CH 12 -14 Flashcards
1
Q
Plays near other children with similar toys, but does not try to influence them
A
Parallel Play
2
Q
Unoccupied, onlooker behavior aka Solitary play
A
Nonsocial Activity
3
Q
Social Interaction
A
Associative play and Cooperative play
4
Q
engage in separate activities but exchange toys and comment on one another’s behavior.
A
Associative play
5
Q
advanced type of interaction in which children orient toward a common goal.
A
Cooperative play
6
Q
advanced type of interaction in which children orient toward a common goal.
A
Cooperative play
7
Q
Functional, Make-believe,Constructive, Games with Rules
A
Cognitive Play categories
8
Q
Simple, repetitive motor movements, with or without objects
A
Functional play
9
Q
Acting out everyday and imaginative roles
A
Make-believe play
10
Q
Creating or constructing something
A
Constructive Play
11
Q
Understanding and following rules in play
A
Games with Rules
12
Q
Benefits of having friends
A
Positive interaction Emotional expression Prosocial behavior Self-disclosure
13
Q
Disadvantages to having friends
A
Disagreement Competition Aggressive friends can lead to hostile relationship
14
Q
Friends often similar in
A
Age, sex, ethnicity, SES, Personality, popularity, academics, prosocial behavior, judgments of others (biases)
15
Q
How do adolescence explore identity
A
by making different friends
16
Q
Activities, status, achievement, Friendships more variable Depends on gender identity
A
Boys friendships
17
Q
Emotional closeness Get together to “just talk” Danger of corumination
A
Girls friendships
18
Q
Either very popular or very unpopular in adolescents
A
Different sex marriages
19
Q
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
A
Benefits of friendship
20
Q
Peer Acceptance Categories
A
Popular, Rejected, Controversial, Neglected
21
Q
Peer Acceptance Categories
A
Popular, Rejected, Controversial, Neglected
22
Q
Popular peer acceptance sub-categories
A
Popular-prosocial – combine academic and social competence Popular-antisocial - aggressive but viewed as “cool”
23
Q
Rejected peer acceptance sub-categories
A
Rejected-aggressive – severe conduct problems Rejected-withdrawn – passive and socially awkward
24
Q
get a large number of positive and negative votes – hostile and disruptive, but engage in high rates of positive prosocial acts
A
Controversial
25
seldom chosen either positively or negatively – low rates of interaction, shy
Neglected Peer acceptance
26
Most are boys Physically, relationally aggressive High-status, powerful Popular Eventually become disliked
Bullies
27
Passive when should be active Give in to demands Lack defenders Inhibited temperament Physically frail Overprotected, controlled by parents
Victims
28
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
29
Larger – several cliques Membership based on reputation, stereotype Linked to strengths in self-concepts and family factors
Crowd
30
Problems with dating too early
Drug use, sex, delinquency Poor academics Abuse Mental-health problems
31
Benefits of TV
Learning Educational shows Prosocial behavior
32
Dangers of TV
Aggression Ethnic, gender stereotypes Consumerism Time away from other activities
33
teacher is sole authority for knowledge, rules, and decision making; students are passive, evaluated by a uniform set of standards
Traditional educational philosophies
34
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.
35
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
36
Communities of learners – advance in cognitive and social development
Social-constructivist
37
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
38
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
39
Describe a good teacher
caring, helpful, stimulating Too many use repetitive drill Better achievement in stimulating classroom
40
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
41
placed in regular classrooms for part of their school day
mainstreaming
42
full-time placement in regular classroom
Full-inclusion
43
Functions of the family
Reproduction, Economic services, Social Order, Socialization, and Emotional support
44
A network of interdependent relationships
Family System
45
Family system
Bidirectional influences, Direct influences, and indirect influences
46
All parties in the interaction influence each other (Family Systems)
Bidirectional influences
47
How people act with each other (Family System)
Direct influences
48
“Third parties” that affect family members (Family System)
Indirect Influences
49
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
50
Child rearing styles
Authoritative, Authoritarian, Permissive, Uninvolved
51
High Acceptance, High Involvement, Adaptive Control, and Appropriate Autonomy parenting style
Authoritative
52
Low Acceptance, Low Involvement, High Control, and Low Autonomy parenting style
Authoritarian
53
High Acceptance, Too High or Too Low Involvement, Low Control, and High Autonomy parenting style
Permissive
54
Low Acceptance, Low Involvement, Low Control, and Indifferent Autonomy parenting style
Uninvolved
55
The most successful parenting style
Authoritative
56
SES
Social Economic Status. Index of education, occupation, income
57
Risks of High SES
-Accomplishment pressure -Isolation from adults
58
Benefits of high SES
-Father involvement -Time, energy, material resources -Involvement in decisions
59
Affects of low SES
Can be stressful; children may get more -Commands -Criticism -Coercive discipline -Physical punishment -Uninvolved father
60
Children who have dinner with parents experience lower levels of poor grades, anxiety, depression, and substance abuse.
