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chapter 3 Social, Moral and Emotional Development
Study Guide and Homework.
Answer all of these questions and send back a document as an attachment with all of the answers typed next to the question. Remember to label the SUBJECT of the e-mail as well as the SAVE AS ATTACHMENT as follows; EDU-2300-02-last name#3. chapter keyWOrds associative play -play that is much like parallel play but with increased levels of interaction in the form of sharing, turn-taking, and general interest in what others are doing

autonomous morality- in piaget's theory of moral development, the stage at whcih a person understands that people make rules and that punishments are not automoatic.

conventional level of morality –Stages 3 and 4 in Kohlberg’s model of moral reasoning, in which individual make moral judgment in consideration of others.

cooperative play- Play in which children join together to achieve a common goal.

foreclosure-An adolescent premature establishment of an identity based on parental choice, rather than his her own desires.

heteronomous morality - In Piaget’s theory of moral development, the stage at which children think that rules are unchangeable and that breaking rules leas them automatically to punishment.

Identity achievement- A state of consolidation reflecting conscious, clear- cut decisions concerning occupation and ideology.

identity diffusion- Inability to develop a clear direction or sense of self.

moral dilemmas- In Kohlberg theory of moral reasoning, hypothetical situations that require a person t consider values of right and wrong.

moratorium- Experimentation with occupational and ideological choices without definite commitment.

parallel play- Play in which children engage in the same activity side by side but with very little interaction or mutual influence.

peers 62-People who are equal in age or status.

postconventional level of morality- Stages 5 and 6 in kohlberg’s model of moral reasoning, in which individuals make moral reasoning, in which individuals make moral judgements in relation to abstract principles.

preconventional level of morality- Stages 1 and 2, in which individuals make moral judgements in their own interests.

prosocial behaviors –Actions that show respect and caring for others.

psychosocial crisis- According to Erikson, the set of critical issues that individuals must address as they pass through each of the eight life stages.

psychosocial theory-A set of principles that relates social environment to psychosocial development.

puberty - developmental stage at which a person becomes capable of reproduction.

reflectivity- The tendency to analyze oneself and one’s own thoughts.

self-concept –A person’s perception of his or her own strengths, weaknesses, abilities, attitudes, and values.

self-esteem- The value each of us places on our own characteristics, abilities, and behaviors.

social comparison- The process of comparing oneself to others to gather information and to evaluate and jufge one’s abilities, attitudes, and conduct. solitary play- Play that occurs alone.
1 - What Are Some Views of Personal and Social Development?

Erikson’s Stages of Psychosocial Development
Implications and Criticisms of Erikson’s Theory

2 - What Are Some Views of Moral Development?

Piaget’s Theory of Moral Development
Kohlberg’s Stages of Moral Reasoning
Criticisms of Kohlberg’s Theory

3 - How Do Children Develop Socially and Emotionally?

Socioemotional Development During the Preschool Years
Socioemotional Development During the Elementary Years
Socioemotional Development During the Middle School and High School Years

Chapter 3
SOCIAL, MORAL, AND EMOTIONAL DEVELOPMENT Multiple Choice
1) Understanding personal and social development of students at various ages is critical to your ability to:
A) motivate.
B) teach.
C) successfully interact.
D) All of above
E) None of the above 2) Erikson hypothesized that individuals pass through several psychosocial stages of development. How many stages are in Erikson’s Psychosocial Development Theory?
A) eight stages
B) four stages
C) six stages with a crisis to be resolved at each.
D) Erikson’s theory does not suggest stages but rather a hierarchical pyramid.

3) Erikson once used the word “exhilarated” to describe the Stage 3, or preschool child. This description is consistent with the text’s statement that, when the child resolves the crisis of initiative versus guilt, the outcome is a sense of:
A) ambition.
B) integrity.
C) identity.
D) authority.
E) None of the above

4) Play that is much like parallel play, but with increased levels of interaction in the form of sharing and turn-taking, is:
A) solitary play.
B) cooperative play.
C) associative play.
D) parallel play.
E) All of the above

5) Which of Marcia’s identity status levels is associated with the highest degree of anxiety for adolescents?
A) Identity diffusion status
B) Moratorium status
C) Foreclosure status
D) Identity achievement status
E) All of the above

6) Which of the following correctly describes the substance use of contemporary adolescents, as they complete high school?
A) Fewer than 10 percent have tried marijuana.
B) 80 percent drink alcohol.
C) About one-third drink alcohol.
D) Most have tried marijuana.

7) A child’s ability to create expectations satisfied by the need for food and affection is an example of which of Erikson’s stages?
A) Autonomy versus doubt
B) Identify versus role confusion
C) Trust versus mistrust
D) Intimacy versus isolation
E) None of the above

8) Associative play is play that:
A) occurs alone.
B) occurs when children join together.
C) occurs when children play with very little interaction.
D) occurs with increased levels of interaction.
E) None of the above

9) The trend to use social comparison information to evaluate the self appears to correspond with developmental changes in:
A) physical development.
B) academic self-esteem.
C) abstract thinking.
D) cognition.
E) None of the above

10) Controversial children are children who are:
A) named more often as someone who is liked and often not listed as disliked.
B) named as equally liked and disliked.
C) someone often named as disliked and rarely mentioned as liked.
D) named as neither liked nor disliked.

11) According to the text, levels of anxiety in adolescents are highest in which of Marcia’s identity stages?
A) Foreclosure
B) Diffusion
C) Moratorium
D) Achievement

12) Self esteem is based on self evaluation of:
A) self-actualization.
B) the Mirror Self.
C) the ego.
D) skills and abilities.
E) All of the above

13) Which of the following statements best reflects conventional morality?
A) I do not want to break any traffic laws.
B) I can get away with it, so why not?
C) Sometimes it is right to break the law if it benefits others.
D) What’s in it for me?

14) Taunting, harassment, and aggression toward weaker or friendless peers occur at all age levels, but can become particularly serious as children enter:
A) preschool.
B) elementary school.
C) early adolescence.
D) post secondary years.
E) None of the above

15) To obtain identity achievement, an individual must:
A) make his or her own conscious, clear-cut decisions about occupation.
B) be convinced that decisions have been autonomously and freely made.
C) make decisions that reflect his or her true nature and deep inner commitments.
D) All of the above
E) None of the above

16) When children enter middle school or junior high school, self esteem is:
A) at its peak.
B) at its lowest.
C) holding steady.
D) None of the above

17) The positive psychosocial outcome of the teenage years is a sense of:
A) identity.
B) generativity.
C) initiative.
D) integrity.

18) If individuals do not grow during the generativity stage, a sense of stagnation and interpersonal impoverishment develops. This leads to:
A) intimacy or competition.
B) doubt.
C) self-absorption or self-indulgence.
D) confusion.

19) According to Piaget, children in the heteronomous stage of moral development believe that rules:
A) are relative.
B) bring automatic punishment.
C) and punishment are unrelated.
D) bring about ethical challenges.

20) According to Kohlberg, for individuals operating at which level of moral development is morality defined in terms of cooperation with peers?
A) preconventional
B) postconventional
C) unconventional
D) conventional

21) A student does not really think about plagiarism as a true injustice to her fellow students. She believes it is acceptable because her close friends say that plagiarism is just a survival skill that everybody uses. Applying Kohlberg's theory of moral development, what level best identifies the student's judgment about plagiarism?
A) preconventional (stage 1 or 2)
B) postconventional (stage 5 or 6)
C) conventional (stage 3 or 4)
D) neoconventional (stage 4 or 5)