CH 12 -14 Flashcards
Plays near other children with similar toys, but does not try to influence them
Parallel Play
Unoccupied, onlooker behavior aka Solitary play
Nonsocial Activity
Social Interaction
Associative play and Cooperative play
engage in separate activities but exchange toys and comment on one another’s behavior.
Associative play
advanced type of interaction in which children orient toward a common goal.
Cooperative play
advanced type of interaction in which children orient toward a common goal.
Cooperative play
Functional, Make-believe,Constructive, Games with Rules
Cognitive Play categories
Simple, repetitive motor movements, with or without objects
Functional play
Acting out everyday and imaginative roles
Make-believe play
Creating or constructing something
Constructive Play
Understanding and following rules in play
Games with Rules
Benefits of having friends
Positive interaction Emotional expression Prosocial behavior Self-disclosure
Disadvantages to having friends
Disagreement Competition Aggressive friends can lead to hostile relationship
Friends often similar in
Age, sex, ethnicity, SES, Personality, popularity, academics, prosocial behavior, judgments of others (biases)
How do adolescence explore identity
by making different friends
Activities, status, achievement, Friendships more variable Depends on gender identity
Boys friendships
Emotional closeness Get together to “just talk” Danger of corumination
Girls friendships
Either very popular or very unpopular in adolescents
Different sex marriages
Opportunities to explore self Form deep understanding of another Foundation for future intimate relationships Promote empathy, sympathy and positive social behavior Help deal with life stress Can improve attitude and school involvement
Benefits of friendship
Peer Acceptance Categories
Popular, Rejected, Controversial, Neglected
Peer Acceptance Categories
Popular, Rejected, Controversial, Neglected
Popular peer acceptance sub-categories
Popular-prosocial – combine academic and social competence Popular-antisocial - aggressive but viewed as “cool”
Rejected peer acceptance sub-categories
Rejected-aggressive – severe conduct problems Rejected-withdrawn – passive and socially awkward
get a large number of positive and negative votes – hostile and disruptive, but engage in high rates of positive prosocial acts
Controversial
seldom chosen either positively or negatively – low rates of interaction, shy
Neglected Peer acceptance
Most are boys Physically, relationally aggressive High-status, powerful Popular Eventually become disliked
Bullies
Passive when should be active Give in to demands Lack defenders Inhibited temperament Physically frail Overprotected, controlled by parents
Victims
Resemble one another in family background, attitudes, and values Small group of 5–7 Good friends Identified by interests, social status “popular” and “unpopular” Girls- predicts academic and social competence
Cliques
Larger – several cliques Membership based on reputation, stereotype Linked to strengths in self-concepts and family factors
Crowd
Problems with dating too early
Drug use, sex, delinquency Poor academics Abuse Mental-health problems
Benefits of TV
Learning Educational shows Prosocial behavior
Dangers of TV
Aggression Ethnic, gender stereotypes Consumerism Time away from other activities
teacher is sole authority for knowledge, rules, and decision making; students are passive, evaluated by a uniform set of standards
Traditional educational philosophies
Ways of regulating media use
-Limit TV viewing and computer use. -Avoid using TV or computer time as a reward. -Encourage child-appropriate media experiences. -When possible, watch TV with children. -Link TV content to everyday learning experiences. -Model good TV and computer practices. -Explain Internet technology and safety practices. -Monitor and limit cell phone use. -Use an authoritative approach to child rearing.
