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Developmental Psychology > Ch. 6 - Early Childhood Psychosocial Dev > Flashcards

Ch. 6 - Early Childhood Psychosocial Dev Flashcards

1
Q

emotional regulation / effortful control

A

ability to control when/how emotions are expressed

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2
Q

when does emotional regulation occur

A

between 2-6 yo

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3
Q

influences on emotional regulation

A
  • maturation
  • learning
  • culture
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4
Q

Erikson’s 3rd psychosocial crisis

A

initiative vs guilt.

  • children undertake new skills and activities and feel guilty when they do not succeed at them.
  • ideally parents encourage enthusiasm, effort and pride; prevent guilt; and encourage joy
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5
Q

pride

A

includes gender, size, and heritage

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6
Q

prejudice

A

often involves feelings of superiority to children of other sex, nationality, or religion

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7
Q

neurological advancements of early childhood

A

growth of prefrontal cortex (4-5 yo)

myelination of limbic system

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8
Q

improved behaviours and ablities of early childhood

A

longer attention span

improved capacity for self-control

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9
Q

motivation propels ___ and is derived from ____

A

action; personal or social context

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10
Q

intrinsic motivation

A

drive/reason to pursue a goal coming from inside a person

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11
Q

extrinsic motivation

A

drive/reason to pursue a goal arising from need to have achievements rewarded from the outside

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12
Q

effectiveness o praise

A

distinction b/t extrinsic and intrinsic motivation crucial in understanding how and when to praise something a child has done

  • specific praise for effort and not generalized statements
  • praise of particular production and not general traits
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13
Q

play is _____

A

universal

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14
Q

2 general kinds of play

A

solitary and social

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15
Q

developmental differences of play

A

most infant play: solitary or w/ parent
toddlers: slowly better playmates
young children: best with peers

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16
Q

forms of play change with …

A

age, cohort, and culture

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17
Q

As children age, play becomes more social, influenced by …

A
  1. brain maturation
  2. playmate availability
  3. physical setting
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18
Q

solitary play

A

child plays alone, unaware of nearby children

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19
Q

associative play

A

children interact, observing each other and sharing material, but their play is not yet mutual and reciprocal

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20
Q

onlooker play

A

child watches other children play

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21
Q

parallel play

A

children play with similar toys in similar ways, but not together

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22
Q

cooperative play

A

children play together, creating and elaborating joint activity or taking turns

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23
Q

rough and tumble play

A

mimics aggression through wrestling, chasing, or hitting with no intention to harm

  • contains expressions and gestures signifying child is “just pretending”
  • particularly common among young males
  • increases child social understanding, but also increases likelihood of injury
  • may positively affect prefrontal cortex development
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24
Q

sociodramatic play

A

allows children to at out various roles and themes in stories they create

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25
Q

sociodramatic play enables children to…

A
  • explore and rehearse social roles
  • test ability to explain
  • practice emotional regulation
  • develop self-concept
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26
Q

parents differ on four dimensions

A
  1. expressions of warmth
  2. strategies for discipline
  3. communication
  4. expectations for maturity
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27
Q

authoritarian parenting

A

high behavioural standards, strict punishment of misconduct, little communication

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28
Q

permissive parenting

A

high nurturance and communication, but little discipline, guidance, or control

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29
Q

authoritative parenting

A

parents set limits and enforce rules but are flexible and listen to their children

30
Q

neglectful/uninvolved parenting

A

parents are indifferent towards children and unaware of what is going on in their children’s lives

31
Q

children of authoritarian parents tend to…

A
  • be conscientious, obedient, and quiet, but not happy
  • feel guilt/depressed and self blame when things don’t go well
  • rebel as adolescents and leave home before 20
32
Q

children of permissive parents tend to…

A
  • be unhappy and lack self-control, especially in peer relationships
  • inadequate emotional regulation
  • immature and lack friendships
  • dependent on parents into early adulthood
33
Q

children of authoritative parents tend to…

A
  • be successful, articulate, happy with themselves, and generous with others
  • well liked by teachers and peers, especially in societies which value individual initiative.
34
Q

children of neglectul/uninvolved parents tend to…

A
  • immature, sad, and lonely

- lifelong risks of injury and abuse

35
Q

sex differences

A

biological differences between M and F in organs, hormones, and body shape

36
Q

gender differences

A

different in roles and behaviours prescribed by a culture for M and F

37
Q

gender differences across ages

A
  • initial confusion about gender and sex
  • age 5: increased awareness of sex and gender diff
  • age 8: belief that biological sex is a permanent trait.
  • ages 2-8: awareness of sex differences, preference for same-sex playmates, and stereotypical gender activity all increase
38
Q

theories of gender role development: psychoanalytical theory

A

phallic stage, Oedipus complex

39
Q

phallic stge

A

Freud’s 3rd stage of dev, when penis becomes the focus of concern and pleasure

40
Q

Oedipus complex

A

unconscious desire of young boys to replace fathers and win their mothers exclusive love

