Chapter 6

Question 1

Emotional regulation

Answer 1

The ability to control when and how emotions are expressed.

Question 2

Initiative vs guilt

Answer 2

Erikson’s third psychosocial crisis, in which young children undertake new skills and activities and feel guilty when they do not succeed at them.

Question 3

Intrinsically motivation

Answer 3

A drive, or reason to pursue a goal, that comes from inside a person, such as the joy of reading a good book.

Question 4

Extrinsic motivation

Answer 4

A drive, or reason to pursue a goal, that arises from the wish to have external rewards, perhaps by earning money or praise.

Question 5

How might protective optimism lead to new skills and competencies?

Answer 5

Young children are confident that they can succeed, which helps them learn new skills without the anxiety and self-criticism that keep older people from trying.

Question 6

Why is postponement of gratification an example of emotional regulation?

Answer 6

The emotional impulse is to experience the joy immediately, so waiting for later joy required regulation of that impulse.

Question 7

What did Erikson think was characteristic of young children?

Answer 7

He called this stage initiative versus guilt because he thought young children like to try new things, without much caution or reflection.

Question 8

What is an example (not in the text) of intrinsic motivation?

Answer 8

Any behavior that is rewarding to the person, such as to eat when hungry or to feel a “warm glow” of self-satisfaction when helping others.

Question 9

What is an example (not in the text) of extrinsic motivation?

Answer 9

Any behavior that is motivated by other people or things. People might eat in order to please the cook, or they might help someone because they hope for a reward.

Question 10

Why might a child have an imaginary friend?

Answer 10

Children are social, so a child might create a friend because they like companions.

Question 11

Solitary

Answer 11

A child plays alone, unaware of other children playing nearby.

Question 12

Onlooker

Answer 12

A child watches other children play.

Question 13

Parallel

Answer 13

Children play in similar ways but not together.

Question 14

Associative

Answer 14

Children interact, sharing materials or activities, but not taking turns.

Question 15

Cooperative

Answer 15

Children play together, creating dramas or taking turns.

Question 16

Rough-and-tumble

Answer 16

Play that seems to be rough, as in play wrestling or chasing, but in which there is no intent to harm.

Question 17

Sociodramatic

Answer 17

Pretend play in which children act out various roles and themes in plots or roles that they create.

Question 18

What are children thought to gain from play?

Answer 18

Many social and creative skills, including how to interact with others and what to do to make oneself happy

Question 19

Why do pediatricians want to limit children’s screen time?

Answer 19

Screen time reduces other valuable things that children need, such as social interaction and creative play.

Question 20

How can technology enhance children’s learning instead of inhibiting it?

Answer 20

Technology can teach facts and motor skills. Ideally it is interactive, using technology with adult guidance and comments.

Question 21

Why does playing with peers increase physical development and emotional regulation?

Answer 21

Children follow each other, enjoying a race or other activity, and they learn to inhibit their selfish emotions in order to have playmates.

Question 22

What do children learn from rough-and-tumble play?

Answer 22

They learn physical and social skills-including when play becomes too rough.

Question 23

What do children learn from sociodramatic play?

Answer 23

They learn cooperation and creativity, as they coordinate their ideas with others.

Question 24

Expressions of warmth

Answer 24

Some parents are warm and affectionate; others are cold and critical.

Question 25

Strategies for discipline

Answer 25

Parents vary in how they explain, criticize, persuade, and punish.

Question 26

Expectations for maturity

Answer 26

Parents vary in expectations for responsibility and self-control.

Question 27

Communication

Answer 27

Some parents listen patiently; others demand silence.

Question 28

Authoritarian parenting

Answer 28

An approach to child rearing that is characterized by high behavioral standards, strict punishment of misconduct, and little communication from child to parent.

Question 29

Permissive parenting

Answer 29

An approach to child rearing that is characterized by high nurturance and communication but little discipline, guidance, or control.

Question 30

Authoritative parenting

Answer 30

An approach to child rearing in which the parents set limits and enforce rules but are flexible and listen to their children

Question 31

Neglectful/uninvolved parenting

Answer 31

An approach to child rearing in which the parents seem indifferent toward their children, not knowing or caring about their children’s lives.

Question 32

Corporal punishment

Answer 32

Discipline techniques that hurt the body (corpus) of someone, from spanking to serious harm, including death.

Question 33

Psychological control

Answer 33

A disciplinary technique that involves threatening to withdraw love and support, using a child’s feelings of guilt and gratitude to the parents.

Question 34

Time-out

Answer 34

A disciplinary technique in which a person is separated from other people and activities for a specified time

Question 35

Induction

Answer 35

A disciplinary technique in which the parent tries to get the child to understand why a certain behavior was wrong. Listening, not lecturing, is crucial

Question 36

Sex differences

Answer 36

Physical differences between males and females, in organs, hormones, and body shape.

Question 37

Gender differences

Answer 37

Differences in male and female roles, behaviors, clothes, and so on that arise from society, not physiology.

Question 38

Transgender

Answer 38

A broad term for people whose gender identity and/or gender expression differ from what is typically expected of the sex they were assigned at birth. Some (but not all) transgender people take hormones or undergo surgery to make their bodies align with their gender identity.

Question 39

continuum

Answer 39

a line that stretches from one side to the other

Question 40

Gender binary

Answer 40

The idea that gender comes in two — and only two — forms, male and female.

Question 41

gender similarities hypothesis

Answer 41

the idea that our human emphasis on sex differences blinds us to the reality that the sexes have far more in common than traditional theories recognize

Question 42

Empathy

Answer 42

The ability to understand the emotions and concerns of another person, especially when they differ from one’s own.

Question 43

Pro social behavior

Answer 43

Actions that are helpful and kind but that are of no obvious benefit to the person doing them.

