Chapter 10.1 Flashcards
Self concept
set of attributes, abilities, attitudes and values that a child believes defines themselves
Factors that influence self-concept?
secure attachment
elaborate parent-child conversations about personally experienced events
Emerging understanding of personality
NOT DIRECTLY
Irish American parents ____ children’s misbehaviors, attributing them to personality
downplayed
Self-esteem
judgments we make about our own worth; feelings associated with those judgments
Fragmented self-appraisals
Parental influence is a key contributor to self-esteem
Emotional Competence
Emotional Understanding, Emotional Self-Regulation, Self-Conscious Emotions and Empathy
EMOTION: Children ages 4-5 label
happy, sad, angry afraid and surprised, and judge their causes accurately
Able to infer how others are feeling based on their behavior
Emotion understanding is associated with _____
positive peer interactions; sharing, helping, conflict resolution, perspective taking
Emotional Self Regulation
Ability to manage the experiences and expression of emotion
By age 3 to 4, kids are use a variety of self regulatory strategies
Restrict sensory input
Talk to themselves
Change their goals
Repair a relationship
Preschoolers’ abilities to regulate their emotions
predicts academic and social competence
Highly reactive kids have difficulty with
emotional self-regulation
Self-Conscious Emotions
Linked to self evaluation
Parental focus on child worth vs how to improve performance
Empathy
Motivates prosocial behavior
Leads to sympathy or personal distress, depending on temperament and parental repsonsiveness
Nonsocial activity
unoccupied, onlooker behavior and solitary play
Parallel play
children play near each other but not together
Associative play: separate activities but exchange toys and communicate
Cooperative play
oriented toward a common goal
Friendships and School Readiness
Kids 4 to 7 yrs think of friendship as fun play and sharing toys
DOES NOT HAVE A LONG TERM
ENDURING QUALITY BASED ON MUTUAL TRUST
Interactions between preschool friends are positive
in communication and play
The ability to make friends is predictive
of better adjustment and academic success
Social Problem Solving
Generating and applying strategies that prevent or resolve disagreements
affects peer relations
Promoting Alternative Thinking (PATHS) curriculum intervention
Information-processing approach
is most influential
PATHS
Promoting Alternative Thinking Curriculum Intervention
PATHS: Teachers use
stories
puppet characters
discussion
role-play demonstration
Direct Parental Influence on Early Peer Relations
Arranging peer play activities, guidance on how to treat other
Indirect
secure parent-child attachment
warm collaborative parent-child play
Child-rearing styles
combinations of parenting behaviors that occur over a wide range of situations, creating an enduring child-rearing climate
Three features consistently differentiate an effective style from less effective ones
Acceptance and involvement
Control
Autonomy granting
Baumrind’s Styles of Child Rearing
Authoritative
Authoritarian
Permissive
Uninvolved
Authoritative:
High Acceptance, High Involvement
Adaptive control
Appropriate autonomy
Authoritative: Child benefits:
Self-control
Task persistence
Positive self-esteem
Cooperativeness
Social maturity
School performance
Improved mood
Authoritarian: Low Acceptance, High Control
Low involvement, Low autonomy
Authoritarian child outcomes:
High stress reactivity
Hostile when frustrated
Low self-esteem
Anxious
Withdrawal
Defiance
Aggression
Poor school performance
Permissive: High Acceptance, Low Control
Low involvement, High Autonomy
Permissive child outcomes:
Impulsive
Disobedient
Rebellious
Overly demanding and dependent on adults
Poorer school performance
Less task persistence
Uninvolved: Low Acceptance, Low involvement
Low control, indifferent autonomy
Uninvolved Child outcomes
Poor emotion regulation
Poor school achievement
Depression
Antisocial behavior
Physical abuse
Physical assaults that inflict physical injury
Sexual abuse
Forcing sexual acts or exploitation onto a minor
Emotional abuse
Acts that could cause serious emotional harm, including social isolation, repeated unreasonable demands, ridicule, humiliation, intimidation, or terrorizing
Neglect
Failure to meet a child’s basic needs for food, clothing, medical attention, education, or supervision. Most common type of maltreatment
Origins of Childhood Maltreatment
Family factors, maltreatment, laws and community
Consequences of Childhood Maltreatment
Psychological disorders: Post-Traumatic Stress Disorder, Anxiety, Depression, etc.
Poorer school performance
Poorer social skills
Atypical brain functioning and structural development
Physiological stress response disruption
