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Chapter 7: Early school age 4 -6 - Coggle Diagram

- - - - As children form their concept of gender identity, they must integrate their own physical experiences, knowledge, and observations with the socialization messages coming to them from parents, siblings, peers, and other salient voices of the culture.
      - gender role standards and gender identification
        
        An early-school-age child’s knowledge about gender-role standards shapes the child’s preferences and behaviors.
    - - Moral dilemmas facing young children focuses onhey are about understanding that lying, cheating, stealing, hurting others, or making fun of other children’s differences are morally wrong and that telling the truth, playing fairly, sharing, being helpful, and respecting people’s differences are morally right.
        
        For early-school-age children, achievements in moral development include changes in three interrelated domains:
        
        Emotions. (a) Experiencing the array of emotions that foster caring about others and that produce anxiety, guilt, and remorse when a moral standard has been violated; and (b) recognizing these emotions in others.
        
        Knowledge. Learning the moral code of one’s family and community and making judgments about whether something is good or bad, right or wrong.
        
        Action. Taking appropriate actions to inhibit negative impulses, to act in accordance with rules and requests, to obey parents and other authorities, and to act in a caring, helpful manner, depending on the situation.
      - internalization
        
        behaving according to parental standards, rules, and values without external monitoring and constant reminders.
        
        development of a conscience
        
        requires that the child experience moral emotions, understand the family and community’s moral code, and be able to take appropriate actions to either inhibit bad behavior or enact good behavior
      - five theoretical perspectives that address aspects of moral development: learning theories, cognitive developmental theory, psychoanalytic and object relations theories, and evolutionary theory.
        
        The focus of learning theories is on the conditions that support moral behaviors or actions.
        
        cognitive developmental theorists focus more on moral reasoning than on moral behavior.
        
        PSYCHOANALYTIC AND OBJECT RELATIONS THEORIES.The psychoanalytic theorists focus on the ability of children to control their impulses and resist temptation, rather than on their cognitive reasoning about what constitutes a moral transgression.
        
        The evolutionary perspective emphasizes an emotional as well as a cognitive aspect to morality.
    - - The self-concept can be viewed as a theory that links the child’s understanding of the nature of the world, the nature of the self, and the meaning of interactions between the two
    - - Developmental scholars generally acknowledge the value of child-initiated, freely chosen play for the young child’s cognitive and social development.
      - children are likely to seek others of the same sex because they believe these other children will have the same play preferences they have.
- - - - Research on empathy suggests that guilt may be awakened at a very early age through emotional arousal and sensitivity to another person’s emotional distress
      - The psychoanalytic perspective views guilt as an emotional reaction to one’s unacceptable sexual and aggressive impulses.
- - - - The fear of loss of love is founded on a child’s initial realization of dependence on the parents.
      - Identification with the aggressor is aroused when children experience some fear of their parents.
      - A third motive for identification is the need for status and power (Bandura, 1977, 1986). Children are more likely to imitate the behavior of a model who controls resources than they are the behavior of a model who is rewarded
      - A fourth motive for identification results from the children’s need to increase the perceived similarity with their parents