Question 44

Antipathy

Answer 44

Feelings of dislike or even hatred for another person.

Question 45

Instrumental aggression

Answer 45

Hurtful behavior that is aimed at gaining something (such as a toy, a place in line, or a turn on the swing) that someone else has

Question 46

Reactive aggression

Answer 46

An impulsive retaliation for a hurt (intentional or accidental) that can be verbal or physical

Question 47

Relational aggression

Answer 47

Nonphysical acts, such as insults or social rejection, aimed at harming the social connections between the victim and others

Question 48

Bullying aggression

Answer 48

Unprovoked, repeated physical or verbal attack, especially on victims who are unlikely to defend themselves

Question 49

What are the four main styles of parenting?

Answer 49

Authoritarian, authoritative, permissive, and neglectful.

Question 50

What are the consequences of each style of parenting?

Answer 50

This question could have lengthy, correct answers, but briefly, authoritarian parenting may inhibit children; authoritative parenting may encourage discussion; permissive parenting may make children unhappy; neglectful parenting increases injury.

Question 51

Why is discipline part of being a parent?

Answer 51

Children need to learn about danger and about culturally accepted actions, which means that, at first, they do dangerous and inappropriate things. Some discipline is needed to guide them.

Question 52

What are the arguments for and against corporal punishment?

Answer 52

For: It is quick and common.
Against: Over the long term, it decreases initiative and may lower self-esteem while increasing anger.

Question 53

How is psychological control similar to, and different from, corporal punishment?

Answer 53

It uses psychological, not physical, pain, but the effects may be similar-lower achievement and higher self-doubt.

Question 54

When is time-out effective and when is it not?

Answer 54

When it is brief and when the child knows clearly what was wrong and wants to be socially involved. It does not work if the child wants to be alone.

Question 55

What are the arguments for and against induction?

Answer 55

It advances thought and internalizes better behavior, but it takes time and patience.

Question 56

When do children recognize male and female differences?

Answer 56

Some differences are recognized during infancy. By early childhood, many children believe there are definite differences between boys and girls

Question 57

What are the arguments for and against the idea that gender identity is innate?

Answer 57

For: Gender is recognized very early.
Against: Cultures vary a great deal in gender behavior, and everyone has characteristics that are more common in the other gender. In addition, transgender, nonbinary, and intersex children develop a gender identity that is not what they were assigned at birth.

Question 58

What are the similarities and differences of the four kinds of aggression?

Answer 58

All four are actions that can hurt others, but the goals differ.

Question 59

Are prosocial and antisocial behaviors inborn or learned?

Answer 59

The impulse to help or hurt others is present in babies, which suggest inborn pro- and antisocial feelings. However, the specific expressions are learned

Question 60

Harm reduction or injury control

Answer 60

Reducing the potential negative consequences of behavior, such as safety surfaces replacing cement at a playground.

Question 61

Primary prevention

Answer 61

Actions that change overall background conditions to prevent some unwanted event or circumstance.

Question 62

Secondary prevention

Answer 62

Actions that avert harm in a high-risk situation, such as using seat belts in cars.

Question 63

Tertiary prevention

Answer 63

Actions, such as immediate and effective medical treatment, after an adverse event (such as illness or injury).

Question 64

Child maltreatment

Answer 64

Intentional harm to or avoidable endangerment of anyone under 18 years of age.

Question 65

Reported maltreatment

Answer 65

Harm or endangerment about which someone has notified the authorities.

Question 66

Substantiated maltreatment

Answer 66

Harm or endangerment that has been reported, investigated, and verified.

Question 67

Adverse childhood experiences

Answer 67

A range of potentially traumatic childhood stresses, including abuse, neglect, family disruption and dysfunction, and parental incarceration, that can have lasting, negative effects on health and well-being.

Question 68

Permanency planning

Answer 68

An effort by child-welfare authorities to find a long-term living situation that will provide stability and support for a maltreated child. A goal is to avoid repeated caregiver or school changes, which are particularly harmful.

Question 69

Foster care

Answer 69

When a person (usually a child) is cared for by someone other than the parents.

Question 70

Kinship care

Answer 70

A form of foster care in which a relative, usually a grandmother, becomes the approved caregiver.

Question 71

What can be concluded from the data on rates of childhood injury?

Answer 71

That children need protection; they lack judgement and caution.

Question 72

How do injury deaths compare in developed and developing nations?

Answer 72

Less affluent nations have fewer protections and more hazards, such as from motor vehicles (no safety seats or seat belts), fires (no smoke alarms, but hazardous flames), and chemicals (no poison controls).

Question 73

What is the difference between primary, secondary, and tertiary prevention?

Answer 73

Primary protects for everyone, secondary protects high-risk situations, and tertiary mitigates harm after an injury has occurred.

Question 74

Why have the rates of child accidental death declined?

Answer 74

Research has discovered many ways to reduce accidents, from flame-retardant pajamas to bicycle helmets, and lawmakers have followed the research.

Question 75

Why is reported maltreatment five times higher than substantiated maltreatment?

Answer 75

Reports are possible problems, substantiated requires evidence or witnesses.

Question 76

Why is neglect considered worse than abuse?

Answer 76

Neglect reduces learning and social skills, and thus affects the child lifelong.

Question 77

What are the long-term consequences of childhood maltreatment?

Answer 77

Every aspect of later development may be affected, with social interactions and self-esteem most likely to be harmed.

Question 78

When is adoption part of permanency planning?

Answer 78

The goal is to secure a safe, healthy home for every child.
Adoption requires that the biological parent accepts that another parent is better for their child.

Question 79

Why does permanency planning rarely result in adoption?

Answer 79

Many abusive parents are reluctant to relinquish their children, and many social workers hope than the biological parents will someday be able to provide better care.