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nurs > Ch 6; Socioemotional Development in Early Childhood > Flashcards

Ch 6; Socioemotional Development in Early Childhood Flashcards

1
Q

what is the pace at which childs growth grows?

A

rapid

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2
Q

what growth patterns does a childs growth follow

A

cephalocaudal and proximodistal

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3
Q

what advances do children’s developing minds and social experiences produce

A
  • self development,
  • emotional maturity,
  • moral understanding,
  • gender awareness
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4
Q

what happens during the second year of life

A

make considerable progress of self recognition

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5
Q

how many stages are in Erik Eriksons developmental stages

A

eight

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6
Q

what is Erikson first stage

A

trust vs mistrust

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7
Q

what do young children improve according to eriksons theory

A

self understanding and understanding of others

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8
Q

what did Erikson regard as the main developmental task of infancy

A

trust vs mistrust

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9
Q

according to Erikson what is the psychosocial stage associated with early childhood

A

initiative vs guilt

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10
Q

what skills do children in early childhood use to make things happen

A
  • perceptual
  • motor
  • cognitive
  • language
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11
Q

what governs initiative

A

conscience

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12
Q

what can a childs initiative and enthusiasm bring

A

rewards but also guilt
(lowers self esteem)

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13
Q

are young children psychologically aware of themselves and others

A

yes

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14
Q

in erisksons theory , early childhood is a period when…

A

development involves resolving the conflict of initiative versus guilt

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15
Q

what is self understanding

A

the child’s cognitive representation of self, the substance and content of the childs self conceptions

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16
Q

what does early self-understanding involve

A

self recognition

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17
Q

what do children distinguish themselves from others through

A

physical and material attributes

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18
Q

what do young children mainly describe themselves in terms of

A

age 4 to 5
- concrete
- observable features
- activities
begin to include as they hear
- psychological
- emotional terms

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19
Q

what are young children’s self descriptions

A

typically unrealistic

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20
Q

what do children confuse when they can’t distinguish negative emotions

A

desired and actual competence

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21
Q

what do children make advances in

A

understanding of others

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22
Q

What does a childs young theory of mind include

A

understanding that other people have emotions and desire

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23
Q

at age 4 to 5 what else do children use to describe others other than terms of psychological traits

A

being to perceive others in terms of psychological traits

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24
Q

what is an important part of children’s socioemotional development of others (4y/o+)

A

gaining an understanding that people don’t always give accurate reports of their beliefs

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25
Q

what is an important part of children’s socioemotional development of others

A

understanding joint commitments

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26
Q

what did the extensive theory of mind and recent research on young children’s social understanding underscore

A

not as egocentric as Piaget envisioned

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27
Q

what has research showed about young children

A

more socially sensitive and perceptive

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28
Q

what can parents and teachers help teach young children thanks to them being more socially sensitive and perceptive

A

better understanding and interacting in the social world by how they interact with them

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29
Q

what is the ongoing debate about young children about

A

whether they are socially sensitive or egocentric

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30
Q

Did Ross Thompson believe young children are socially sensitive or egocentric

A

socially sensitive

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31
Q

did Susan Harter believe young children are socially sensitive or egocentric

A

egocentric

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32
Q

what is emotional development linked to the young child’s growing awareness of self

A

ability to feel an expanding range of emotions

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33
Q

how are young infants able to experience self conscious emotions

A

must be able to refer themselves and be aware of themselves as distinct from others

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34
Q

what emotions can infants experience

A

joy and fear

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35
Q

what are self conscious emotions

A
  • pride
  • shame
  • embarrassment
  • guilt
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36
Q

when do self conscious emotions appear

A

around 18 months of age

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37
Q

what was linked to a young childs greater tendency to engage in spontaneous helping

A
  • moral pride
  • pride in response to achievement
  • resilience to shame
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38
Q

what was young children’s emotional expression linked to

A

parents own expressive behavior

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39
Q

what is among the most important changes in emotional development in early childhood