learning centers, small groups, and individuals solving self-chosen problems; teacher provides guidance and support; evaluated in consideration to their own prior development
Constructivist educational philosophies
Communities of learners – advance in cognitive and social development
Social-constructivist
Ways to help children adjust to school
-Positive peer and teacher relationships foster both academic and social competence. -Social maturity → later academic performance -Experts suggest readiness for kindergarten be assessed in terms of both academic and social skills. Preschool also an indicator
Ways to help adolescence adjust to school
Parental involvement Monitoring Autonomy granting Emphasis on mastery, not grades Smaller units within large schools Fosters teacher relationships Greater extracurricular involvement Classes with familiar peers Minimize competition and ability-based treatment of students
Describe a good teacher
caring, helpful, stimulating Too many use repetitive drill Better achievement in stimulating classroom
Individual differences in teacher student interaction
-Well-behaved, high achievers get more attention -More impact of attention on low SES – children with low -SES are highly impacted by positive attention from teachers. -Self-fulfilling prophecy – children adopt teachers’ positive or negative views and start to live up to them; particularly effective when teachers compare children publicly and promote competition
placed in regular classrooms for part of their school day
mainstreaming
full-time placement in regular classroom
Full-inclusion
Functions of the family
Reproduction, Economic services, Social Order, Socialization, and Emotional support
A network of interdependent relationships
Family System
Family system
Bidirectional influences, Direct influences, and indirect influences
All parties in the interaction influence each other (Family Systems)
Bidirectional influences
How people act with each other (Family System)
Direct influences
“Third parties” that affect family members (Family System)
Indirect Influences
Benefits to Families of Strong Community Ties
-Parental interpersonal acceptance -Parental access to information and services -Child-rearing controls, role models -Direct assistance with child-rearing
Child rearing styles
Authoritative, Authoritarian, Permissive, Uninvolved
High Acceptance, High Involvement, Adaptive Control, and Appropriate Autonomy parenting style
Authoritative
Low Acceptance, Low Involvement, High Control, and Low Autonomy parenting style
Authoritarian
High Acceptance, Too High or Too Low Involvement, Low Control, and High Autonomy parenting style
Permissive
Low Acceptance, Low Involvement, Low Control, and Indifferent Autonomy parenting style
Uninvolved
The most successful parenting style
Authoritative
SES
Social Economic Status. Index of education, occupation, income
Risks of High SES
-Accomplishment pressure -Isolation from adults
Benefits of high SES
-Father involvement -Time, energy, material resources -Involvement in decisions
Affects of low SES
Can be stressful; children may get more -Commands -Criticism -Coercive discipline -Physical punishment -Uninvolved father
Children who have dinner with parents experience lower levels of poor grades, anxiety, depression, and substance abuse.
True
-Higher in self-esteem and motivation -Do better in school -Attain higher levels of education -Closer relationships with parents -Can be less accepted in their peer groups
One child families (only Child)
-Can be difficult transition -Infants find older siblings comforting -Play together by second year -Temperament, parenting, family context affect relationship
Early affects of having siblings
-Rivalry increases in middle childhood -Still provide companionship -Must adjust to adolescence
Adolescence affects of siblings
Immediate consequences of divorce
-Instability, conflict, drop in income -Parental stress, disorganization -Consequences affected by Age, Temperament, and Sex
Long term consequences of divorce
-Improved adjustment after 2 years -Boys & children with difficult temperaments more likely to have problems -Father’s involvement affects adjustment
Benefits of Maternal Employment and Child Development
-Higher self-esteem -Positive family and peer relations -Fewer gender stereotypes -Better grades -More father involvement
Drawbacks of Maternal Employment andChild Development
-Less time for children -Risk of ineffective parenting
Factors to consider when choosing child care facilities
-Adult-child interactions -Teacher qualifications -Relationships with parents -Licensing & accreditation -Physical setting -Group size -Caregiver-child ratio -Daily activities
Child Maltreatment types
Physical abuse, sexual abuse, neglect, emotional abuse
Factors Related to Child Maltreatment
-Parent characteristics -Child characteristics -Family characteristics -Community -Culture
Perspectives on Moral Development
Biological, Psychoanalytic, Social Learning, Behaviorist, and Cognitive-Developmental
Bases for morality
empathy, caring, self-sacrifice
Evolutionary, genetic heritage perspective on moral development
Biological
induction, empathy-based guilt perspective on moral development
Psychoanalytic
Modeling moral behavior perspective on moral development
Social Learning
Rewards and Punishment perspective on moral development
Behaviorist
Children as active thinkers about social rules perspective on moral development
Cognitive developmental
-Helps child notice others’ feelings -Point out effects of misbehavior on other -Note others distress -Make clear the child caused the distress -Empathy-based guilt
Inductive Discipline
Child Factors in Inductive Discipline
-Empathic children require less power assertion -Anxious: mild, patient tactics -Fearless: warm relationship & firm correction -Empathy and Temperament
Characteristics of Good Models of Moral Behavior
-Warmth and responsiveness -Competence and power -Consistency between words and behavior
Alternatives to physical punishment
-Time out -Withdrawing privileges -Positive discipline
Effectiveness of punishment is increased by:
-Consistency -Warm parent–child relationship -Explanations
Physical punishment and frequent punishment have ___________.
undesirable side effects
Side Effects of physical punishment in early childhood
-Using harsh punishment is modeling aggressive behavior -Harshly punished children typically react with anger -Focus on own distress, rather than having a sympathetic view of others’ needs -Avoid punishing adult resulting in lack of positive teaching opportunities. -Reinforces adults for using coercive punishment because it temporarily stops the misbehavior. -Corporal punishment often leads to abuse -Transfers to next generation
-Build mutually respectful bond -Let child know how to act ahead of time -Praise mature behavior
Positive Discipline
Strategies for positive discipline
-Using transgressions as teaching opportunity -Reducing opportunities for misbehavior -Providing reasons for rules -Arranging for children to participate in family routines and duties -When children are obstinate, trying to compromise and problem solve. -Encouraging mature behavior -Being sensitive to children’s limited physical and emotional resources.
