Chapter 10: Social and Emotional Development in Early Childhood (Terms & Concepts)

Question 1

social preference

Answer 1

“likes” – following, approaching, smiling, and by helping, cooperating, and suggesting play themes
“dislikes” – avoiding or actively rejecting non preferred children’s participation in groups

Question 2

sociometric procedure

Answer 2

individual children are asked to nominate 3 children they most like to play with and 3 they don’t

Question 3

social status subgroups

Answer 3

positive and negative preferences have been used to classify children

Question 4

popular children

Answer 4

children who are clearly more liked than disliked

Question 5

rejected children

Answer 5

children who are clearly more liked than disliked

Question 6

neglected children

Answer 6

children who are neither liked or disliked

Question 7

controversial children

Answer 7

children who are simultaneously liked by some children and disliked by others

Question 8

average children

Answer 8

children who do not fall neatly into one of the subgroups

Question 9

friendship

Answer 9

an enduring close, mutual relationship between two individuals, expressed by a tendency to spend a disproportionately amount of play time together

Question 10

reciprocity

Answer 10

the idea that the relationship is shared and of mutual interest to both parties

Question 11

conflict

Answer 11

any situation in which children find themselves opposing one another

Question 12

center of conflicts (two issues)

Answer 12

control of objects

social influence

Question 13

aggression

Answer 13

purposeful efforts to inflict pain or injury on another child

Question 14

two forms of aggression

Answer 14

proactive aggression
reactive aggression
both observed as early as the 2nd year of life

Question 15

proactive aggression

Answer 15

a child’s unprovoked, voluntary efforts to cause harm to a selected victim

Question 16

reactive aggression

Answer 16

a child is provoked by the behavior of an instigator, and the child responds defensively or in retaliation to that provocation

Question 17

three common forms of aggression

Answer 17

instrumental aggression
bullying/hostile aggression
relational aggression

Question 18

instrumental aggression

Answer 18

object-oriented struggles between children over possession, territory, and privilege
peaks during the second year of life

Question 19

bullying/hostile aggression

Answer 19

person-oriented acts aimed at forcefully gaining social control over another child
increases during early/middle childhood

Question 20

relational aggression

Answer 20

behavior that is designed to inflict harm by undermining or damaging relations with peers
appears during preschool years
ex: excluding another child from a playgroup

Question 21

biological theories of aggression (Lorenz, Freud)

Answer 21

Lorenz: humans are instinctively aggressive
Freud: destructive impulses are instinctive in humans

Question 22

phallic stage

Answer 22

children’s destructive impulses are directed increasingly toward the same-sex parent
children’s impulses must be released for healthy psychological adjustment

Question 23

sublimation

Answer 23

channeling aggression into socially acceptable forms of expression

Question 24

observational theory

Answer 24

children acquire aggressive responses by observing the aggressive behavior of models and produce aggressive responses when the situation suggests that such behavior will not be punished

Question 25

coercion theory

Answer 25

aggressive children’s interactions with peers or with parents tend to escalate into chains of aversive events
the exchange of retaliatory attacks continues until one child gives in

Question 26

reinforcement trap

Answer 26

submissive giving in is reinforced when it temporarily ends the child’s aggression

Question 27

dominance hierarchy

Answer 27

a systematic ordering of power relationships from the most powerful to the least powerful membrane
minimizes aggression
2nd year of life

Question 28

two challenges of high-quality interpersonal relationships

Answer 28

establishing a secure attachment relationship in infancy and early childhood
developing a positive approach to socialization and discipline of their children

Question 29

attachment relationship to parents changes for two reasons

Answer 29

1. advances in language ability enable children and parents to communicate effectively at greater distances, decreasing the need for close proximity
2. mental representations of the attachment relationship allow children to feel secure as they explore farther from the attachment figure

Question 30

goal-corrected partnership

Answer 30

attachment based more on emotional closeness rather than physical closeness

Question 31

four distinctive parenting styles

Answer 31

authoritarian parents
indulgent-permissive parents
authoritative parents
neglectful parents

Question 32

authoritarian parents

Answer 32

assert great power over their children, setting strict limits and standards on children’s behavior
moderate to severe punishment

Question 33

indulgent permissive parents

Answer 33

accepting of their children’s impulses, avoid setting rules, and assert very little authority
time schedules; avoid making demands

Question 34

authoritative parents

Answer 34

have expectations, enforce rules and standards, but allow children to have a say in the development of rules

Question 35

neglectful parents

Answer 35

uninvolved and consider parenting a burden

Question 36

prosocial behavior

Answer 36

behavior that shows concern for the welfare of others
helping, caring, sharing, rescuing, protecting, and donating
respond to others distress before the end of the 2nd year

Question 37

gender identity

Answer 37

the ability to classify oneself and others by sex

3rd year of life

Question 38

development of gender roles

Answer 38

children who learn sex-appropriate behavior and attitudes are likely to be accepted by peers, teachers, and parents

Question 39

gender constancy

Answer 39

gender does not change regardless of how one behaves or what clothes one wears

Question 40

gender roles

Answer 40

the behaviors, attitudes, and beliefs that a particular culture considers appropriate for males and females

Question 41

oedial (male)/electra (female) complex

Answer 41

preschool-age children develop intense sexual love for the opposite sex parent which can only be fulfilled by sexual intercourse with that parent

Question 42

identification

Answer 42

incorporating characteristics of the same-sex parent and to a lesser extent the opposite-sex into the personality of an ego ideal
– becomes a permanent component of personality, providing a prescription for gender-appropriate role behavior

Question 43

the social learning perspective

Answer 43

children observe how same-sex peers and adults behave, imitate what they see, and are reinforced or punished depending on whether their behaviors are gender-appropriate

Question 44

the cognitive developmental perspective

Answer 44

extends piaget’s theory to sex typing and gender role development
children are active agents
learn to label themselves boy or girl during the 2nd or 3rd year of life

Question 45

gender schema theory

Answer 45

accounts for gender-typing by combining the concept of an active role for the child from cognitive developmental theory, and the concept of environmental influence from social learning theory

Question 46

gender schema

Answer 46

a cognitive structure with which the child actively searches for gender related information from the environment
femaleness or maleness

Question 47

parental influences on gender role learning

Answer 47

can reinforce and punish behaviors

fathers show greater pressure for sex-typed behaviors for both boys and girls than mothers

Question 48

display rules

Answer 48

conventions for appropriate displays of emotion in particular situations
change from situation to situation

Question 49

masking

Answer 49

the process by which children alter the overt expression of emotions to conform to display rules
girls show greater masking

Question 50

children and stress

Answer 50

young children are highly vulnerable to stress
12 or more stressors over 3 yrs.: 2x more likely to require medical attention, 6x more likely to require hospitalization for illnesses or accidents