A

increased understanding of emotions

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40
Q

what do young children increasingly understand in certain situations

A
  • certain situations are likely to evoke particular emotions
  • facial expressions indicate specific emotions
  • emotions affect behavior and can be used to influence others
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41
Q

what is a young children’s emotional understanding linked to

A

increase in prosocial behavior

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42
Q

what are 5- to 7- year olds who have an understanding of others emotions related to

A

children’s emotion regulation

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43
Q

what happens to the terms children use to describe emotions between ages 2 and 4 when understanding emotions

A

considerably increase

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44
Q

how are lower-SES parents

A
  • more concerned that their children conform to society’s expectations
  • create home atmosphere in which it is clear that parents have authority over children, among others
  • use more physical punishment
  • are more directive and less conversational
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45
Q

what are ages 2 to 4 learning when understanding emotions

A

the causes and consequences of feelings

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46
Q

what do 4 to 5 years old show when understanding emotions

A

increased ability to reflect on emotions

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47
Q

what can most children by age 5 accurately identify

A

emotions that are produced by challenging circumstances and describe strategies they might call on to cope with everyday stress

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48
Q

is emotion regulation an important aspect of development

A

yes

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49
Q

what does regulating emotions play a role in the children’s ability to

A

children’s ability to manage the demands and conflicts they face in interacting with others

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50
Q

what do researchers consider the growth of emotion regulation in children as

A

fundamental to the development of social competence

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51
Q

what can emotion regulation be conceptualized as

A
  • higher level cognitive functioning
  • component of self regulation
  • or of executive function
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52
Q

what is emotion coaching or an emotion dismissing approach

A

depending on how a parent talks with their children about emotion

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53
Q

what are emotion coaching parents

A

monitor their children’s emotions, view their children’s negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions

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54
Q

what is emotion dismissing parents

A

view their role as to deny, ignore, or change negative emotions

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55
Q

how do emotion coaching parents interact with their children

A
  • less rejecting manner
  • use more scaffolding and praise
  • nurturant
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56
Q

what are children of emotion coaching parents better at

A
  • soothing themselves when they get upset
  • effective in regulating their negative affect
  • focus their attention on the better
  • fewer behavioral problems
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57
Q

what are father and mother emotion coaching related to

A

father; children’s social competence
mother; less oppositional behavior

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58
Q

what does the mothers knowledge about what distresses and comforts their children predict of their children

A
  • coping
  • empathy
  • prosocial behavior
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59
Q

what do emotions have a strong role in determining

A

the success of a child’s peer relationship

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60
Q

what is moral development

A

development of thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with other people

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61
Q

what are feelings of anxiety and guilt central to

A

the account of moral development provided by Freuds psychoanalytic theory

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62
Q

what is superego

A

the moral element of the personality

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63
Q

are Freuds ideas backed by research

A

no

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64
Q

what is empathy

A

responding to another persons feelings with an emotion that echoes those feelings

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65
Q

in emotional development what is growing self awareness linked to

A

feeling + expanding & expressing a range of emotions

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66
Q

can guilt and positive feelings contribute to morals

A

yes

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67
Q

what is perspective talking

A

infants have the capacity for some purely empathic responses, but empathy often requires the ability to discern another persons emotional states

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68
Q

what did Piaget do according to moral reasoning

A

stimulate interest in how children think about moral issues

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69
Q

what does an increase in self understanding and understanding others reflect

A

increased awareness reflects young children’s expanding psychological sophistication

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70
Q

how did Piaget learn about children’s moral issues

A

observed and interviewed children from ages 4 through 12

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71
Q

what is the heteronomous morality stage according to Piaget in moral reasoning that children go through from ages 4 to 7

A

first stage of moral development in Piagets theory. Children think of justice and rules as unchangeable properties, beyond the control of people

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72
Q

what is autonomous morality according to Piaget of moral reasoning that children go through from ages 10 and older

A

become aware and rules and laws are created by people, and in judging an action they consider the actor’s intentions as well as the actions consequences

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73
Q

what do young heteronomous children (Piagets theory) judge

A

the rightness or goodness of behavior by considering its consequences, not the intentions of the actor

