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Developmental Psychology > Chapter 6 Early Childhood: The Social World > Flashcards

Chapter 6 Early Childhood: The Social World Flashcards

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1
Q

emotional regulation

A

ability to control when and how emotions are expressed

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2
Q

when is emotional regulation developed

A

3 and 5

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3
Q

what is goal of emotional regulation

A

regulation
NOT removal of emotions

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4
Q

emotional intelligence

A

ability to use ones own and others emotions effectively for solving problems and involves both perceiving emotions accurately and regulating ones emotions

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5
Q

Trust vs mistrust age

A

0-1

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6
Q

what happens during trust and mistrust

A

either develop trust that others will provide care, be consistent and responsive, or develop mistrust about others

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7
Q

autonomy vs shame and doubt age

A

1-3

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8
Q

what happens during autonomy vs shame and doubt

A

either become self sufficient in many things like feeding, talking, toileting, walking, exploring, or doubt their own abilities and feel shameful

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9
Q

initiative vs guilt age

A

3-5

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10
Q

what happens in initiative vs guilt

A

children undertake new skills and activities and feel guilty when they do not succeed at them

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11
Q

what protects young children from guilt and shame and encourages learning

A

optimistic self concept

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12
Q

ACE stand for

A

adverse childhood experiences

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13
Q

motivation

A

involves impulse that propels someone to act

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14
Q

intrinsic motivation

A

comes from within

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15
Q

extrinsic motivation

A
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16
Q

are grades instrisinc or extrinsic

A

extrinsic

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17
Q

is reinforcement/punishment intrinsic or extrinsic

A

extrinsic

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18
Q

what’s the most productive and enjoyable activity that children undertake

A

play

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19
Q

stages of play

A

solitary
onlooker
parallel
associative
cooperative

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20
Q

solitary play

A

a child plays alone, unaware of other children playing nearby

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21
Q

onlooker play

A

child watches other children play

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22
Q

parallel play

A

children play in similar ways but not together

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23
Q

associative play

A

children interact, sharing materials or acitivies but not taking turns

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24
Q

cooperative play

A

children play together, creating dramas or taking turns

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25
Q

what does play look like now since COVID

A

less active play and more screen time

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26
Q

what does increase screen time cause

A

reduction in conversion, imagination, and exercise
obesity, emotional immaturity, less intellectual growth

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27
Q

COVID led to increase in

A

screen time

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28
Q

young children learn best from

A

peers

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29
Q

technological play

A

when technology is used a social actviity

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30
Q

rough and tumble play

A

mimics aggression through wrestling, chasing, or hitting with no intention to harm

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31
Q

sociodramtic play

A

pretend
make believe
role playing

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32
Q

baumrinds dimensions and styles

A

*expressions of warmth
*strategies for discipline
communication
expectations for maturity

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33
Q

parenting styles vary within

A

nations, ethnic groups, neighborhoods

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34
Q

4 types of parenting

A

Authoritarian
permissive
authoritative
neglectful

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35
Q

authoritarian parenting

A

high behavioral standards
strict punishment
little communication

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36
Q

authoritarian parenting
- demandingness

A

high

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37
Q

authoritarian parenting
- involvement/warmth

A

low

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38
Q

authoritarian parenting
- stress what to authority

A

obedience

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39
Q

permissive
- high what

A

nurturance and communication

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40
Q

permissive
- little

A

discipline
guidance
control

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41
Q

permissive
-involmenent

A

high

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42
Q

permissive
- control

A

little

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43
Q

authoritative parenting

A

parents set limits and enforce rules but are flexible and listen to their children

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44
Q

authoritative parenting
- control

A

high

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45
Q

authoritative parenting
- warmness

A

high

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46
Q

authoritative parenting
- do what with rules

A

explain them

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47
Q

authoritative parenting
- standards for childs behavior

A

high

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48
Q

neglectful/uninvolved/indifferent

A

child behavior ignored or not noticed by parent

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49
Q

neglectful/uninvolved/indifferent
- do parents care

A

NO

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50
Q

neglectful/uninvolved/indifferent
- warmness

A

little

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51
Q

neglectful/uninvolved/indifferent
- control

A

little

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52
Q

long term effects of authoritarian

A

obedient/quite but not happy
guilty/depressed

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53
Q

children of what type of parenting style are more at risk for mental health and drug use

A

authoritarian

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54
Q

long term effects of permissive

A

lack self control
inadequate emotional regulation

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55
Q

long term effects of authoritative

A

successful, happy, independent
less depression, anxiety, drug use

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56
Q

long term effects of neglectful/uninvolved parents

A

immature, sad, lonely
difficulty self regulating emotions
risk for abuse

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57
Q

consequences that follow an action will

A

either increase or decrease the likelihood that the action will be repeated

58
Q

if the behavior is followed by pleasant/desired consequences

A

it is more likely to occur again

59
Q

behavior is followed by unpleasant/undesired consequences

A

it is less likely to occur again

60
Q

positive reinforcement

A

add a consequence after an action that the child finds pleasant
EX: try new foods and get a treat

61
Q

extinction

A

remove a desirable or pleaurable consequence
EX: taking away phone
time out

62
Q

punishment

A

adding unpleasant consequence
EX: spanking

63
Q

negative reinforcement

A

removal of an unpleasant event to strengthen a behvaior
EX: teacher removes homework

64
Q

8 year old was supposed to clean room and didn’t, the father made him spend all weekend cleaning

A

punishment

65
Q

what makes a behavior more likely to occur again

A

reinforcement

66
Q

most often discipline focuses on

A

reducing or eliminating unwanted behaviors

67
Q

punishment is determined by

A

culture
parenting syle
child behavior

68
Q

physical (corporal) punishment

A

discipline techniques that hurt the body of someone, from spanking to serious harm to including death

