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Chapter 3 - Coggle Diagram

- - - - Early childhood classrooms align with Erikson's "initiative vs. guilt" stage. Children develop responsibility through assigned tasks, but rule-breaking can lead to guilt.
    - - Second graders are in Erikson's "industry vs. inferiority" stage. They need success to avoid feeling incompetent. Differentiated instruction helps them feel confident.
    - - Sixth graders are in Erikson's "identity vs. identity confusion" stage, often experiencing low self-esteem. Teachers can boost their confidence by giving them leadership roles and providing individual support to encourage participation.
    - - High school students are in Erikson's "identity vs. identity confusion" stage. Teachers should empathize with their emotional struggles, remembering their own adolescent experiences. Understanding and validating students' feelings can positively impact their development.
- - - - Authoritarian
        
        High demands, low responsiveness. Children tend to be anxious and socially incompetent.
      - Authoritative
        
        High demands, high responsiveness. Children tend to be self-reliant, socially competent, and high-achieving.
      - Neglectful
        
        Low demands, low responsiveness. Children tend to have poor self-control and low self-esteem.
      - Indulgent
        
        Low demands, high responsiveness. Children tend to lack self-control and have difficulty with independence.
      - While authoritative parenting is generally linked to positive outcomes, the effectiveness of parenting styles can vary across cultures and socioeconomic contexts. Factors like cultural values, family structure, and neighborhood environment can influence the impact of parenting styles on child development.
    - - Family structures are becoming increasingly diverse. More children are growing up in divorced, stepparent, or single-parent households. Additionally, a significant number of mothers are in the workforce. These changes have a significant impact on child development and family dynamics.
        
        Working parents
        
        The impact of working parents on children depends on the quality of their work and home life. Demanding jobs can negatively affect parenting, but working mothers can positively influence children's gender roles.
        
        Children in Divorced Families
        
        Divorce can negatively impact children, but many adjust well. Parental conflict, before and after divorce, is a major factor. Support systems and a positive school environment can help children cope.
    - - Parents continue to influence children's development throughout school. Effective school-family partnerships involve parents asking specific questions about their child's schoolwork and projects. Resources like the National Network of Partnership Schools can provide guidance.
        
        Early childhood
        
        Parental involvement is crucial for student success. Teachers engage parents through communication, conferences, and workshops to create a collaborative learning community.
        
        Elementary School: Grades K-5
        
        While volunteer opportunities are valuable, not all parents can participate. Alternative options include at-home assignments and monthly homework calendars, which allow parents to engage with their child's learning and provide feedback to the teacher.
        
        Middle School: Grades 6-8
        
        The school uses technology to communicate with parents daily, posting grades, homework, and announcements online. Students use planners to track assignments. Parents are contacted for both concerns and positive news.
        
        High School: Grades 9-12
        
        The teacher makes a conscious effort to be visible in the school community by shopping locally and attending school events. This helps build relationships with students and parents, fostering a more approachable and welcoming environment.
- - - - Children can be categorized into five peer statuses: popular, average, neglected, rejected, and controversial. Popular children are well-liked, while rejected children are often disliked and may experience adjustment problems. Social skills training programs can help improve the social skills and self-esteem of rejected children. Bullying is a significant peer-relations issue that can have negative consequences for victims.
    - - Friendships significantly impact children's academic and emotional well-being. Having friends can lead to better grades, prosocial behavior, and emotional health. However, the quality of friendships matters. Friends who are academically oriented and socially skilled can positively influence a child's development. In contrast, friends who engage in negative behaviors can increase a child's risk of similar behaviors.
- - - - It's important to note that correlation doesn't equal causation. While low self-esteem and poor academic performance are often linked, it's unclear which one causes the other. Boosting self-esteem doesn't always lead to improved academic performance.
      - Self-esteem varies across different domains, such as academics, athletics, and social skills. Teachers can implement strategies to promote self-esteem in their classrooms.
      - Self-esteem, or self-worth, significantly impacts a person's well-being. High self-esteem is linked to positive outcomes like academic achievement and mental health. Conversely, low self-esteem can lead to negative consequences such as depression and delinquency.
      - While self-esteem fluctuates throughout development, it's crucial to address persistent low self-esteem, particularly during adolescence. Interventions like physical activity can positively impact self-image.
- - - - James Marcia's theory of identity development focuses on exploration and commitment. Individuals can be classified into four identity statuses based on their level of exploration and commitment to different identities.
        
        Identity diffusion
        
        Individuals in identity diffusion have not yet explored different options or made commitments. They are often uninterested in such matters.
        
        Identity foreclosure
        
        Individuals in identity foreclosure have made commitments without exploring different options. This often occurs when parents impose their choices on their adolescents.
        
        Identity moratorium
        
        Individuals in identity moratorium are actively exploring different options but have not yet made firm commitments. They are in a state of crisis and uncertainty.
        
        Identity achievement
        
        Individuals in identity achievement have explored different options and made firm commitments. They have a clear sense of identity and direction.
    - - Ethnic identity is a sense of belonging to an ethnic group. It's influenced by cultural context and personal experiences. A positive ethnic identity is linked to positive outcomes for minority youth, such as higher academic engagement and lower aggression.
      - Exploring one's ethnic identity is crucial for developing a strong sense of self and positive attitudes towards one's own group and others.
- - - - How individuals reason about moral rules and ethical conduct.
    - - How individuals behave in moral situations.
    - - How individuals feel about moral issues, such as empathy and guilt.
- - - - At the preconventional level of moral reasoning, individuals' moral judgments are primarily based on self-interest and external consequences.
        
        Stage 1: Punishment and Obedience Orientation
        
        Moral decisions are based on avoiding punishment.
        
        Stage 2: Individualism and Exchange
        
        Moral decisions are based on self-interest and reciprocity.
    - - At the conventional level of moral reasoning, individuals' moral judgments are based on societal norms and expectations.
        
        Stage 3: Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity
        
        Moral decisions are based on maintaining positive relationships and social norms.
        
        Stage 4: Social System Morality
        
        Moral decisions are based on upholding social order and laws.
    - - At the postconventional level of moral reasoning, individuals' moral judgments are based on universal ethical principles. Few individuals reach the postconventional level of moral reasoning. Cognitive development and social interaction play important roles in moral development.
        
        Stage 5: Social Contract or Utility and Individual Rights
        
        Moral decisions are based on social contracts and individual rights.
        
        Stage 6: Universal Ethical Principles
        
        Moral decisions are based on abstract principles of justice and fairness.