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74
Q

what do young heteronomous children (Piagets theory) think about rules

A

rules are unchangeable and are handed down by all-powerful authorities

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75
Q

what do moral autonomists (Piagets theory) believe about rules

A

accept change and recognize that rules are merely conventions that are subject to change

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76
Q

what is immanent justice

A

concept that if a rule is broken, punishment will be meted out immediately

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77
Q

what does a heteronomous believe about immanent justice according to Piagets theory

A

that a violation is followed automatically by its punishment

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78
Q

how did Piaget believe that changes in moral reasoning occur

A

as children develop they become more sophisticated in their thinking about social matters, especially about the possibilities and conditions of cooperation

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79
Q

what do moral autonomists believe about immanent justice according to Piagets theory

A

recognize that punishment occurs only if someone witnesses the wrongdoing and that, even then, punishment is not inevitable

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80
Q

what do the behavioral and social cognitive approach to development focus on

A

moral behavior

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81
Q

how is moral behavior explained

A

process of reinforcement
punishment
imitation

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82
Q

what is the ability to resist temptation closely tied to according to the social cognitive theorists, which involves learning to delay gratification

A

development of self control

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83
Q

what does gender mean

A

characteristics related to femininity and masculinity based on social and cultural norms

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84
Q

what does gender identity mean

A

persons inner sense of being a girl/woman, boy/man, another gender, or no gender

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85
Q

what is sex

A

labelling of their biological or genetic makeup as female or male based on hormones, chromosomes, and internal and external genitalia

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86
Q

when do most children know their sex

A

by age 2 years, though understanding might come later on

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87
Q

does gender identity stay the same for every individual

A

no, may change and shift for some

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88
Q

what are gender role

A

sets of expectations that prescribe how people should think, act, and feel based on social and cultural norms about gender

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89
Q

how do children act in ways that match their cultures gender roles

A

biology;
- chromosomes
- hormones
- evolution

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90
Q

what are the three main social theories of gender

A
  • social role theory
  • psychoanalytical theory
  • social cognitive theory
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91
Q

who proposed the social role theory

A

Alice eagly

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92
Q

what is the social role theory

A

states that gender differences result from the contrasting roles of women and men

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93
Q

what is the psychoanalytical theory of gender

A

preschool child develops a sexual attraction to the opposite-sex parent

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94
Q

what is the psychoanalytical theory a stem from

A

Freuds view

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95
Q

according to the psychoanalytical theory of gender from Freud about preschool children developing a sexual attraction to the opposite sex parent, what age does this usually happen

A

5 or 6, renounces his attraction because of anxious feelings

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96
Q

what is Oedipus

A

part of Freuds psychoanalytical theory that boys are attracted to the opposite sex parent

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97
Q

what is Electra

A

part of Freuds psychoanalytical theory that girls are attracted to the opposite sex parent

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98
Q

have psychologists agreed with Freuds psychoanalytical theory

A

no, not in the manner that Freud proposed

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99
Q

what is the social cognitive theory of gender

A

children’s gender development occurs occurs through observation and imitation of what other people say and do, and through being rewarded and punished for gender appropriate and gender-inappriopate behavior

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100
Q

where do children learn gender roles

A
  • parents
  • culture
  • school
  • peers
  • media
  • other family members
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101
Q

how do parents influence their children’s gender development

A

action and by example

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102
Q

what is mother’s socialization strategies

A

in many cultures, mothers socialize their daughters to be more obedient and responsible than their sons. They also place more restrictions on their daughters’ autonomy.

