FALL 04 Study Guide for Exam III

 EC:  Early Childhood (3-5)  MC:  Middle Childhood (6-12)

  1. Five-Seven year shift. Facial growth. EEG changes. Laterality (e.g., handedness). Memory storage and retrieval (sense-->verbal). Implications.  

  2. Piaget’s preoperations and concrete operations stages and their implications for other areas of development (e.g., social). 
    1. Especially:  egocentrism, appearance-reality distinction, reversibility, conservation, class inclusion.  Examples.
    2. Criticisms of strong Piagetian interpretation of preoperational competencies based on what empirical evidence.  Examples of performance enhancement with context and familiarity.

  3. Language & cognitive development
    1. EC:  Preliteracy skills (e.g., joint attention to books) in early childhood
    2. MC: pragmatics, contextualize narrative, literacy  (reading & writing) skills
    3. Meta-memory and meta-cognitive strategies

  4. Vygotsky.  Culture and learning. 
    1. Social relations define learning goals, shape cognitive development
    2. Preschool in Three Cultures :  Schools embedded in culture.  Take Japanese teaching methods and import to US?  Why not?
    3. Zone of proximal development

  5. Gender roles vs. gender identity. Gender constancy.
    1. Freud on gender roles and identification with same sex parent via Oedipal (Elektra) conflict.  Latency period. 
    2. Feminist critique:  maintaining vs. breaking primal relationship.
    3. Erikson’s psychosocial stages EC and MC.

  6. Friendships:  EC (convenience), MC (mutual interests), gender (girls one:one and intimate personal connections; boys run in packs) & relation to Oedipal-->Latent stage (latency and same sex relationships).

  7. Temperament and goodness of fit in the larger social world
    1. School adaptation and challenges: Quiet inhibited children do well at following rules and attending, hard to volunteer; Bold uninhibited children easily volunteer and participate but sometimes have hard time following rules and attending quietly
    2. Gender. Socialize toward cultural ideals.  Boys:  harder to be shy & inhibited because so "non-masculine."  Girls:  harder to be "too" bold and outgoing as girls are "supposed to be" quieter and more deferential.  SO:  boys socialized to be uninhibited and girls socialized to be inhibited.  Combination temperament and socialization means more high reactive boys, compared with high reactive girls, will overcome their tendency toward inhibition and shyness.  More low reactive girls, compared with low reactive boys, will not develop such outgoing, uninhibited behavioral styles.

  8. Parenting Styles:  Baumrind.  Distinguish authoritarian, authoritative, permissive and neglectful re: warmth and limit setting.  Most common child outcomes?  

  9. Racial and ethnic identity development.  School as venue for social comparison and internalization of expectations.  Eye of the Storm:  how does the class “experiment” demonstrate effects on children’s social and emotional status and their cognitive functioning.  Note that the change goes two ways.

  10. Kohlberg's theory of morality development; preconventional and conventional differences--what are they and how does Kohlberg measure?  Feminist critique: breaking vs. maintaining prime relationships?

Note:  We are not covering the following sections and they will not be on the exam: 

 

11/11/04