3/15 parenting Flashcards
bronfenbrenner microsystem
people and objects in an individual’s immediate
bronfenbrenner mesosystem
collaboration between microsystems
bronfenbrenner exosystem
social settings that a child might not experience firsthand but still impact the child
bronfenbrenner macrosystem
subcultures and cultures that all the other environmental components are embedded in (attitudes, beliefs, laws)
most important environmental component in ecological model?
microsystems
chronosystem
changes in the environmental components over time
child rearing
combinations of parenting behavior that occur over a wide range of situations, creating an enduring child-rearing climate
processes, strategies, and approaches used to raise a child
child rearing acceptance and involvement
expressions of warmth, how attentive a parent is to the child’s individual needs
child rearing control/discipline
level of control exterted by the parent and the level of demand placed on child; how much a parent expects from a child
child rearing communication
how much the parent communicates about those demands, listens to child
child rearing autonomy granting
degree of autonomy granted to the child and listening to child’s desires and preferences and expectations of them, degree of responsibility and self-control is what they expect children to be able to do
permissive continuum of child rearing outcomes
lack self-control, impulsive, disobedient, dependent
permissive continuum of child rearing axis
low demands/control and high acceptance/involvement
uninvolved continuum of child rearing outcomes
emotionally detached, immature, aggressive, low academic achievement
uninvolved continuum of child rearing axis
low demands/control and low acceptance/involvement
authoritative continuum of child rearing outcomes
good self-control, positive mood, high self-esteem, socially competent, higher grades, responsible
authoritative continuum of child rearing axis
high demands/control and high acceptance/involvement
authoritarian continuum of child rearing outcomes
obedient, more anxious, withdrawn, low self-esteem
authoritatian continuum of child rearing axis
high demands/control and low acceptance/involvement
parenting direct instruction
tell children what to do, when to do it, and why
parenting coaching
providing children support to follow direct instruction
parenting observational learning
children learn through observing (imitation and counterimitation)
positive reinforcement
presenting a motivating stimulus after the desired behavior
negative reinforcement
removing an unpleasant stimulus after the desired behavior
punishment
action that discourages the recurrence of behavior
reinforcement
action that increases the likelihood of the behavior
physical punishment outcomes
aggression, anger, resentment, conflict, lower academic outcomes, future abusers
pronounced among temperamentally difficult children
psychological control (punishment)
use of children’s shame/guilt to control behavior
manipulations include withdrawing love, wounding with sarcasm, teasing
time out
favored if used correctly, ideally it’s brief, avoid yelling and increasing feelings of rejection and isolation
when is punishment most effective?
immediately after undesired behavior, behavior should always lead to punishment, accompany with explanation about why and how it can be avoided in future, if child has affectionate relationship with caregiver administering punishment
when is divorce most impactful?
emotional children, childhood and adolescence, children who do not actively cope, children who interpret events negatively
how to help children adjust with divorce better?
cooperate with each other, explain why it’s happening, reassure, continued involvement after separation, validate negative feelings
live with same-sex parent for stronger emotional bonds
hierarchy of needs
self actualization
esteem needs
belongingness and love needs
safety needs
physiological needs
foundational practices
experiential play
invitational learning
responsiveness
consistent routines
consistent needs
activities that happen at about the same time and in about the same way each day
meet children’s basic needs and establish a sense of safety and security
responsiveness
establishes a warm and caring connection between caregiveers and children
understanding, flexibility, acceptance, validation, postitive guidance, acknowledgement, respect, match
connection (foundational practices)
consistent routines + responsiveness = connection
4 critical elements: eye contact, being present, touch, playfulness
invitational learning
we set up provocations and invite children to play and explore with us, and children are free to engage with other materials in the classroom as they choose
developmentally appropriate way to engage children and promote autonomy
provocations
setting up an environment for open-ended activities that encourage children’s exploratory play and creative thinking
experiential play
should be exploratory and experiential, give children a chance to explore with all of their senses
gives children opportunity to learn about their world
repetition (foundational practices)
doing the same kind of experience multiple times, going over the same concept multiple times
helps with comprehension, allows you to build on previous knowledge and connect new knowledge