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103
Q

what is father’s socialization strategies

A

fathers show more attention to their sons than to their daughters, engage in more activities with their sons, and put forth more effort to promote their sons’ intellectual development

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104
Q

even though in the United States and other western cultures are aware of the detrimental effects of gender stereotyping, what do they continue to do

A

continue to foster behaviors and perceptions that are consonant with traditional gender role norms

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105
Q

after some time who other than parents discriminate gender roles

A

peers

106
Q

how do peers interact with gender behavior

A

reward and punish

107
Q

who is there more pressure to conform to traditional gender roles, boys or girls

A

boys

108
Q

what molds important aspects of peer relations

A

gender
molds;
composition, size, interactions of a children’s group

109
Q

what is gender composition of children’s groups at around age 3 that increases until around age 12

A

show preference for spending time with same-sex playmates
increases between 4 and 6 years of age

110
Q

what is group size in peer influences from about age 5 for boys

A

boys are more likely to interact socially in larger clusters + participate in organized group games

111
Q

what is group size in peer influences from about age 5 for girls

A

girls are more likely to play in dyads or triads

112
Q

what is interaction in same sex groups for peer influences for boys

A
  • engage in rough-and-tumble play
  • competition
  • conflict
  • ego displays
  • risk taking
  • quests for dominance
113
Q

what is interaction in same-sex groups for peer influences for girls

A
  • engage in “collaborative discourse”
  • talk and act in a more reciprocal matter
114
Q

how does gender develop according to the social cognitive theory

A
  • observation,
  • imitation,
  • rewards,
  • punishment
115
Q

what are the main keys to gender development

A

interactions between the child and social environment

116
Q

what is the gender schema theory introduced by Sandra Bem

A

gender typing emerges as children gradually develop gender schemas of what is gender appropriate and gender-inappropriate in their culture

117
Q

what is a schema

A

cognitive structure, a network of associations that guide an individuals perceptions

118
Q

what does the gender schema organize

A

the world in terms of female and male

119
Q

what are children motivated to do according to the gender schema theory

A

internally motivated to perceive the world and to act in accordance with their developing schemas

120
Q

how do parents feel about their lives than non parents

A
  • more satisfied
  • feel relatively better on a daily basis
  • more positive feelings
121
Q

what has Diana Baumrind stressed about parents parenting styles

A

that parents should neither be punitive or aloof.
develop rules and be affectionate

122
Q

what are the four parenting styles that Diana Baumrind describes

A
  • authoritarian parenting
  • authoritative parenting
  • neglectful parenting
  • indulgent parenting
123
Q

what is Diana Baumrinds explanation of authoritarian parenting style

A

restrictive, punitive style
- exhort child to follow directions and respect their work and effort
- firm limits and controls on the child + allow little verbal exchange
- unhappy, fearful, anxious, weak communication skills

124
Q

how did Diana Baumrinds explain the authoritative parenting style

A

encourages child to be independent but still places limits and controls on their actions
- extensive verbal give and take is allowed
- parents are warm and nurturant towards the child
- cheerful, self controlled, self reliant, achievement oriented
- friendly relation with peers, cooperate with adults, cope well with stress

125
Q

how did Diana Baumrinds explain the neglectful parenting style

A

parent is uninvolved in child’s life
- develop the sense that other aspects of the parents’ lives are more important than they are
- socially incompetent, poor self control, don’t handle independence well
- low self esteem, immature, alienated from family
- truancy + delinquency in adolescence

126
Q

How did Diana Baumrinds explain the indulgent parenting style

A

parents are highly involved with their children but place few demands or controls on them
- let child do whatever they want
- believe the combination of warm involvement and few restraints will produce a creative, confident child
- rarely learn respect for others, difficulty controlling their behavior
- might be domineering, egocentric, noncompliant, unsatisfactory peer relations

127
Q

What do Diana Baumrinds four classifications of parenting involve

A

acceptance and responsiveness (on one hand)
demand and control (on the other)

128
Q

what of Diana Baumrinds parenting style conveys the most benefits to the child and family

A

authoritative parenting

129
Q

what have researchers found about the authoritarian parenting style that contrasts Diana Baumrinds classifications

A

in some ethnic groups, it is associated with more positive outcomes

130
Q

how is research on parenting styles and children’s development done

A

correlational

131
Q

children socialize parents just as

A

parents socialize children

132
Q

do parents use a single technique when parenting children

A

many parents use a combination of techniques

133
Q

what do parenting styles not capture about reciprocal socialization and synchrony

