerated development of theory-of-mind skills

2. Teach/convey household chore as social expectation & child influenced

3. Models of gender role behavior & potential agents of reinforcement of punishment for behaviors they see in siblings

1. increased number of single adults

2. Active postponement of marriage

3. Decreased Childbearing

4. Increased female participation in labor force

5. Increase in divorce

6. Reconstituted families

7. Increased single paretn family

8. Increase of children living in poverty

1. Provides social & financial support

2. Facilitates transmission of cultural history & values

3. Reduces probability of negative development outcomes

1. Emotional

2. Instrumental

3. Informational

4. Companion

5. Material

1.  Reduce amount of stress in parent’s life (baby-sitting)

2. Buffer parent from adverse affects of stressful events

3.    Aids in construction of effective coping strategies

4. Positive developmental outcomes in children (happiness with family, stronger peer-related social skills, development of positive peer friendships)