Chapter 10 - Emotional and Social Development, Early Childhood

Question 1

Initiative versus guilt

Answer 1

According to Erikson, the psychological conflict during the preschool years.

Question 2

Self-concept

Answer 2

The set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is. Has profound implications for their inner and social lives as well.

Question 3

Self-esteem

Answer 3

The judgements we make about our own worth and the feelings associated with those judgements.

Question 4

Emotional competence

Answer 4

Gains in emotional understanding, being able to talk about feelings, to respond to others emotional signals, and to cope with negative emotion through self-reguation.

Question 5

Self-conscious emotions

Answer 5

Feelings that involve injury to or enhancement of one’s sense of self

Question 6

Prosocial, or altruistic behavior

Answer 6

Actions that benefit another person without any expected reward for the self. Is motivated by empathy

Question 7

Sympathy

Answer 7

feelings of concern or sorrow for another’s plight

Question 8

Temperament and sympathy/empathy

Answer 8

• children who are social, assertive, and have good self-regulation are likely to have empathy prompt sympathy
• children who have poor emotional regulation find themselves personally overwhelmed by empathetic feelings, and it does not turn into sympathy

Question 9

Nonsocial activity

Answer 9

unoccupied, onlooker behavior and solitary play

Question 10

Parallel play

Answer 10

a limited form of social participation in which a child plays near other children with similar materials but does not try to influence their behavior

Question 11

associative play

Answer 11

children engage in separate activities but exchange toys and comment on one another’s behavior

Question 12

Cooperative play

Answer 12

a more advanced type of interaction, children orient toward a common goal, such as acting out a make-believe theme.

Question 13

Stages of social development, per Mildred Parten

Answer 13

1. Nonsocial activity
2. Parallel play
3. Associative play
4. Cooperative play

Question 14

Social problem solving

Answer 14

Generating and applying strategies that prevent or resolve disagreements, resulting in outcomes that are both acceptable to others and beneficial to the self.

Question 15

Direct parental influences on peer associations

Answer 15

• provision of peer playtime
• offering guidance on how to navigate relationships
• help to manage conflicts with peers

Question 16

Indirect parental influences on peer associations

Answer 16

• Secure attachement relationship with caregiver

- parent-child play, esp. that with the same-sex parent

Question 17

Theories of development and morality:

Answer 17

• psychoanalytic theory: stresses the emotional side of conscience development
• social learning theory: focuses on how moral behavior is learned
• cognitive-developmental perspective: emphasizes thinking; children’s ability to reason about justice, etc.

Question 18

Induction

Answer 18

A type of discipline crucial with conscience formation, in which an adult helps make a child aware of feelings by pointing out the effects of the child’s misbehavior on others, especially noting their stress and making it clear the child caused it.

Question 19

Characteristics of models that make children want to emulate them

Answer 19

• warmth and responsiveness
• competence and power
• consistency between assertions and behavior

Question 20

factors that increase effectiveness of punishments

Answer 20

• consistency
• warm parent-child relationship
• explanations

Question 21

Moral imperatives

Answer 21

Protect people’s rights and welfare, from two other types of rules and expectations: social conventions and matters of personal choice

Question 22

Social conventions

Answer 22

Customs determined solely by consensus, such as table manners and politeness of rituals

Question 23

matters of personal choice

Answer 23

choice of friends, hairstyle, and leisure activities, which do not violate rights and are up to the individual.

Question 24

Proactive (instrumental) aggression

Answer 24

When children act to fulfill a need or desire - to obtain an object, privilege, space, or social reward, such as adult or peer attention, and unemotionally attack a person to achieve their goal.

Question 25

Reactive (hostile) aggression

Answer 25

An angry, defensive response to provocation or a blocked goal and is meant to hurt the other person.

Question 26

Physical aggression

Answer 26

This harms others through physical injury - pushing, hitting, kicking, or punching others, or destroying another’s property

Question 27

Verbal aggression

Answer 27

Harms others through threats of physical aggression, name-calling, or hostile teasing. Can be indirect or direct.

Question 28

Relational aggression

Answer 28

Damages another’s peer relationships through social exclusion, malicious gossip, or friendship manipulation

Question 29

Gender typing

Answer 29

Refers to any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes.

Question 30

Gender identity

Answer 30

the image of oneself as relatively masculine or feminine in characteristics. Is a good predictor of psychological adjustment

Question 31

Androgyny

Answer 31

Scoring high on both masculine and feminine personality characteristics

Question 32

Gender constancy

Answer 32

A full understanding of the biologically based permanence of their gender, including the realization that sex remains the same over time, even if clothing, hairstyle, and play activities change. (3 steps: Gender labeling, Gender stability, Gender consistency)

Question 33

Gender schema theory

Answer 33

An information-processing approach to gender typing that combines social learning and cognitive-developmental features. It explains how environmental pressures and children’s cognitions work together to shape gender-role development.

Question 34

Gender-schematic children

Answer 34

children who view the world through gender schemas…when they see a toy, thinking “should a boy/girl play with this toy?”

Question 35

Gender-aschematic children

Answer 35

children who rarely view the world in gender-linked terms, thinking “do I like this toy?” regardless of gender

Question 36

Child-rearing styles

Answer 36

combinations of parenting behaviors that occur over a wide range of situations, creating an enduring child-rearing climate

Question 37

Authoritative child-rearing style

Answer 37

The most successful approach, involves high acceptance and involvement, adaptive control techniques and appropriate autonomy granting. These parents are warm, sensitive, and attentive to their child’s needs, but also exert firm and reasonable control

Question 38

Authoritarian child-rearing style

Answer 38

Low in acceptance and involvement, high in coercive control, and low in autonomy granting.

Question 39

Psychological control

Answer 39

When parents attempt to take advantage of children’s psychological needs by intruding on and manipulating their verbal expressions, individuality, and attachment to parents.

Question 40

Permissive child-rearing style

Answer 40

warm and accepting, but uninvolved. Permissive parents are either overindulgent or inattentive, and this, engage in little control. Instead of gradually granting autonomy, they allow children to make many of their own decisions at an age when they are not yet capable of doing so.

Question 41

Uninvolved child-rearing style

Answer 41

Combines low acceptance and involvement with little control and general indifference to issues of autonomy

Question 42

Forms of child maltreatment

Answer 42

• physical abuse
• sexual abuse
• neglect
• emotional abuse

Question 43

Origins of child maltreatment

Answer 43

• the family
• the community (or lack of)
• the larger culture