EXAM 3 Review Sheet Chapters 11, 12, & 14 Spring 2007 Chapter 11 ? Emotional Development: Terms: attachment, bonding, emotional regulation, self-conscious emotions, empathy, temperament, personality, basic emotions, goodness of fit Know the different theoretical ways attachment is formed. (lecture & pp404-414) Understand the importance that parent-child and teacher-student attachment plays in the life of children and adolescents. (lecture and pp414-415) Provide at least three suggestions for ways adults (i.e., parents, caregivers, teachers) can facilitate the formation of attachment with youth. (pp415-417) Identify the factors that can have a negative impact on attachment formation. (lecture & text) Some researchers suggest that variations in emotional display are based on gender, cultural, and SES factors. Provide examples. (pp422-424) Identify and describe the three components of emotions. (lecture) Identify actions that teachers can employ to promote the emotional competency of their students. (pp424-426) Identify types of emotional problems in children and adolescents. (pp426-428) School and the classroom can be a difficult place for a youth with an emotional problem. Describe ways that you as a teacher can support such youth. (429-430) Why is it important to take into consideration the students? temperaments when forming work/project groups? (p435) The text says to let ?children be themselves.? But as a teacher how can you do this and run an effective classroom? List possible ways to accommodate letting students ?be themselves? in a classroom setting. (pp435-457) Chapter 12 ? Development of Self & Social Understanding: Terms: self-concept, self-esteem, self-efficacy, self-handicapping, autobiographical self, ethnic identity, acculturation, social cognition, social skills, empathy, sympathy, hostile attributional bias Know how the self-concept changes throughout development. Be able to identify examples of how children and adolescents view themselves as they get older (e.g., early childhood, middle childhood, etc.). (pp. 444-450 & lecture) Know the aspects of James Marcia?s theory of identity development. Be able to identify an adolescent in each category. (p. 449 & lecture) What accounts for changes in the sense of self? (pp. 443-444 & lecture) How do children development their sense of gender identity? Be familiar with the gender schema theory. (pp. 451 & lecture) What can teachers do to enhance the development of the self in their students? (pp. 454-458) What is the theory of mind? How does it change as children get older? (pp. 458-460 & lecture) Know the general steps children engage in during social information processing. Be able to identify problems children might have with the steps. (pp. 462 & lecture). How do social skills develop? (pp. 466-470 & lecture) Be familiar with the influences on the development of prosocial and aggressive behavior (pp. 470-472) What are the different types of aggression? Know the general characteristics of children who engage in aggressive behavior. (pp. 472-474 & lecture) Chapter 14 ? Peers, School, and Society: Terms: peer, peer culture, cliques, crowds, gang, sexual orientation, sexual harassment, community of learners, Forgotten Half, Full-Service High School What functions do peer relationships and friends serve? Review the concept of peer acceptance. Know the four categories and be able to identify each. (pp 532-536 & lecture) In what ways does friendship change as the child develops? Be familiar with gender differences in peer interactions. (pp 536-537 & lecture) In a classroom, on the playground, in the lunchroom ? what can you do to foster positive peer relationships? (pp537-539) What is the purpose of dating? (pp542-544 & lecture) Describe how an educational self-fulfilling prophecy impacts a child?s achievement? What are other factors that impact a child?s school experience? (pp551-553 & lecture) Identify potential factors that influence a child?s adjustment to school. (pp553-555) Identify the stages of career/vocation development. (lecture) Describe the impact of different types of out of school programming on youth. Are youth today over scheduled? (pp555-561 & lecture) Does the increased role of technology in leisure and play change the youth?s developing schema? (pp561-566 & lecture)
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