41
Q

identification

A

considering the behaviours, appearance, and attitudes of someone else to be one’s own

42
Q

theories of gender role development: behaviourism

A

gender differences are a product of ongoing reinforcement and punishment and are learned through all roles, values, and morals

43
Q

gender-appropriate

A

rewarded more frequently than gender-inappropriate behaviour

44
Q

social learning theory

A

children notice ways men and women behave and internalize the standards they observe

45
Q

theories of gender role development: cognitive theories

A

gender schema

46
Q

gender schema

A

child’s cognitive conception/general belies about sex differences

  • based on observations and experiences
  • young children characterize themselves and everyone else as M or F then think and behave accordingly
47
Q

theories of gender role development: humanism

A

hierarchy of needs

  • children strive for admiration from a group of peers they belong to even more than love of their parents
  • young children try to belong by conforming to gender norms
48
Q

theories of gender role development: evolutionary theory

A

sexual attraction crucial for basic urge to reproduce

  • m and f try to look attractive to other sex in gendered ways
  • young boys and girls practice becoming attractive to the other sex
49
Q

nature perspective of moral development

A

morality is genetic outgrowth of natural bonding, attachment, and cognitive maturation

50
Q

nurture perspective of moral development

A

culture is crucial to dev of morality

51
Q

prosocial behaviour

A

extending helpfulness and kindness without any obvious benefit to oneself, increases with maturity (empathy)

52
Q

antisocial actions

A

deliberately hurting another person, including people who have done no harm; decreases with maturity (antipathy)

53
Q

general types of aggression

A

instrumental
reactive
relational
bullying

54
Q

aggressions as child ages

A

all forms of aggression usually become less common from ages 2-6, as brain matures and empathy increases

children learn to use aggression selectively, decreasing both victimization and aggression.

55
Q

spanking opinions influence by

A

past experience and cultural norms

56
Q

effects of physical punishment

A

some believe it is harmless, others do no

  • phys punishment increases obedience temporarily, but increases possibility of later aggression
  • also correlates with delayed theory of mind and increased aggression.
57
Q

psychological control

A

disciplinary technique involving threatening to withdraw love and support; relies on child’s feelings of guilt and gratitude to parents

58
Q

time-out

A

disciplinary technique in which child is separated from other people and activities for a specified time

59
Q

induction

A

disciplinary technique in which parents discuss with a child to get them to understand why a behaviour was wrong. listening, not lecturing, is crucial

60
Q

harm reduction

A

decreasing potential negative consequences of bejaviour

61
Q

accident

A

refers to random, unpredictable injury

62
Q

child maltreatment

A

intentional harm to/avoidable endangerment of anyone <18 yo

63
Q

substantiated maltreatment

A

reported, investigated, and verified

64
Q

reported maltreatment

A

notified authorities

65
Q

5:1 ratio of reported to substantiated maltreatment may be because…

A
  • each child is counted only once
  • substantiation requires proof
  • mandatory reports required signs of possible maltreatment
  • some reports are screened out
  • some reports are deliberately false
66
Q

symptoms of maltreated children often coincide with…

A

PTSD in neurological, emotional, and behavioural damage

67
Q

consequence o maltreatent

A

mistreated and neglected children…

  • regard people as hostile and exploitative
  • are less friendly, more aggressive, and more isolated
  • experience more social deficits
  • may experience large and enduring economic consequences
68
Q

3 levels of prevention

A

primary: macrosystem and exosystem
secondary: warning signs and interventions
tertiary: limits harm after maltreatment has already occurred

69
Q

___ levels of protection require helping caregivers provide a safe, nurturing, and stable home.

70
Q

options when children are removed from their homes

A
  • foster care
  • adoption
  • kinship care

Developmental Psychology (16 decks)

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