Chapter 6 Early Childhood: The Social World Flashcards
emotional regulation
ability to control when and how emotions are expressed
when is emotional regulation developed
3 and 5
what is goal of emotional regulation
regulation
NOT removal of emotions
emotional intelligence
ability to use ones own and others emotions effectively for solving problems and involves both perceiving emotions accurately and regulating ones emotions
Trust vs mistrust age
0-1
what happens during trust and mistrust
either develop trust that others will provide care, be consistent and responsive, or develop mistrust about others
autonomy vs shame and doubt age
1-3
what happens during autonomy vs shame and doubt
either become self sufficient in many things like feeding, talking, toileting, walking, exploring, or doubt their own abilities and feel shameful
initiative vs guilt age
3-5
what happens in initiative vs guilt
children undertake new skills and activities and feel guilty when they do not succeed at them
what protects young children from guilt and shame and encourages learning
optimistic self concept
ACE stand for
adverse childhood experiences
motivation
involves impulse that propels someone to act
intrinsic motivation
comes from within
extrinsic motivation
are grades instrisinc or extrinsic
extrinsic
is reinforcement/punishment intrinsic or extrinsic
extrinsic
what’s the most productive and enjoyable activity that children undertake
play
stages of play
solitary
onlooker
parallel
associative
cooperative
solitary play
a child plays alone, unaware of other children playing nearby
onlooker play
child watches other children play
parallel play
children play in similar ways but not together
associative play
children interact, sharing materials or acitivies but not taking turns
cooperative play
children play together, creating dramas or taking turns
what does play look like now since COVID
less active play and more screen time
what does increase screen time cause
reduction in conversion, imagination, and exercise
obesity, emotional immaturity, less intellectual growth
COVID led to increase in
screen time
young children learn best from
peers
technological play
when technology is used a social actviity
rough and tumble play
mimics aggression through wrestling, chasing, or hitting with no intention to harm
sociodramtic play
pretend
make believe
role playing
baumrinds dimensions and styles
*expressions of warmth
*strategies for discipline
communication
expectations for maturity
parenting styles vary within
nations, ethnic groups, neighborhoods
4 types of parenting
Authoritarian
permissive
authoritative
neglectful
authoritarian parenting
high behavioral standards
strict punishment
little communication
authoritarian parenting
- demandingness
high
authoritarian parenting
- involvement/warmth
low
authoritarian parenting
- stress what to authority
obedience
permissive
- high what
nurturance and communication
permissive
- little
discipline
guidance
control
permissive
-involmenent
high
permissive
- control
little
authoritative parenting
parents set limits and enforce rules but are flexible and listen to their children
authoritative parenting
- control
high
authoritative parenting
- warmness
high
authoritative parenting
- do what with rules
explain them
authoritative parenting
- standards for childs behavior
high
neglectful/uninvolved/indifferent
child behavior ignored or not noticed by parent
neglectful/uninvolved/indifferent
- do parents care
NO
neglectful/uninvolved/indifferent
- warmness
little
neglectful/uninvolved/indifferent
- control
little
long term effects of authoritarian
obedient/quite but not happy
guilty/depressed
children of what type of parenting style are more at risk for mental health and drug use
authoritarian
long term effects of permissive
lack self control
inadequate emotional regulation
long term effects of authoritative
successful, happy, independent
less depression, anxiety, drug use
long term effects of neglectful/uninvolved parents
immature, sad, lonely
difficulty self regulating emotions
risk for abuse
consequences that follow an action will
either increase or decrease the likelihood that the action will be repeated
if the behavior is followed by pleasant/desired consequences
it is more likely to occur again
behavior is followed by unpleasant/undesired consequences
it is less likely to occur again
positive reinforcement
add a consequence after an action that the child finds pleasant
EX: try new foods and get a treat
extinction
remove a desirable or pleaurable consequence
EX: taking away phone
time out
punishment
adding unpleasant consequence
EX: spanking
negative reinforcement
removal of an unpleasant event to strengthen a behvaior
EX: teacher removes homework
8 year old was supposed to clean room and didn’t, the father made him spend all weekend cleaning
punishment
what makes a behavior more likely to occur again
reinforcement
most often discipline focuses on
reducing or eliminating unwanted behaviors
punishment is determined by
culture
parenting syle
child behavior
physical (corporal) punishment