A

that children socialize parents just as parents socialize children

134
Q

what third factor do parenting styles not take into consideration

A

the sharing of genes that predispose them to behave in ways that produce the correlation

135
Q

what is an issue about parenting style research

A

involves mothers but not fathers
(many will use different parenting styles)

136
Q

is corporal (physical) punishment legal in the united states

A

in every state

137
Q

what is the percentage of 3 and 4 year old that are spanked frequently

A

26 percent

138
Q

what is the percentage of 3 and 4 year olds that are yelled at frequently

A

67 percent

139
Q

what is the percentage of parents that have spanked their children by the time they reach kindergarden

A

+11,000 U.S. parents
80%

140
Q

is physical punishment outlawed in how many countries

A

41 countries + growing

141
Q

what are some reasons for avoiding spanking or similar punishments

A
  • presenting children with out of control models for handling stressful situations. children imitate this behavior
  • instill fear, rage, or avoidance
  • tells children what not to do rather than what to do
  • become abusive to the child
142
Q

how do most child psychologists recommend handling misbehavior

A

reasoning + explaining consequences of the childs actions for others

143
Q

what is time out

A

when the child is removed from a setting that offers positive reinforcement

144
Q

what was non abusive physical punishment linked to

A

detrimental child outcomes

145
Q

what does a large majority of leading experts on parenting conclude about physical punishment

A

harmful effects on children and should not be used

146
Q

what is coparenting

A

support that parents give eachother in raising a child

147
Q

In one study , what is more beneficial than either maternal or paternal parenting in helping children to develop self control

A

coparenting

148
Q

in 2013, how many U.S. children were found to be victims of child abuse at least once during that year

A

679,000 by one or both parents

149
Q

what does punishment sometimes lead to in child maltreatment

A

abuse of infants and children

150
Q

what does the law in many states now require physicians and teachers to do

A

report suspected cases of child abuse

151
Q

what are the four main types of child maltreatment

A
  • physical abuse
  • child neglect
  • sexual abuse
  • emotional abuse
152
Q

what is physical abuse in child maltreatment

A

infliction of physical injury as a result of punching, beating, kicking, biting, burning, shaking, harming

153
Q

what is child neglect in child maltreatment

A

failure to provide for the childs basic needs

154
Q

what can child neglect consist of

A
  • physical
  • education
  • emotional
    most common
155
Q

what is sexual abuse

A
  • fondling of genitals
  • intercourse
  • incest
  • rape
  • sodomy
  • exhibitionism
  • commercial exploitation through prostitution or production of pornographic material
156
Q

what is emotional abuse (psychological/verbal abuse/mental injury)

A

acts or omissions by parents or other caregivers that have caused, or could cause, serious behavioral, cognitive, or emotional problems

157
Q

are the four forms of child maltreatment done separately

A

often occur in combination but may be found separately

158
Q

what combination of factors cause child maltreatment

A
  • cultural norms
  • characteristics of the family
  • developmental characteristics of the child
159
Q

what are family and family-associated characteristics that may contribute to child maltreatment

A
  • parenting stress
  • substance abuse
  • social isolation
  • single parenting
  • poverty
160
Q

what has a recent study found that physical abuse is linked to

A

lower levels of cognitive development and school engagement

161
Q

what are the consequences of maltreatment in childhood

A
  • poor emotion regulation
  • attachment problems
  • problems in peer relations
  • difficulty in adapting to school
162
Q

what psychological problems are consequences of maltreatment in childhood

A

– depression
- delinquency
- substance abuse

163
Q

what is exposure to either physical or sexual abuse in childhood and adolescence linked to

A

increase in 13 to 18 year olds
- suicidal ideation,
- plans,
- attempts

164
Q

what is experiencing early abuse and neglect in the first five years of life linked to

A
  • more interpersonal problems
  • lower academic achievement
    from childhood to their thirties
165
Q

what health issues are middle-aged adults who had experienced maltreatment during childhood linked to

