Chapter 7 Flashcards

1
Q

social needs of early childhood vs. middle childhood

A
  • early childhood: playmate

- middle childhood: reciprocal trust (expectation for exclusiveness/best friends, same-sex)

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2
Q

Parten’s 3 Stages of play

A
  • parallel play
  • associative play
  • cooperative play
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3
Q

parallel play

A

children play side-by-side, but they don’t interact with each other (seen as young as 14 months)

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4
Q

associative play

A
  • brief interactions

- no joint activities yet (ie. not working on the same task yet)

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5
Q

cooperative play

A
  • children are capable of performing joint tasks (3-4 years)

- requires sharing, taking turns, and group-entry skills (aka: group maintenance skills in middle childhood)

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6
Q

why is friendship selection based more on sex than anything else?

A

Because of the “society of childhood” -> rules kids make up (ie. girls can only play with girls)

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7
Q

interactional differences in same-sex friendships

A
  • more pronounced in middle childhood than early childhood
  • girls: enabling style
  • boys: restricting/constricting style
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8
Q

in middle childhood, ___ aggression decreases but ___ aggression increase

A
  • physical; retaliatory

- retaliatory is higher because they can understand intent now

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9
Q

nature of aggression in early childhood

A
  • physical aggression: overt/direct/observable

- peaks around 2-3 years

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10
Q

nature of aggression in middle childhood

A
  • indirect/covert aggression: unobservable
  • relational aggression: aimed at damaging another’s peer status or reputation/self-esteem (goal: social exclusion using slander)
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11
Q

Key findings in Cote’s study of childhood aggression

A
  • Over 1/2 of 2-3 year-olds showed occasional physical aggression (at least once a week)
  • whereas 1/2 of 10-year-olds showed only infrequent physical aggression (less than once a month)
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12
Q

similarities and differences between aggression and bullying

A
  • similarity: both must be intentional
  • difference: bullying is a specific type of aggression that involves a power imbalance (bully has more power) and must be repetitive (picks on same victim at least twice)
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13
Q

how do researchers measure child peer status?

A
  • ask “if you could only invite 5 people from class to your birthday party, who would you invite? -> indicates 3 types of peer status
  • “is there someone you wouldn’t invite?” -> indicates rejected child
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14
Q

3 types of peer status (related to birthday party question)

A
  • popular: most invitations
  • average: average number of invitations
  • neglected: 0-2 nominations
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15
Q

how does peer status influence bullying interactions?

A
  • bully: usually popular (need high level of status to bully)
  • victim: usually neglected
  • both a bully and a victim: usually rejected
  • bystanders: usually average
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