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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
sociodramatic play enables children to...
- explore and rehearse social roles - test ability to explain - practice emotional regulation - develop self-concept
26
parents differ on four dimensions
1. expressions of warmth 2. strategies for discipline 3. communication 4. expectations for maturity
27
authoritarian parenting
high behavioural standards, strict punishment of misconduct, little communication
28
permissive parenting
high nurturance and communication, but little discipline, guidance, or control
29
authoritative parenting
parents set limits and enforce rules but are flexible and listen to their children
30
neglectful/uninvolved parenting
parents are indifferent towards children and unaware of what is going on in their children's lives
31
children of authoritarian parents tend to...
- 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
children of permissive parents tend to...
- be unhappy and lack self-control, especially in peer relationships - inadequate emotional regulation - immature and lack friendships - dependent on parents into early adulthood
33
children of authoritative parents tend to...
- be successful, articulate, happy with themselves, and generous with others - well liked by teachers and peers, especially in societies which value individual initiative.
34
children of neglectul/uninvolved parents tend to...
- immature, sad, and lonely | - lifelong risks of injury and abuse
35
sex differences
biological differences between M and F in organs, hormones, and body shape
36
gender differences
different in roles and behaviours prescribed by a culture for M and F
37
gender differences across ages
- 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
theories of gender role development: psychoanalytical theory
phallic stage, Oedipus complex
39
phallic stge
Freud's 3rd stage of dev, when penis becomes the focus of concern and pleasure
40
Oedipus complex
unconscious desire of young boys to replace fathers and win their mothers exclusive love
41
identification
considering the behaviours, appearance, and attitudes of someone else to be one's own
42
theories of gender role development: behaviourism
gender differences are a product of ongoing reinforcement and punishment and are learned through all roles, values, and morals
43
gender-appropriate
rewarded more frequently than gender-inappropriate behaviour
44
social learning theory
children notice ways men and women behave and internalize the standards they observe
45
theories of gender role development: cognitive theories
gender schema
46
gender schema
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
theories of gender role development: humanism
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
theories of gender role development: evolutionary theory
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
nature perspective of moral development
morality is genetic outgrowth of natural bonding, attachment, and cognitive maturation
50
nurture perspective of moral development
culture is crucial to dev of morality
51
prosocial behaviour
extending helpfulness and kindness without any obvious benefit to oneself, increases with maturity (empathy)
52
antisocial actions
deliberately hurting another person, including people who have done no harm; decreases with maturity (antipathy)
53
general types of aggression
instrumental reactive relational bullying
54
aggressions as child ages
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
spanking opinions influence by
past experience and cultural norms
56
effects of physical punishment
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
psychological control
disciplinary technique involving threatening to withdraw love and support; relies on child's feelings of guilt and gratitude to parents
58
time-out
disciplinary technique in which child is separated from other people and activities for a specified time
59
induction
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
harm reduction
decreasing potential negative consequences of bejaviour
61
accident
refers to random, unpredictable injury
62
child maltreatment
intentional harm to/avoidable endangerment of anyone <18 yo
63
substantiated maltreatment
reported, investigated, and verified
64
reported maltreatment
notified authorities
65
5:1 ratio of reported to substantiated maltreatment may be because...
- 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
symptoms of maltreated children often coincide with...
PTSD in neurological, emotional, and behavioural damage
67
consequence o maltreatent
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
3 levels of prevention
primary: macrosystem and exosystem secondary: warning signs and interventions tertiary: limits harm after maltreatment has already occurred
69
___ levels of protection require helping caregivers provide a safe, nurturing, and stable home.
All
70
options when children are removed from their homes
- foster care - adoption - kinship care

Developmental Psychology (16 decks)

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