A
  • risk for diabetes
  • lung disease
  • malnutrition
  • vision problems
166
Q

what do the majority of people who were maltreated in childhood unlikely to do

A

abuse their own children
(75 percent)

167
Q

what are two treatments that were effective in reducing child maltreatment of maltreating mothers and their one year old children

A
  1. home visitation that emphasized improved parenting, coping with stress, increasing support for the mother
  2. parent-infant psychotherapy that focused on improving maternal infant attachment
168
Q

when does the rate of conflict between siblings decline

A

somewhat from ages 5 to 7

169
Q

how much do 2 to 4 year old siblings have conflict with each others

A

once every 10 minutes

170
Q

what are the three things that parents do one of when they encounter siblings having a verbal or physical confrontation

A
  • intervene and try to help them resolve the conflict
  • admonish or threaten them
  • do nothing at all
171
Q

what ages are the siblings of families where the parents will do nothing at all when there is sibling conflict

A

two siblings ages 2 to 5

172
Q

what did Laurie Kramer say that are not good strategies when there is sibling conflict

A

not intervening and letting it escalate

173
Q

what is the program More Fun with Sisters and Brothers

A

teaches 4 to 8 year old siblings social skills for developing positive interactions

174
Q

what are among the skills taught in the program More Fun with Sisters and Brothers

A
  • appropriately initiate play
  • accept and refuse invitations to play
  • take another persons perspective
  • deal with angry feelings
  • manage conflict
175
Q

what do sibling relations include

A
  • helping
  • sharing
  • teaching
  • compromising
  • playing
176
Q

what can siblings act as

A
  • emotional support
  • communication partners
  • rivals
177
Q

what are sibling relationships in adolescence like

A
  • not as close
  • less intense
  • more egalitarian
178
Q

what does favoritism of one sibling linked to in the less favored sibling

A
  • lower self esteem
  • sadness
179
Q

what are three important characteristics of Judy Dunn about sibling relationships

A
  1. the emotional quality of the relationship
  2. the familiarity and intimacy of the relationship
  3. the variation in sibling relationships
180
Q

what is the emotional quality of the relationship according to Judy Dunn’s three important characteristics of sibling relationships

A

express intense emotions-both positive and negative-toward each other
(having mixed feelings towards eachother)

181
Q

what is the familiarity and intimacy of the relationship according to Judy Dunn’s three important characteristics of sibling relationships

A

typically know each other very well, intimacy suggests that they can either provide support or tease and undermine each other, depending on the situation

182
Q

in moral development what can a situation do

A

influence behavior

183
Q

what is the variation in sibling relationships according to Judy Dunns three important characteristics of sibling relationships

A

describe relationship more positively than others do.
warm, affectionate ways

184
Q

what has been concluded about firstborns description as

A
  • most intelligent
  • achieving
  • conscientious
185
Q

how are later borns described as

A
  • most rebellious
  • liberal
  • agreeable
186
Q

what are firstborns described as more of

A
  • adult oriented
  • helpful
  • conforming
  • self controlled
187
Q

when the second child was born, what became of the mothers

A
  • more negative
  • coercive
  • restraining
  • played less with firstborn
188
Q

what image have research presented of only children (1 child)

A
  • often achievement-oriented
  • display desirable personality characteristics
    especially in comparison with later-borns and children of large families
189
Q

what has researched critiqued of the idea that brith order is a strong predictor of behavior

A

when all factors that influence behavior, birth order by itself has limited accuracy

190
Q

what are important factors in children’s lives that influence their behavior

A
  • heredity
  • models of competency or incompetence that parents present
  • peer and school influences
  • socioeconomic
  • sociohistorical
  • cultural variations
191
Q

which country has the highest percentage of single parent families in the world

A

the US

192
Q

more than half of U.S. mothers with a child under the age 5 are in, what?

