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| Socialization that is bidirectional in that children socialize parents just as parents socialize children |
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| A restrictive, punitive style in which parents exhort the child to follow their directions and to respect their work and effort. Firm limits are placed on the child and little verbal exchange is allowed. |
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| A style that encourages children to be independent but still places limits and controls on children's actions; extensive verbal give-and-take is allowed and parents are warm and nurturant toward the child. |
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| A style in which the parent is very uninvolved in the child's life |
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| A style in which parents are very involved with their children but place few demands or controls on them |
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| The support that parents provide one another in jointly raising a child |
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Definition
| Changes in thoughts, feelings, and behaviors regarding standards of right and wrong |
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Term
| Heteronomous Morality (Piaget) |
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Definition
| The first stage of moral development in Piaget's theory, occurring at 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people |
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Definition
| The second stage of moral development in Piaget's theory, displayed by older children (about 10 years of age and older). The children become aware that rules and laws are created by people and that, in judging an action, they should consider the actor's intentions as well as the consequences. |
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Definition
| Piaget's concept that if a rule is broken, punishment will be meted out immediately |
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| Preconventional Reasoning |
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Definition
| The lowest level in Kohlberg's theory of moral development. The individual's moral reasoning is controlled primarily by external rewards and punishment. |
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| Heteronomous Morality (Kohlberg) |
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Definition
| The first stage of preconventional reasoning in Kohlberg's theory, in which moral thinking is tied to punishment |
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| Individualism, Instrumental Purpose, and Exchange |
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Definition
| The second Kohlberg stage of preconventional reasoning. At this stage, individuals pursue their own interests but also let others do the same. |
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Definition
| The second, or intermediate, level in Kohlberg's theory of moral development. At this level, individuals abide by certain standards but they are the standards of others such as parents or the laws of society |
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| Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity |
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Definition
| Kohlberg's third stage of moral development. At this stage, individuals value trust, caring,and loyalty to others as a basis of moral judgments. |
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| The fourth stage in Kohlberg's theory of moral development. Moral judgments are based on understanding the social order, law, justice, and duty. |
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| Postconventional Reasoning |
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Definition
| The highest level in Kohlberg's theory of moral development. At this level, the individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code. |
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| Social Contract or Utility and Individual Rights |
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Definition
| The fifth Kohlberg stage of moral development. At this stage, individuals reason that values, rights, and principles undergird or transcend the law. |
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| Universal Ethical Principles |
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Definition
| The sixth and highest stage in Kohlberg's theory of moral development. Individuals develop a moral standard based on universal human rights. |
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| A moral perspective that focuses on the rights of the individual; individuals independently make moral decisions |
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| The moral perspective of Carol Gilligan; views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others. |
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| Social Conventional Reasoning |
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Definition
| Focuses on conventional rules established by social consensus and convention, as opposed to moral reasoning, which stresses ethical issues. |
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| Social Cognitive Theory of Morality |
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Definition
| The theory that distinguishes between moral competence (the ability to produce moral behaviors) and moral performance (performing those behaviors in specific situations). |
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Definition
| The component of the superego that rewards the child by conveying a sense of pride and personal value when the child acts according to ideal standards approved by the parents. |
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Definition
| The component of the superego that punishes the child for behaviors disapproved of by parents by making the child feel guilty and worthless |
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| The aspect of personality that is present when individuals have moral notions and commitments that are central to their lives |
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| People who have lived exemplary lives--they have a moral personality, identity, character, and set of virtues that reflect moral excellence and commitment |
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Definition
| Age-inappropriate actions and attitudes that violate family expectations, society's norms, and the personal or property rights of others |
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Definition
| Actions taken by an adolescent in breaking the law or engaging in illegal behavior |
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| Children who are frequently nominated as a best friend and are rarely disliked by their peers |
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| Children who receive an average number of both positive and negative nominations from their peers |
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Definition
| Children who are infrequently nominated as a best friend but are not disliked by their peers |
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Definition
| Children who are infrequently nominated as a best friend and are actively disliked by their peers |
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Definition
| Children who are frequently nominated both as someone's best friend and as being disliked |
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Definition
| Giving priority to personal goals rather than to group goals; emphasizing values that serve the self, such as feeling good, personal distinction and achievement, and independence |
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Definition
| Emphasizing values that serve the group by subordinating personal goals to preserve group integrity, interdependence of members, and harmonious relationships |
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Term
| Socioeconomic Status (SES) |
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Definition
| A grouping of people with similar occupational, educational, and economic characteristics |
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Term
| Socioeconomic Status (SES) |
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Definition
| A grouping of people with similar occupational, educational, and economic characteristics |
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Term
| Constructivist Approach to Learning |
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Definition
| A learner-centered approach that emphasizes the individual's active, cognitive construction of knowledge and understanding with guidance from the teacher. |
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| Direct Instruction Approach to Learning |
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Definition
| A teacher-centered approach characterized by teacher direction and control, high expectations for student's progress, and maximum time spent on academic tasks |
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| Child-Centered Kindergarten |
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Definition
| Education that involves the whole child by considering both the child's physical, cognitive, and socioemotional development and the child's needs, interests, and learning styles |
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Definition
| An educational philosophy in which children are given considerable freedom and spontaneity in choosing activities and are allowed to move from one activity to another as they desire |
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| Developmentally Appropriate Practice |
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Definition
| Education that focuses on the typical developmental patterns of children (age appropriateness) and the uniqueness of each child (individual appropriateness). Such practice contrasts with developmentally inappropriate practice, which has an academic, direct instruction emphasis |
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Term
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Definition
| Compensatory education designed to provide children from low-income families the opportunity to acquire the skills and experiences important for school success |
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Term
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Definition
| THe circumstance of moving from the top position in elementary school to the youngest, smallest, and least powerful position in middle or junior high school |
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