Kohlberg’s Stages of Moral Development
Preconventional Level (Stages 1 and 2), Conventional Level (Stages 3 and 4), Postconventional or Principled Level (Stages 5 and 6)
Preconventional Level
Stage 1: Punishment and Obedience - ignore intentions and focus on avoidance of punishment Stage 2: Instrumental Purpose – understand different perspectives in a moral dilemma
Conventional Level
Stage 3: “Good-boy, Good-girl” (Morality of interpersonal cooperation) – understands Golden Rule Stage 4: Social Order Maintaining – laws must be obeyed to maintain order
Postconventional or Principled Level
Stage 5: Social Contract – laws and rules are flexible; emphasize fair procedures for interpreting and changing the laws Stage 6: Universal Ethical Principal – respect for the worth and dignity of each person.
Influences on Moral Reasoning
Personality, Child-Rearing Practices, Schooling, Peer Interactions, Culture
Religious involvement linked to
-More community service -Lower drug & alcohol use -Start of sexual activity later -Less delinquency
Religious involvement declines in ______
adolescence
-Protect people’s rights and welfare -Victims and other children react strongly to moral offenses -Adults explain rights and feelings of victims
Moral Imperatives
-Customs such as table manners or dress styles -Peers seldom react to violations of social convention -Adults explain less, demand obedience
Social Conventions
-Protect people’s rights and welfare -Victims and other children react strongly to moral offenses -Adults explain rights and feelings of victims
Moral Imperatives
-Customs such as table manners or dress styles -Peers seldom react to violations of social convention -Adults explain less, demand obedience
Social Conventions
Consider intentions and context of violations in moral distinctions
Moral Imperatives
-with vs. without clear purpose -Consider intentions and context of violations in moral distinctions
Social Conventions
-with vs. without clear purpose -Consider intentions and context of violations in moral distinctions
Social Conventions
beliefs about how to divide material goods fairly
Distributive justice
Distributive Justice levels and ages developed
-Equality: 5 – 6 years – get same amount -Merit: 6 – 7 years – performed in an exceptional way get extra -Benevolence: around 8 years – extra given to those at a disadvantage.
Compliance emerges at ______
12-18 months
ability to monitor one’s own conduct, constantly adjusting it as circumstances present opportunities to violate inner standards.
Develop moral self-regulation
diverting attention, inhibit emotional reactivity, pleasurable activities to do while waiting
Learn cognitive strategies
Individual differences that contribute to self control
-Temperament -Parenting -Hot v. cool systems – emotional reactive vs. cognitive reflective systems.
Individual differences that contribute to self control
-Temperament -Parenting -Hot v. cool systems – emotional reactive vs. cognitive reflective systems.
Types of Aggression
Instrumental and Hostile
Instrumental Aggression
Meant to help the child get something he or she wants
Hostile Aggression
Meant to hurt someone else – physical, verbal, or relational
-Instrumental declines, hostile increases -Boys may be more physically aggressive During which period?
Early & Middle Childhood
Less aggression, more delinquency Delinquency peaks in middle During which period?
Adolescence
Routes to Adolescent Delinquency
Early Onset and Late Onset
-behavior begins in middle childhood -Biological risk factors and child-rearing practices combine
Early Onset
behavior begins around puberty -Peer influences
Late Onset
Sources of aggression
Family, Social-Cognitive Deficits & Distortions, Community, Culture
How to control aggression
-Parent and Teacher training programs: Coaching Modeling Positive parenting Reinforcing alternative behaviors -Social-cognitive interventions Zero Tolerance policies -Comprehensive approaches EQUIP Multisystemic therapy
Piaget’s Theory of Moral Development
Heteronomous Morality and Autonomous Morality
View rules as handed down by authorities, permanent, unchangeable, require strict obedience Judge wrongness by outcomes, not intentions to do wrong
Heteronomous Morality
Emotional “Go” Simple Reflexive Fast Develops Early Accentuated by stress Stimulus control
Hot system
Emotional “Go” Simple Reflexive Fast Develops Early Accentuated by stress Stimulus control
Hot system
Cognitive “Know” Complex Reflective Slow Develops later Attenuated by stress Self-control
Cool system
Three facets of morality
emotional, cognitive, and behavioral
