chapter 3 Flashcards
first attachment
between child and parent or caregiver; quality of bond can affect how one navigates relationships throughout life
secure attachment
children who show some distress when their caregiver leaves but are able to compose themselves knowing that their caregiver will return
- child is confident to explore
insecure attachment
have trouble making emotional connections with others; they can be aggressive or unpredictable toward their loved ones– a behavior that is rooted in the lack of consistent love and affection they experienced in their childhood
divorce
stressful event for all participants, likely followed by periods of conflict
- changes disrupt child’s life (relocation, school change, leaving friends)
- first two years after divorce: most difficult period for children, especially young adolescents
- may have problems in school, skip school, lose/gain weight, trouble sleeping
- others may increase responsibility, maturity, coping skills
peers
children develop within peer groups
- cliques: small groups, friendship based
- usually same sex, age, interests, activities
- serve emotional, security needs; stable social context
crowds
large, less intimate, loosely organized affiliations
- shared interests, activities, attitudes, reputations
- jocks, brains, nerds, druggies, goths, populars, loners
- common in early and middle adolescence; less in late adolescence and less with confident teens
popular prosocial or antisocial
prosocial: academically and socially competent
antisocial: often athletic, aggressive boys, bullies
rejected aggressive or withdrawn
aggressive: conflict, hyperactivity, impulsivity
withdrawn: timid, socially awkward. often bullied
controversial
positive and negative social qualities; have friends but can be hostile or prosocial
neglected
well adjusted, socially competent, shy but happy
authoritative
high warmth, high control
- set clear limits, enforce rules, and explain consequences
- children more likely to do well in school, be happy
authoritarian
low warmth, high control
- not openly affectionate, strict punishment, controlling
- children more likely to feel guilty, depressed
permissive
high warmth, low control, love children
- few rules or consequences, low behavior expectations
- children likely to have trouble interacting with peers
rejecting/neglecting/uninvolved
low warmth, low control
- don’t care, don’t bother to communicate or teach
culture and parenting
differences in cultural values affect parenting styles
- asian families use “training” parenting style
- latino parenting involves granting autonomy to children
- protective: high warmth and control; low in granting autonomy
- authoritative: high warmth, control, and granting autonomy
bronfenbrenner’s model
every person develops from being an individual (sex, age, health, etc) to within a microsystem (family, friends, school activities, teacher, etc.) inside a mesosystem (the interactions among all the microsystem elements), embedded in an exosystem (social settings that affect the child, even though the child is not a direct member—community resources, parents’ workplace, etc.); all are part of the macrosystem (the larger society with its laws, customs, values, etc.). All development occurs in and is influenced by the time period—the chronosystem
play, recess, and physical activity
play is essential for development
- babies: pound, shake, throw, suck, act on environment
- preschoolers: make-believe, games with rules
- elementary school: more complex fantasy, games, sports, cooperation, negotiation, fairness
- adolescents: physical, social development (cliques)
- exercise and recess may enhance academic performance
- especially needed for ADHD students
- must be provided for all students with disabilities
physical development: young children
gross-motor skill development:
- large muscles form
- improve balance, run, jump, climb, hop
- change from toddling to smooth walking
fine-motor skills:
- coordination of small movements
- work with large paint brushes and legos, fat pencils and crayons, soft clay and playdough
physical development: elementary school years
steady physical development
- large variation among children
- become taller, leaner, stronger during these years
- better able to master sports and play games
- girls 11-14 on average are taller, heavier than same-age boys
physical development: adolescent years
puberty, beginning of sexual maturity, ability to reproduce
- series of changes in the body
- girls around 12 or 13 on average
- boys around 12 to 14 on average
- height differences
- girls reach final height around age 15 or 16
- boys reach final height age 19
- maturity
maturation
refers to changes that occur naturally and spontaneously and that are, to a large extent, genetically programmed
menarche
first menstrual period
spermarche
first sperm ejaculation
erikson’s stages of development: stage 1
trust v. mistrust: age birth to 12 or 18 months
- feeding; develop trusting relationships with caregiver or develop sense of mistrust
erikson’s stages of development: stage 2
autonomy v. shame/doubt: age 18 months to 3 years
- toilet training; child develops sense of personal control over physical skills and a sense of independence; or the child could develop shame/doubt and low will
erikson’s stages of development: stage 3
initiative v. guilt: age 3 to 6 years
- child explores, makes decisions, and initiates activities; or the child could become too forceful and leads to guilt
erikson’s stages of development: stage 4
industry v. inferiority: age 6 to 12 years
- school; learn new skills or risk sense of inferiority, failure
erikson’s stages of development: stage 5
identity v. role confusion: adolescence
- peer relationships; achieve identity in occupation, gender roles, politics, religion
erikson’s stages of development: stage 6
intimacy v. isolation: young adulthood
- love relationships; develop intimacy or suffer feelings of isolation
erikson’s stages of development: stage 7
generativity v. stagnation: middle adulthood
- parenting/mentoring; satisfy and support next generation
erikson’s stages of development: stage 8
ego integrity v. despair: late adulthood
- reflection on, acceptance of one’s life; sense of fulfillment
media/aggression
aggressive models found on TV
- 82% of programs model some violence
- high incidence of violence in children’s programs
- playing violent video games increases aggressive behavior
- playing positive video games can increase prosocial behavior
self-concept and self esteem
self-concept:
- individual’s knowledge and beliefs about self
- evolves through constant self-evaluation
- i am ___
self esteem:
- value and judgement we place on our own characteristics, abilities, and behaviors
- can vary depending upon the situation or task
racial-ethnic identity (assimilation)
adopt values/behaviors of majority culture
racial-ethnic identity (seperated)
associate only with their ethnic group
racial-ethnic identity (marginality)
live in majority culture, feel alienated
racial-ethnic identity (biculturalism)
maintain ties to both cultures
theory of mind/intention
understanding that other people are people too, with their own minds, thoughts, feelings, beliefs, perceptions
kohlberg’s moral development: stage 1
preconventional: judgment based on person’s own needs
- obedience orientation: obey rules, avoid punishment
- rewards/exchange: personal needs/wants determine right and wrong
kohlberg’s moral development: stage 2
conventional: take into account laws, expectations
- relationship: to be good is to be nice, please others
- law/order: obey laws/authority; maintain social system
kohlberg’s moral development: stage 3
postconventional: abstract judgments, principles of justice
- social contract: greatest good for greatest number
- universal ethical principles: uphold principles of human race, social justice, no matter what laws/society says
types of aggression
- instrumental: aggressive behavior intended to achieve a goal; means to an end goal (wanting to get attention; gain resources; football players)
- hostile: direct action to hurt someone; anger (ex. pulling hair)
- overt: physical attack of hostility- more common among boys
- relational: hostile, verbal and other actions to harm social relationships- more common among girls
- cyber: using email/social media to spread rumors, make threats, terrorize peers
- aggressors use aggression to get what they want
- often assume other child intended to harm them
- learning conflict management usually helps
when do students cheat?
if focused on performance goals, feel low self-efficacy for task, feel they won’t get caught
