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Lifespan Development > 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

during the second year of life children make considerable progress of self […]

A

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

young children improve, according to eriksons theory, self […] and understanding of […]

A

understanding
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

Does conscience govern initiative

A

Yes

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12
Q

a childs initiative and enthusiasm can bring rewards but also […] because it [higher or lower] self esteem

A

guilt
lowers

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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

From age […] to […] young children mainly describe themselves in terms of […], […] features, […] and as they begin to hear they use […] and […] terms

A

4
5
concrete
observable
activities
psychological
emotional

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19
Q

are young children’s self descriptions typically realistic

A

No,
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

a childs young theory of mind in early childhood includes understanding that other people have […] and […]

A

emotions
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+) is that they are gaining an understanding that people don’t always give accurate reports of their beliefs

A

Yes

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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

the extensive theory of mind and recent research on young children’s social understanding underscored that they are not as […] as Piaget envisioned

A

egocentric

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27
Q

research showed that children in early childhood are more socially […] and […]

A

sensitive
perceptive

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28
Q

parents and teachers can help teach young children thanks to them being more socially sensitive and perceptive for better understanding and interacting in the social world by how they interact with them

A

Yes

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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

emotional development is linked to the young child’s growing awareness of self ability to feel an expanding range of […]

A

emotions

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33
Q

young infants are able to experience self conscious emotions because they must be able to refer themselves and be aware of themselves as […] from others

A

distinct

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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 is […] pride, having pride in response to […], and resilience to […]

A

Moral
Achievement
Shame

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38
Q

Can young children’s emotional expression be linked to their parents own expressive behavior

A

Yes

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39
Q

among the most important changes in emotional development in early childhood is an increased understanding of […]

A

emotions

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40
Q

young children increasingly understand in certain situations that certain situations are likely to evoke particular […], facial […] indicate specific emotions, and that emotions affect […] and can be used to influence others

A

Emotions
Expressions
Behavior

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41
Q

is a young children’s emotional understanding linked to an increase in pro social behavior

A

Yes

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42
Q

Children’s emotional regulation in 5- to 7- year olds have an understanding of […] emotions

A

Others

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43
Q

the terms children use to describe emotions between ages 2 and 4 when understanding emotions considerable [increase or decrease]

A

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

ages 2 to 4 are learning the causes and […] of feeling when understanding emotions

A

Consequences

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46
Q

\ 4 to 5 years old show an [increased or decreased] ability to reflect on emotions when understanding emotions

A

increased

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47
Q

most children by age 5 can accurately identify emotions that are produced by […] circumstances and describe […] they might call on to cope with everyday stress

A

Challenging
strategies

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48
Q

is emotion regulation an important aspect of development

A

yes

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49
Q

regulating emotions plays a role in the children’s ability to manage the […] and […] they face in interacting with others

A

Demands
Conflicts

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50
Q

researchers consider the growth of emotion regulation in children as fundamental to the development of social […]

A

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

emotion coaching or an emotion dismissing approach depends on how a parent talks with their children about emotion

A

Yes

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53
Q

emotion coaching parents monitor their children’s […], view their children’s […] emotions as opportunities for teaching, assist them in […] emotions, and coach them in how to deal […] with emotions

A

Emotions
Negative
labeling
Effectively

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54
Q

emotion dismissing parents view their role as to […], […], or change […] emotions

A

Deny
Ignore
Negative

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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 growing self awareness linked to felling and […] and […] a range of emotions

A

expanding
expressing

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66
Q

can guilt and positive feelings contribute to morals

A

yes

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67
Q

perspective talking is when infants have the capacity for some purely […] responses, but empathy often requires the ability to discern another persons […] states

A

Empathetic
Emotional

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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

autonomous morality according to Piaget of moral reasoning that children go through from ages 10 and older become aware that […] and […] are created by people, and in judging an action they consider the actor’s […] as well as the actions […]

A

Rules
laws
intentions
Consequences

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73
Q

young heteronomous children (Piagets theory) judge the […] or […] of behavior by considering its […], not the […] of the actor

A

Rightness
Goodness
Consequences
Intentions

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74
Q

young heteronomous children (Piagets theory) think that rules are […] and are handed down by all-powerful […]

A

Unchangeable
Authorities

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75
Q

moral autonomists (Piagets theory) accept rules, accept […] and recognize that rules are merely […] that are subject to […]

A

Change
Conventions
Change

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76
Q

immanent justice concept that if a rule is broken, punishment will be meted out […]

