EDF4210-2

EDF4210

Quiz 2

What is NOT included on the Quiz

Chapter 3

Biological stuff

Erickson

Pg. 95 – moral development

Kohlberg

Chapter 4

Students with disabilities

Chapter 5

Pg. 195-end

Chapter 3

Personal, Social, and Moral Development

I. Influence of Heredity and Environment on Personal, Social, and Moral Development

a. Environmental factors often interact with genetic predispositions to determine the personalities and interpersonal skills that students’ exhibit.

b. Temperament is a Genetic factor and Parenting, Culture, and Peers are Environmental factors effecting personal, social and moral development

II. Temperamental Differences

a. Temperament: a genetic predisposition to respond in particular ways to one’s physical and social environment

i. A set of in-born traits that organize the child's approach to the world

ii. Instrumental in the development of the child's distinct personality

b. Some characteristics that have a genetic predisposition

i. general activity level, shyness, adventurousness, irritability, and distractibility

III. Environmental Factors: Parenting

a. Attachment Types

i. Secure Attachment: When parents and infants form a strong, affectionate bond

1. independent, self confident, cooperative

ii. Anxious Ambivalent: Insecurely Attached

iii. Avoidant: Insecurely Attached

1. immature, dependent, aggressive, distant

b. Parenting Styles

i. Indulgent parents also referred to as "permissive" or "nondirective"

ii. Authoritative: monitor and impart clear standards for their children’s conduct.

1. Assertive, but not intrusive and restrictive

2. Disciplinary methods are supportive, rather than punitive

3. Want their children to be assertive as well as socially responsible, and self-regulated as well as cooperative”

iii. Authoritarian: highly demanding and directive, but not responsive.

1. They are obedience- and status-oriented

2. Expect their orders to be obeyed without explanation

iv. Uninvolved parents

IV. Environmental Factors: Cultural

a. Socialization: the process of molding behavior so that children fit in with a particular cultural group

i. children learn the culture's Norms, the rules determining acceptable and unacceptable behavior

b. Roles: the patterns of behavior acceptable for people having various functions in the group

c. Children typically learn the earliest lesson about society’s expectations from parents and other family members who teach them basic norms of society

d. When the schooling starts teachers become equally important socialization agents

e. When there is a discrepancy between home and school environment they may experience culture shock when they enter school

V. Environmental Factors: Peer Influences

a. Direct feedback and more subtle cues about students social competence and likability

b. Comfort and support in times of stress or uncertainty

c. Create interpersonal conflicts that encourage students to learn skills in negotiating and compromise

d. Present multiple perspective on moral issues

e. What do you think about the “effect of media” on Personal, Social, and Moral development?

VI. Development of Sense of Self

a. Self-concept: beliefs about yourself, your personality, your strengths and weaknesses

b. Self-esteem: your judgments and feelings about your own value and worth

c. Three areas of self-concept

i. Cognitive Competence

ii. Social Competence

iii. Physical Competence



	EDF4210 EDF4210 Quiz 2 What is NOT included on the Quiz Chapter 3 Biological stuff Erickson Pg. 95 – moral development Kohlberg Chapter 4 Students with disabilities Chapter 5 Pg. 195-end Chapter 3 Personal, Social, and Moral Development I. Influence of Heredity and Environment on Personal, Social, and Moral Development a. Environmental factors often interact with genetic predispositions to determine the personalities and interpersonal skills that students’ exhibit. b. Temperament is a Genetic factor and Parenting, Culture, and Peers are Environmental factors effecting personal, social and moral development II. Temperamental Differences a. Temperament: a genetic predisposition to respond in particular ways to one’s physical and social environment i. A set of in-born traits that organize the child's approach to the world ii. Instrumental in the development of the child's distinct personality b. Some characteristics that have a genetic predisposition i. general activity level, shyness, adventurousness, irritability, and distractibility III. Environmental Factors: Parenting a. Attachment Types i. Secure Attachment: When parents and infants form a strong, affectionate bond 1. independent, self confident, cooperative ii. Anxious Ambivalent: Insecurely Attached iii. Avoidant: Insecurely Attached 1. immature, dependent, aggressive, distant b. Parenting Styles i. Indulgent parents also referred to as "permissive" or "nondirective" ii. Authoritative: monitor and impart clear standards for their children’s conduct. 1. Assertive, but not intrusive and restrictive 2. Disciplinary methods are supportive, rather than punitive 3. Want their children to be assertive as well as socially responsible, and self-regulated as well as cooperative” iii. Authoritarian: highly demanding and directive, but not responsive. 1. They are obedience- and status-oriented 2. Expect their orders to be obeyed without explanation iv. Uninvolved parents IV. Environmental Factors: Cultural a. Socialization: the process of molding behavior so that children fit in with a particular cultural group i. children learn the culture's Norms, the rules determining acceptable and unacceptable behavior b. Roles: the patterns of behavior acceptable for people having various functions in the group c. Children typically learn the earliest lesson about society’s expectations from parents and other family members who teach them basic norms of society d. When the schooling starts teachers become equally important socialization agents e. When there is a discrepancy between home and school environment they may experience culture shock when they enter school V. Environmental Factors: Peer Influences a. Direct feedback and more subtle cues about students social competence and likability b. Comfort and support in times of stress or uncertainty c. Create interpersonal conflicts that encourage students to learn skills in negotiating and compromise d. Present multiple perspective on moral issues e. What do you think about the “effect of media” on Personal, Social, and Moral development? VI. Development of Sense of Self a. Self-concept: beliefs about yourself, your personality, your strengths and weaknesses b. Self-esteem: your judgments and feelings about your own value and worth c. Three areas of self-concept i. Cognitive Competence ii. Social Competence iii. Physical Competence