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Diminishing Egocentrism
- (This has to happen first in order for other events to happen), has to start taking other peoples perceptions on things
- -focusing on self
- - end of middle childhood having healthily peer relationships
- - interacting with more people
- - learning other people have different points of view and different lives
- - more open about themselves bc they are measuring themselves against their peers
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self-esteem
- how children rank themselves compared to others, feeling of confidence and satisfaction
- - decrease theres a correction to it
- -more objective to themselves
- - big- comparison of self to peers
- - how desire compares to achievement
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self-concept
- persons evaluation of his/her self
- -what are there strengths
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Contributors to positive self-esteem
- - positive encouragement but has to be true
- - honest from people who they respect
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During middle childhood
- self-esteem declines
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Peer interactions
- - 30% of al social interactions
- - size of group continues to increase while parent interactions decrease
Children realize by the end of middle childhood that friends must adapt to each others need. As a result, the desire to conform is a by product.
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Peer
youngsters who are similar in age, usually within 12 months of one another
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Social perspective taking
the idea that children views on how to relate to each others emerge from their personal theories about the traits of others
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Competence
- measure of children level of self-esteem; related to scholastic competence, athletic competence, peer popularity, physical appearance, and behavior
- Hater-5 types of competence:
- 1. scholastic
- 2. athletic
- 3. popularity
- 4. physical appearance
- 5. behavioral conduct
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Competence
- (high, medium, low)
- - based on the values the children have learned from their parents
- - also there peers attitudes affect influences
- - if two kids score the same on a competence test
- - don't have the same self-esteem - and not same attitude towards these
- - labels get attached to kids though these types of competence (starts here) ex. good kid, bad kid, smart, not so smart, fat, culture (different emphases on different areas)
- - biggest area for kids generally: physical appearance - determines there self-esteem how they feel about themselves
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Impulsivity
- Childs lack of ability to delay gratification
- - ex. candy bar on table told to not eat it until i come back in 5 min and ill give u 2; some children eat it
- - who show control high SAT scores, more popular, and better behavior: distracted themselves
- - who show no control poor behavior, etc.
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self-control
- self-restrain exercised over impulses, emotions, and desires
- - key development towards development
- - Perception of competence declines
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Aggression
- hostile or destructive behavior directed at another person
- - less frequent
- - discuis anger
- - more controlled
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TV watching
- increase during middle childhood
- - parents involvement
- - depends on hours of tv
- - more aggressive (any kind of show)
- - becomes desensitize to violence though video games and tv - effects negative self-esteem
- - more than 30 hrs a week affects school
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Delinquency
- -early the onset early the problem
- - less than 1/2
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Resilient Children
- - children who sustain some type of physiological or psychological trauma yet remain on a normal developmental path
- 1. temperament- elicits a positive respons
- 2. special abilitity
- 3. mentor takes an interest
- 4. problem solving skills
- 5. Bond with one parent (typically mother)
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Abraham Maslow
- -Anything below is a lux-Self-Actualization: need to feel that we are meeting our potential
- Esteem:
- Love and Belonging: (social)
- Safety Needs: (psychological)
- Physiological Needs: that should be meet- food, sleep, water, etc. (biologically)
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