A

Immediately

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77
Q

heteronomous believers believe that immanent justice according to Piagets theory is that a violation is followed automatically by its punishment

A

Yes

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78
Q

Piaget believes that changes in moral reasoning occur as children develop they become more sophisticated in their thinking about […] matters, especially about the possibilities and conditions of […]

A

Social
Cooperation

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79
Q

moral autonomists believe that in immanent justice according to Piagets theory recognize that punishment occurs only if someone […] the wrongdoing and that, even then, punishment is not […]

A

Witnesses
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

The development of self […] is the ability to resist temptation which involves learning to delay gratification. is closely tied to social cognitive theories

A

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

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

A

Yes

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86
Q

most children know their sex by […] years of age. Though understanding might come later on

A

2

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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

Through what biological way do children act in ways that match their cultures gender roles

A
  • 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

the social role theory states that gender differences result from the contrasting […] of women and men

A

Roles

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93
Q

the psychoanalytical theory of gender states that preschool child develop a sexual attraction to the […]-sex parent

A

Opposite

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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

Oedipus is part of Freuds psychoanalytical theory that boys are attracted to the […] sex parent

A

Opposite

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97
Q

Electra is part of Freuds psychoanalytical theory that girls are attracted to the […] sex parent

A

Opposite

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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

the social cognitive theory of gender is that children’s gender development occurs through observation and imitation of what other people say and do, and through being […] and […] for gender appropriate and gender-inappriopate behavior

A

Rewarded
Punished

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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

mother’s socialization strategies in many cultures is to socialize their daughters to be more […] and […] than their sons. They also place more […] on their daughters’ autonomy.

A

Obedient
Responsible
Restrictions

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103
Q

father’s socialization strategies show more attention to their sons than to their daughters, engage in [more or less] activities with their sons, and put forth more effort to promote their sons’ […] development

A

More
Intellectual

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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

do peers rewards and punish gender behavior

A

Yes

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

the main keys to gender development is through interactions between the […] and […] environment

A

Child
Social

116
Q

the gender schema theory introduced by Sandra Bem is that gender typing emerges as children gradually develop gender schemas of what is gender appropriate and gender-inappropriate in their culture

A

Yes

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

children are […] motivated to perceive the world and act in accordance with their developing schemas according to the gender schema theory

A

internally

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

Diana Baumrind has stressed about parents parenting styles should neither be […] or […] rather develop […] and be […]

A

punitive
aloof.
rules
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

in Diana Baumrinds parenting styles the indulgent parenting style is when parents are […] involved with their children but place […] demands or controls on them

A

highly
few
- 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

A third factor that parenting styles do not take into consideration is the sharing of […] that predispose them to behave in ways that produce the correlation

A

Genes

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

Is non abusive physical punishment linked to detrimental child outcomes

A

Yes

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

physical abuse is linked to [higher or lower] of cognitive development and school engagement

A

lower

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

Are the majority of people who were maltreated in childhood likely to abuse their own children

A

No
(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

familiarity and intimacy of the relationship according to Judy Dunn’s three important characteristics of sibling relationships is they typically know each other very well, intimacy suggests that they can either provide support or tease and undermine each other, depending on the situation

A

yes

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

firstborns are concluded to be described as the most […], […], and […]

A

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 researchcritiqued 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

the quantity of mothers that are in the labor force for children 6 to 17 years old is more than […]/thirds

A

two

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 describe about parents and their experience at work

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

The emotion security theory that was proposed to E. Mark Cumming and his colleagues is that children appraise marital conflict in terms of their sense of […] and […] in the family

A

Security
Safety

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

In family processes can frequent visits by the noncustodial parent benefit the child

A

Yes

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

A

Yes

214
Q

children’s peer groups function by provide a source of information and comparison about the world outside the family

A

Yes

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

children who are at increased risk for developing a number of problems, including delinquency and dropping out of school are […] with their peers

A

aggressive

218
Q

children of about age 3 prefer to spend time with […] sex rather than […] sex playmates

A

Same
Opposite

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

Freud and Erikson believe that children master their anxieties and conflicts

A

Yes

222
Q

Can pent up tensions be released through play

A

Yes

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

Are children able express their true feelings during play

A

Yes

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 media exposure is linked 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

viewing as little as one hour of television daily between kindergarteners and first grade had an [increase or decrease] in BMI

A

increase

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
262
Q

The end of infancy is from the end of […] to about […] or […] years of age

A

Infancy
5
6

Lifespan Development (18 decks)

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