Chapter 6: The play years, psychosocial development Flashcards
Erikson’s initiative vs. guilt
Initiative: sense of purpose, from parents, reassuring parents
Guilt: parents make child feel guilt, because of their reactions and what they say
self esteem
increases because of early mastery of skills and independence
a person’s evaluation of his or her own worth, either in specifics (e.g., intelligence, attractiveness) or in general
self concept
effected by self esteem, gender, size, and other factors (usually positive)
a person’s understanding of who he or she is, incorporating self-esteem, physical appearance, personality, and various personal traits (e.g. gender, size)
protective optimism
preschoolers predict that they an solve impossible puzzles, remember long lists of words, and control their dreams
intrinsic motivation
drive, or reason to pursue a goal
comes from the inside of a person
apparent in imaginary friends
extrinsic motivation
drive, or reason to pursue a goal
arises from the need to have achievement from outside
solitary play
A child plays alone, unaware of any other children playing nearby
onlooker play
a child watches other children play
parallel play
children play with similar toys in similar ways, but not together
associative play
children interact, observing each other and sharing material, but their play is not yet mutual and reciprocal
cooperative play
children play together, creating elaborating a joint activity or taking turns
active play
rough and tumble play
mimics aggression through wrestling, chasing, or hitting with no intention to harm
contains expressions and gestures
particularly common amongst young males
advances children’s social understanding but increases injury
may positively affect prefrontal cortex development
general kinds of play
pretend play - solitary
social play - with playmates
most infants play solitary or with parent, toddlers slowly become better playmates, young children play best with peers
changes with age, cohort, and culture
as they grow, play becomes more social, influenced by brain maturation, playmate availability, and physical setting
sociodramatic play
allows children to act out various roles and themes in stories that they create
enables them to:
explore and rehearse social roles
test their ability to explain
practice regulating their emotions
develop a self-concept
psychoanalytic phallic stage
3-6 years old
Oedipus complex
castration anxiety
super ego
Electra complex
penis envy
identification with same sex parent
gender role theory
Behaviorism;
gender differences: product of ongoing reinforcement and punishment, learned through all roles, values, and morals
gender appropriate: rewarded more frequently than gender inappropriate behavior
social learning theory (extension of behaviorism): children notice the way men and women behave and internalize the standards the y observe
additional theories of gender development
cognitive theory: offers an alternative explanation for the strong gender identities that becomes apparent at about age 5
gender schema: child’s cognitive concept or general belief about sex differences, based on his or her observations and experiences, young children categorize themselves and everyone else as either male or female and then think and behave accordingly
Humanism: hierarchy of needs, children strive for admiration from a group of peers they belong to even more than for the love of their parents
Evolutionary theory: sexual attraction is crucial for basic urge to reproduce, males and females try to look attractive to other sex in gendered ways, young boys and girls practice becoming attractive to the other sex
moral development
emotional and social maturation are the foundations for morality
both nature and nurture are always influential, but developmentalists disagree about which is more important for morality
nature perspective: morality is genetic outgrowth of natural bonding, attachment, and cognitive maturation
nurture perspective: culture is crucial to the development of morality
prosocial and antisocial development
prosocial behavior: extending helpfulness and kindness without any obvious benefit to oneself, increases with maturity, empathy
antisocial behavior: deliberately hurting another person, including people who have done no harm; declines with maturity, antipathy
types and effects of punishment
Physical punishment: spanking, slapping, and beating
Psychological control: disciplinary technique that involves threating to withdraw love and support and that relies on a child’s feelings of guilt and gratitude to the parents
Time-out: disciplinary technique in which a child is separated from other people and activities for a specific time
Induction: an alternative to physical punishment and psychological control
Child maltreatment
Child maltreatment: intentional harm to or avoidable endangerment of anyone under 18 years of age
Substantial maltreatment: harm or endangerment that has been reported, investigated, and verified
Reported maltreatment: harm or endangerment about which someone has notified the authorities
child maltreatment (primary prevention)
focus on macrosystem and ecosystem
child maltreatment (secondary prevention)
focus on warning signs and intervention
child maltreatment (tertiary prevention)
focus on everything that limits harm after maltreatment has already occurred
foster care
when a child is removed from a home and entrusted to another adult/s
require caregivers to provide a safe, nurturing, and stable home
kinship care
when a child is removed from a home and entrusted to another adult/s
require caregivers to provide a safe, nurturing, and stable home
Adoption
the action or fact of legally taking another’s child and bringing it up as one’s own, or the fact of being adopted
