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Ch2 ECOLOGY OF SOCIALIZATION - Coggle Diagram

- - - - 1) infancy: trust <--(family)--> mistrust
        2) early childhood: autonomy <--(family)--> shame/doubt
        3) play age: initiative <--(family, child care/school)--> guilt
        4) school age: industry <--(family, peers, school, community)--> inferiority
        5) adolescence: identity <--(family, peers, school, community)--> identity diffusion
        6) young adulthood: intimacy <--(family, peers, community)--> isolation
        7) adulthood: generativity <--(family, peers community)--> self-absorption
        8) senescence: integrity <--(family, peers)--> despair
- - - - 1) orientation: collectivistic <--> individualistic
        2) coping style: active <--> passive
        3) attitude toward authority: submissive <--> egalitarian
        4) communication style: open/expressive <--> restrained/private
- - - - intrinsic motives come from within a person
      - extrinsic motives are externally motivated
  - - - interactions with parents, peers, important adults approval, validation, and support
  - - - affective - emotional such as guilt, shame, & empathy
      - cognitive - reasoning such as conceptualization of right & wrong and decision making
      - behavioral - actions or response to temptations to violate moral rules such as lying, cheating or stealing
- - - - spanking, scolding/criticism=shame, removing tv time
      - best used when a child's behavior needs to be stopped quickly for safety reason
  - - - increases motivation
      - improves subsequent performance
      - the more specific the knowledge of performance the more rapidly performance improves
      - punctual feedback is more effective
      - decrease feedback = decreased performance
      - when no known results are given one will develop substitutes such as comparison to peers to determine how they are doing
- - - - provides children with advance notice of what is expected or not expected of them