A

labor force

193
Q

what is the quantity of mothers that are in the labor force for children 6 to 17 years old

A

more than two thirds

194
Q

what is important of the parents work regarding child development

A

nature of the parents’ work rather than whether or not both parents work outside the home

195
Q

did the mother or father have a negative association of unemployment on the adolescents health

A

of the fathers but not the mothers

196
Q

what did Ann Crouter deescribe

A

that parents bring their experiences at work into their homes

197
Q

what are some of the conditions that parents work in that are more likely to be more irritable at home and engage in less effective parenting

A
  • poor working conditions
  • overtime work
  • high levels of stress
  • lack of autonomy at work
198
Q

what are children (especially girls) who mothers are employed engage in less

A

gender stereotyping and have more egalitarian views of gender

199
Q

what is the percentage of children that were born to married parents in the US that will experience their parents divorce

A

40 percent

200
Q

when do many of the problems that children experience after parents divorce happen

A

date to before the divorce

201
Q

do children with difficult temperament have problems coping with divorce

A

yes, the opposite is also true

202
Q

what happens often to divorced mothers

A
  • lose income
  • experience increased workloads
  • high rates of job instability
  • high rates of moving
203
Q

is there differences between children that grew with gay and lesbian parents compared to normal parents

A
  • few differences growing up
  • no differences in peer relationships
204
Q

what do children from divorced families show than their counterparts in never divorced families

A
  • poorer adjustment
  • academic problems
  • externalized problems (e.g. acting out)
    -internalized problems (e.g. anxiety)
  • less socially responsible
205
Q

what do young adults of divorced families show

A
  • less competent intimate relationships
  • drop out
  • sexually active at an earlier age
  • drugs
  • associate with antisocial peers
  • low self esteem
  • less securely attached to their partners
206
Q

should parents stay together for the sake of their children

A

can be advantageous but not always

207
Q

what is the reason that children may show problems in divorce

A

not he divorce itself but also to the marital conflict that led to it

208
Q

what is emotion security theory that was proposed to E. Mark Cumming and his colleagues

A

children appraise marital conflict in terms of their sense of security and safety in the family

209
Q

what types of marital conflict are there

A

positive - calmly discussing
negative - hostile environment

210
Q

what happens in the two years following divorce

A

first - diminished parenting skills
second - restabilization has occurred + parenting skills have improved

211
Q

what family processes can benefit the child

A

frequent visits by the noncustodial parent

212
Q

what do Higher-SES parents do

A
  • developing children’s initiative & capacity to delay gratification
  • create home atmosphere in which children are more nearly equal participants and in which rules are discussed as opposed to being laid down in an authoritarian manner
  • less likely to use physical punishment
  • less directive and more conversational with their children
213
Q

as children grow what do they do for their peer relations

A

spend an increasing amount of time with their peers- children of about the same age or maturity level

214
Q

what is the functions of children’s peer group

A

provide a source of information and comparison about the world outside the family

215
Q

what do good peer relations promote

A

normal socio emotional development

216
Q

what do withdrawn child who are rejected by peers or are victimized and feel lonely at increased risk of

A

depression

217
Q

what are children who are at increased risk for developing a number of problems, including delinquency and dropping out of school like?

A

aggressive with their peers

218
Q

who do children of about age 3 prefer to spend time with

A

same sex rather than opposite sex playmates

219
Q

how do parents affect their children’s peer relations through

A
  • their interactions with their children
  • how they manage their children’s live
  • opportunities they provide to their children
220
Q

is play an important aspect of child development

A

yes

221
Q

according to Freud and Erikson what does help mastered

A

child master anxieties and conflicts

222
Q

what is released through play

A

pent up tensions

223
Q

what is play therapy

A

both allow the child to work off frustrations and to analyze the Childs conflicts and way of coping with them

224
Q

what can children express during play

A

their true feelings

225
Q

who concluded that play is the childs work

A

Piaget and Vygotsky

226
Q

what did Piaget believe about play

A
  • cognitive structures need to be exercised
  • ## practice their competencies and acquired skills in a relaxed, pleasurable way
227
Q

what did Vygotsky believe about play

A
  • excellent setting for cognitive development
  • (he) interested in the symbolic and make-believe aspects of play
  • imaginary play
228
Q

what did Daniel Berlyne describe play as

A
  • exciting
  • pleasurable in itself because it satisfies our exploratory drive
229
Q

what does the exploratory drive involve in Daniel Berlyne belief of play

A
  • curiosity
  • quest for information about something new and unusual
230
Q

how does play encourage exploratory behavior according to Daniel Berlyne

A

offering child the possibilities of
- novelty
- complexity
- uncertainty
- surprise
- incongruity