discipline techniques that hurt the body of someone, from spanking to serious harm to including death
when is punishment most effective
immediate
consistent
informative
admninistered by someone who child has a warm reelaitonshp with
is US child discipline depends more on
region/ethnicity
where is punishment
more frequent
south
mothers
conservative Christians
African americans
low SES families
physical punishment
- obedience
increased temporarily
physical punishment
- later aggression, bullying, abuse
increased
if children are upset by punishment
they may not understand the purpose
children who are not spanked are more likely to develop
self control
psychological control
threatening to withdraw love
time out
separated from other people and actives for a specified time
induction
parent tries to get the child to understand why a certain behavior was wrong
* LISTEN NOT LECTURE
gender differences are differences in male and female
roles, behavior, clothes
where do gender differences arise from
society
*NOT BIOLOGY
most children develop identities by age
4
children identifies are quite rigid by
6
despite parental encouragement to dismiss stereotypes you children still prefer what toys
strong gender based toy preferences
prosocial behavior develops into
empathy
antisocial actions
antipathy
aggression types (4)
instrumental
reactive
relational
bullying
instrumental aggression
aimed at getting something
reactive aggression
impulsive retaliation for a hurt
relational aggression
non physical acts designed to harm relationships
bullying aggression
unprovoked physical or verbal attacks
avoidable injury
harm reduction/injury control
levels of prevention
primary prevention
secondary
tertiary
primary prevention
change overall background conditions to prevent
secondary prevention
avert harm in a high risk situation
tertiary prevention
actions such as immediate and effective medical treatment, after an adverse event
who is more likely to be seriously hurt?
younger children
why are younger children more likely to be seriously hurt
impulses are uninhibited
families overestimate what young children understand
lead is especially destructive of the
brains of fetuses, infants, and young children
child maltreatment refers to
intentional harm to avoidable endangerment
is child maltreatment rare or sudden
not rare or sudden
who is more likely to contribute to child maltreatment
parents
child abuse
deliberate action that is harmful to a childs physical, emotional, or sexual well being
reported maltreatment
harm or engagement about which someone has notified the authorities
substantiated maltreatment
harm or engagement that has been reported, investigated and verified
the 5:1 ratio of reported vs substantiated cases occur because
each child is counted only once
substantiation requires proof
mandated reports
some reports are screened out
some reports are false
are the consequences of maltreatment long term
yes
mistreated/neglected children qualities
less friendly
more aggressive
more isolated
experience greater social deficits
enduring ecumenic consequences
3 categories of ACE’s
abuse of child
neglect
household dysfunction
what effect of ACE’s
multiplier effect
what impact does ACE’s
psychosocial
- self esteem
- mental health
- physical/health
ACE’s cause double the rate of
deadly diseases including, cancer, heart disease
ACE’s cause six times the rate of
sexual abuse, mental illness, substance abuse, self inflicted harm
controlling the expression of feelings called
emotional regulation
postponement of gratification is a sign of
maturity
if an extrinsic reward is removed the behavior may stop unless it has become a
habit
imaginary friends
- intrinsic or extrinsic
intrinsic
neglectful vs permissive
neglectful do not care
permissive care very much
are sex differences innate or cultural
innate
gender is cultural
intersex
not disctinctly male or female
are female and male opposites
no, due to gender binary
gender similaires hypothesis
idea that our human emphasis on sex differences blinds to the reality that the sexes have far more in common
empathy
understanding of other peoples feelings and concerns
empathy depends on
experiences and brain maturation
empathy leads to
prosocial behavior
antipathy can lead to
antisocial actions
antisocial behavior indicates less
empathy
injury control
the impact of an injury can be limited
harm reduction
harm can be minimal
sidewalks
stop lights
pedestrian overpasses
street lights
traffic circles
primary
crossing guards
flashing lights on school buses
salt on icy roads
warning signs before blind curves
speed bumps
secondary
speedy ambulances
efficient ER
follow up care
laws against hit and run
tertiary
golden hour
the hour following an accident in which a victim should be treated
what system is the most important one
macrosystem
can child maltreatment be abuse
yes
what effect does ACE have
multiplier
permanency planning
planning how to nurture the child until adulthood
foster care
another adult is the caregiver for years
noticing and reporting is what prevention level
secondary
what prevention limits harm after injury has occurred
tertiary