True
61
-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)
62
-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
63
-Rivalry increases in middle childhood -Still provide companionship -Must adjust to adolescence
Adolescence affects of siblings
64
Immediate consequences of divorce
-Instability, conflict, drop in income -Parental stress, disorganization -Consequences affected by Age, Temperament, and Sex
65
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
66
Benefits of Maternal Employment and Child Development
-Higher self-esteem -Positive family and peer relations -Fewer gender stereotypes -Better grades -More father involvement
67
Drawbacks of Maternal Employment andChild Development
-Less time for children -Risk of ineffective parenting
68
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
69
Child Maltreatment types
Physical abuse, sexual abuse, neglect, emotional abuse
70
Factors Related to Child Maltreatment
-Parent characteristics -Child characteristics -Family characteristics -Community -Culture
71
Perspectives on Moral Development
Biological, Psychoanalytic, Social Learning, Behaviorist, and Cognitive-Developmental
72
Bases for morality
empathy, caring, self-sacrifice
73
Evolutionary, genetic heritage perspective on moral development
Biological
74
induction, empathy-based guilt perspective on moral development
Psychoanalytic
75
Modeling moral behavior perspective on moral development
Social Learning
76
Rewards and Punishment perspective on moral development
Behaviorist
77
Children as active thinkers about social rules perspective on moral development
Cognitive developmental
78
-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
79
Child Factors in Inductive Discipline
-Empathic children require less power assertion -Anxious: mild, patient tactics -Fearless: warm relationship & firm correction -Empathy and Temperament
80
Characteristics of Good Models of Moral Behavior
-Warmth and responsiveness -Competence and power -Consistency between words and behavior
81
Alternatives to physical punishment
-Time out -Withdrawing privileges -Positive discipline
82
Effectiveness of punishment is increased by:
-Consistency -Warm parent–child relationship -Explanations
83
Physical punishment and frequent punishment have \_\_\_\_\_\_\_\_\_\_\_.
undesirable side effects
84
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
85
-Build mutually respectful bond -Let child know how to act ahead of time -Praise mature behavior
Positive Discipline
86
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.
87
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)
88
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
89
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
90
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.
91
Influences on Moral Reasoning
Personality, Child-Rearing Practices, Schooling, Peer Interactions, Culture
92
Religious involvement linked to
-More community service -Lower drug & alcohol use -Start of sexual activity later -Less delinquency
93
Religious involvement declines in \_\_\_\_\_\_
adolescence
94
-Protect people’s rights and welfare -Victims and other children react strongly to moral offenses -Adults explain rights and feelings of victims
Moral Imperatives
95
-Customs such as table manners or dress styles -Peers seldom react to violations of social convention -Adults explain less, demand obedience
Social Conventions
96
-Protect people’s rights and welfare -Victims and other children react strongly to moral offenses -Adults explain rights and feelings of victims
Moral Imperatives
97
-Customs such as table manners or dress styles -Peers seldom react to violations of social convention -Adults explain less, demand obedience
Social Conventions
98
Consider intentions and context of violations in moral distinctions
Moral Imperatives
99
-with vs. without clear purpose -Consider intentions and context of violations in moral distinctions
Social Conventions
100
-with vs. without clear purpose -Consider intentions and context of violations in moral distinctions
Social Conventions
101
beliefs about how to divide material goods fairly
Distributive justice
102
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.
103
Compliance emerges at \_\_\_\_\_\_
12-18 months
104
ability to monitor one’s own conduct, constantly adjusting it as circumstances present opportunities to violate inner standards.
Develop moral self-regulation
105
diverting attention, inhibit emotional reactivity, pleasurable activities to do while waiting
Learn cognitive strategies
106
Individual differences that contribute to self control
-Temperament -Parenting -Hot v. cool systems – emotional reactive vs. cognitive reflective systems.
107
Individual differences that contribute to self control
-Temperament -Parenting -Hot v. cool systems – emotional reactive vs. cognitive reflective systems.
108
Types of Aggression
Instrumental and Hostile
109
Instrumental Aggression
Meant to help the child get something he or she wants
110
Hostile Aggression
Meant to hurt someone else – physical, verbal, or relational
111
-Instrumental declines, hostile increases -Boys may be more physically aggressive During which period?
Early & Middle Childhood
112
Less aggression, more delinquency Delinquency peaks in middle During which period?
Adolescence
113
Routes to Adolescent Delinquency
Early Onset and Late Onset
114
-behavior begins in middle childhood -Biological risk factors and child-rearing practices combine
Early Onset
115
behavior begins around puberty -Peer influences
Late Onset
116
Sources of aggression
Family, Social-Cognitive Deficits & Distortions, Community, Culture
117
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
118
Piaget’s Theory of Moral Development
Heteronomous Morality and Autonomous Morality
119
View rules as handed down by authorities, permanent, unchangeable, require strict obedience Judge wrongness by outcomes, not intentions to do wrong
Heteronomous Morality
120
Emotional "Go" Simple Reflexive Fast Develops Early Accentuated by stress Stimulus control
Hot system
121
Emotional "Go" Simple Reflexive Fast Develops Early Accentuated by stress Stimulus control
Hot system
122
Cognitive "Know" Complex Reflective Slow Develops later Attenuated by stress Self-control
Cool system
123
Three facets of morality
emotional, cognitive, and behavioral
124