231
Q

what has play been described as an important context for the development of

A

language and communication skills

232
Q

what are the most widely studied types of children’s play

A
  • sensorimotor & practice play
  • pretense/symbolic play
  • social play
  • constructive play
  • games
233
Q

what is sensorimotor play

A

behavior that allows infants to derive pleasure from exercising their sensorimotor schemes

234
Q

what is practice play

A

involves the repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games and sports

235
Q

what is pretense/symbolic play

A

the child transforms the physical environment in to a symbol

236
Q

what is social play

A

play that involves social interactions with peers

237
Q

what is constructive play

A

play that combines sensorimotor and repetitive activity with symbolic representation of ideas. Constructive play occurs when children engage in self-regulated creation or construction a product or a problem solution

238
Q

what are games

A

activities engaged in for pleasure that include rules and often involve competition between two or more individuals

239
Q

between what ages do children increasingly use objects in symbolic play

A

9 and 30 months

240
Q

when does pretense/symbolic play often appear

A

18 months
reaches peak at 4 to 5
gradually declines

241
Q

does social play increase

A

yes, dramatically during the preschool years

242
Q

what interchanges does social play include

A
  • varied interchanges such as turn taking
  • conversations about numerous topics
  • social games and routines
  • physical play
243
Q

does constructive play increase and decrease

A

yes
- increases in preschool years as symbolic play increases and sensorimotor play decreases

244
Q

when do games have a stronger role in the lives of

A

elementary school children
between ages 10 and 12

245
Q

who is concerned about about the reduced amount of free play time that young children have at home and school

A
  • Kathy Hirsh-Pasek
  • Roberta Golinkoff
  • Dorothy Singer
246
Q

what is screen time

A

encompasses the time individuals spend watching/using television, DVDs, and computers

247
Q

what do children do on computers

A
  • playing videos games
  • using hand held electronic devices such as smartphones
248
Q

during what years was there a dramatic increase in young children’s use of mobile devices

A

2011 to 2013

249
Q

how many hours do 2 to 4 yearly children approximately watch TV

A

2 to 4 hours per day

250
Q

how much percentage of US children’s screen time was spent in front of TV sets

A

50 percent

251
Q

how many hours does the American Association of Pedriatics recommend that 2 to 5 year olds watch TV a day

A

no more than one hour of TV a day

252
Q

what does the AAP (American Association of Pediatrics reccomedn that children view on TV

A

high quality programs
- Sesame Street
- other PBS shows for young children

253
Q

what type of exposure is lied to higher levels of prosocial behavior and empathetic concern

A

prosocial media

254
Q

what negative influence does having too much screen time have on children

A
  • make passive learners
  • distract form homework
  • teach stereotypes
  • violent models of aggression
  • showing unrealistic views
255
Q

what are concerns about young children engaging in too much screen time

A
  • decrease play
  • less interact w/ peers
  • reduced physical activity
  • poor sleep habits
  • increased risk of being overweight or obese
  • higher rates of aggression
256
Q

what was TV viewing associated with

A

lower levels of cognitive development in early childhood

257
Q

what was associated of viewing as little as one hour of television daily with between kindergarteners and first grade

A

increase in (BMI) body mass index

258
Q

what has greater exposure to TV violence, video game violence, music video violence independently associated with

A

higher level of physical aggression

259
Q

what has a higher degree of parental monitoring of children’s media linked to

A

positive outcomes in children’s lives (more sleep, better school performance, less aggressive behavior, more prosocial behavior)

260
Q

if parents reduce their screen time what do children do

A

also decrease screen time

261
Q
A

nurs (6 decks)

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