69
Q

when is punishment most effective

A

immediate
consistent
informative
admninistered by someone who child has a warm reelaitonshp with

70
Q

is US child discipline depends more on

A

region/ethnicity

71
Q

where is punishment
more frequent

A

south
mothers
conservative Christians
African americans
low SES families

72
Q

physical punishment
- obedience

A

increased temporarily

73
Q

physical punishment
- later aggression, bullying, abuse

A

increased

74
Q

if children are upset by punishment

A

they may not understand the purpose

75
Q

children who are not spanked are more likely to develop

A

self control

76
Q

psychological control

A

threatening to withdraw love

77
Q

time out

A

separated from other people and actives for a specified time

78
Q

induction

A

parent tries to get the child to understand why a certain behavior was wrong
* LISTEN NOT LECTURE

79
Q

gender differences are differences in male and female

A

roles, behavior, clothes

80
Q

where do gender differences arise from

A

society
*NOT BIOLOGY

81
Q

most children develop identities by age

A

4

82
Q

children identifies are quite rigid by

A

6

83
Q

despite parental encouragement to dismiss stereotypes you children still prefer what toys

A

strong gender based toy preferences

84
Q

prosocial behavior develops into

A

empathy

85
Q

antisocial actions

A

antipathy

86
Q

aggression types (4)

A

instrumental
reactive
relational
bullying

87
Q

instrumental aggression

A

aimed at getting something

88
Q

reactive aggression

A

impulsive retaliation for a hurt

89
Q

relational aggression

A

non physical acts designed to harm relationships

90
Q

bullying aggression

A

unprovoked physical or verbal attacks

91
Q

avoidable injury

A

harm reduction/injury control

92
Q

levels of prevention

A

primary prevention
secondary
tertiary

93
Q

primary prevention

A

change overall background conditions to prevent

94
Q

secondary prevention

A

avert harm in a high risk situation

95
Q

tertiary prevention

A

actions such as immediate and effective medical treatment, after an adverse event

96
Q

who is more likely to be seriously hurt?

A

younger children

97
Q

why are younger children more likely to be seriously hurt

A

impulses are uninhibited
families overestimate what young children understand

98
Q

lead is especially destructive of the

A

brains of fetuses, infants, and young children

99
Q

child maltreatment refers to

A

intentional harm to avoidable endangerment

100
Q

is child maltreatment rare or sudden

A

not rare or sudden

101
Q

who is more likely to contribute to child maltreatment

A

parents

102
Q

child abuse

A

deliberate action that is harmful to a childs physical, emotional, or sexual well being

103
Q

reported maltreatment

A

harm or engagement about which someone has notified the authorities

104
Q

substantiated maltreatment

A

harm or engagement that has been reported, investigated and verified

105
Q

the 5:1 ratio of reported vs substantiated cases occur because

A

each child is counted only once
substantiation requires proof
mandated reports
some reports are screened out
some reports are false

106
Q

are the consequences of maltreatment long term

A

yes

107
Q

mistreated/neglected children qualities

A

less friendly
more aggressive
more isolated
experience greater social deficits
enduring ecumenic consequences

108
Q

3 categories of ACE’s

A

abuse of child
neglect
household dysfunction

109
Q

what effect of ACE’s

A

multiplier effect

110
Q

what impact does ACE’s

A

psychosocial
- self esteem
- mental health
- physical/health

111
Q

ACE’s cause double the rate of

A

deadly diseases including, cancer, heart disease

112
Q

ACE’s cause six times the rate of

A

sexual abuse, mental illness, substance abuse, self inflicted harm

113
Q

controlling the expression of feelings called

A

emotional regulation

114
Q

postponement of gratification is a sign of

A

maturity

115
Q

if an extrinsic reward is removed the behavior may stop unless it has become a

A

habit

116
Q

imaginary friends
- intrinsic or extrinsic

A

intrinsic

117
Q

neglectful vs permissive

A

neglectful do not care
permissive care very much

118
Q

are sex differences innate or cultural

A

innate
gender is cultural

119
Q

intersex

A

not disctinctly male or female

120
Q

are female and male opposites

A

no, due to gender binary

121
Q

gender similaires hypothesis

A

idea that our human emphasis on sex differences blinds to the reality that the sexes have far more in common

122
Q

empathy

A

understanding of other peoples feelings and concerns

123
Q

empathy depends on

A

experiences and brain maturation

124
Q

empathy leads to

A

prosocial behavior

125
Q

antipathy can lead to

A

antisocial actions

126
Q

antisocial behavior indicates less

A

empathy

127
Q

injury control

A

the impact of an injury can be limited

128
Q

harm reduction

A

harm can be minimal

129
Q

sidewalks
stop lights
pedestrian overpasses
street lights
traffic circles

A

primary

130
Q

crossing guards
flashing lights on school buses
salt on icy roads
warning signs before blind curves
speed bumps

A

secondary

131
Q

speedy ambulances
efficient ER
follow up care
laws against hit and run

A

tertiary

132
Q

golden hour

A

the hour following an accident in which a victim should be treated

133
Q

what system is the most important one

A

macrosystem

134
Q

can child maltreatment be abuse

A

yes

135
Q

what effect does ACE have

A

multiplier

136
Q

permanency planning

A

planning how to nurture the child until adulthood

137
Q

foster care

A

another adult is the caregiver for years

138
Q

noticing and reporting is what prevention level

A

secondary

139
Q

what prevention limits harm after injury has occurred

A

tertiary

140
Q
A

Developmental Psychology (13 decks)

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