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PSYCH 223 > Chapter 8: Social and Personality Development in Early Childhood > Flashcards

Chapter 8: Social and Personality Development in Early Childhood Flashcards

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1
Q

According to Freud, this is the stage young children in early childhood period first gain control of their bodily functions

A

Anal stage

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2
Q

Freud viewed early childhood as the time when young children renegotiate their relationships with their parents for stepping out into the world. This stage is known as?

A

Phallic stage

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3
Q

What are the 2 Psychoanalytic Perspectives of Erikson in Early Childhood?

A
  1. Autonomy vs. shame and doubt (early childhood
  2. Initiative vs. guilt (preschool)
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4
Q

This stage of Erikson’s Psychoanalytic Perspective centers around the toddler’s new mobility and the accompanying desire for autonomy.

A

Autonomy vs. Shame and Doubt

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5
Q

In this stage, children want to dress themselves and decide what they want to wear, decide what they want to play with, and they learn to control their bladder and bowel.

A

autonomy vs. shame and doubt

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6
Q

Children who successfully complete the autonomy vs. shame and doubt stage feel ______ and _______ while those who don’t successfully complete the stage are left to feel inadequate and have self doubt.

A

secure and confident

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7
Q

This stage of Erikson’s psychoanalytic perspective is ushered in by new cognitive skills (e.g. ability to plan) which accentuates his/her wish to take the initiative.

A

Initiative vs. Guilt

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8
Q

Children who successfully complete the initiative vs. guilt stage gain a sense of _____ while those who do not will develop a sense of ______.

A

purpose, guilt

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9
Q

If children don’t develop a sense of _______, they might fear trying new things.

A

initiative

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10
Q

Bandura’s ___________ Theory focuses on learning through imitation and observational learning or modelling and this perspective links behavior to cognition.
This theory asserts that social and personality development on early childhood are related to improvements in the cognitive domain.
Assumes that social/ emotional changes are the result of, or at least facilitated by, the growth in cognitive abilities that happens during the preschool years

A

Social-Cognitive

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11
Q

_______ _________ is the ability to classify others according to categories such as traits, age, gender, and race.

A

Person Perception

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12
Q

age _____ children use categories/ traits that apply to people “nice”/”not nice”

A

5

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13
Q

In Understanding _______ Categories, children begin to know the difference and react differently to violations of social conventions or customs vs. moral rules.

A

Rule

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14
Q

In Understanding _________ Intentions, young children understand intentions to some degree “accident; didn’t mean to”
- Children understand that intentional wrong-doing is deserving of greater punishments than unintentional rule transgressions

A

Others’

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15
Q

________ relationships are the most important contributing factor to early childhood development.

A

Family

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16
Q

Preschooler is ______ to his or her family and struggling to establish independence at the same time.

A

attached

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17
Q

At __ years old, preschooler grasps that the attachment relationship continues to exist when the partners are apart and the internal model begins to generalize (Bowlby)

A

4

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18
Q

Children who are securely attached to parents experience ______(fewer/more) behavior problems

A

fewer

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19
Q

Diana Baumrind focuses on four aspects of family functioning:

A
  • warmth or nurturance
  • clarity and consistency of rules
  • level of expectations- maturity demands
  • communication between parent and child
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20
Q

In this aspect of family functioning, the outcomes are:
- secure attachment
- higher self-esteem
- more empathetic
- higher IQs and do better in school
- less behavioral problems
- protective factor for high-risk children

A

Nurturant and warm parents

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21
Q

In this aspect of family functioning, the outcomes are:
- less likely to be defiant or noncompliant
- protective factor for high-risk children

A

Clear and consistent rules

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22
Q

In this aspect of family functioning, the outcomes are:
- higher self-esteem
- more generous and altruistic

A

High expectations

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23
Q

In this aspect of family functioning, the outcomes are:
- more emotionally and socially mature

A

Open and regular communication

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24
Q

Even children from high risk families (low income, low parental education, dysfunctional family) they are less likely to have problems if they’re raised in a ________ and ________ environment.

A

positive and nurturing

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25
Q

What are the four parenting styles?

A
  • Authoritarian parenting style
  • Permissive parenting style
  • Authoritative parenting style
  • Uninvolved parenting style
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26
Q

This is a style of parenting that is low in nurturance and communication, but high in control and maturity demands.
Focus on obedience, punishment over discipline

A

Authoritarian parenting style

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27
Q

This is a style of parenting that is high in nurturance and low in maturity demands, control, and communication.
Don’t enforce rules, ‘Kids will be kids’

A

Permissive parenting style

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28
Q

This is a style of parenting that is high in nurturance, maturity demands, control, and communication.
Create positive relationship, enforce rules

A

Authoritative parenting style

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29
Q

This is a style of parenting that is low in nurturance, maturity demands, control, and communication
produces the most consistently negative outcomes.
Provide little guidance, nurturing, or attention

A

Uninvolved parenting style

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30
Q

Canadian studies have shown that ______ ________ is a better predictor of poor outcomes in a child than is a parent’s socio-economic status

A

parenting style

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31
Q

Children raised in lower SES families are _____(more/less) likely to experience a greater number of risk factors and this, coupled with ineffective or hostile parenting practices, results in proportionally higher levels of vulnerability.

A

more

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32
Q

The majority family structure pattern in Canada continues to be two-parent family. __% married-couples; __% common-law couples

A

59, 24

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33
Q

________ Families is when grandparents raise the children without parents present.

A

Skip-generation

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34
Q

Over the years from ages __ to __, relationships with non-sibling peers become increasingly important.
this is the critical period when brain development and function is most sensitive to social skills development.

A

2 to 6

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35
Q

_____ is related to cognitive development and the development of social skills

A

Play

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36
Q

________ _______ is a set of behaviors that usually leads to being accepted as a play partner or friend by peers.
Children with poor group entry skills are often rejected by peers.

A

Social Skills

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37
Q

_______ play is a simple, repetitive activities typical of 3-year-olds that may involve objects or repetitive muscular movements.

A

Functional

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38
Q

___________ play are activities in which children manipulate objects to produce or build something.

A

Constructive

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39
Q

In this type of play, children seem to be making random movements with no clear purpose.

A

Unoccupied

40
Q

In this type of play, children play with similar toys, in a similar manner, but do not interact with each other.

A

Parallel

41
Q

In this type of play, children interact with one another in groups of two or more; share or borrow toys or materials, but do not do the same thing.

A

Associative

42
Q

In this type of play, children play with one another, take turns, play games, and devise contests.
This requires the most cognitive ability.

A

Cooperative

43
Q

In this type of play, children simply watch each other play

A

Onlooker

44
Q

In this type of play, children play alone.

A

Solitary

45
Q

The ordering of the types of play is important where there’s a trend for _______ to be the most common for younger children and ______ is the most common for the older children.

A

solitary, cooperative

46
Q

________ __________ is the behavior intended to help another person, also known as altruism

A

Prosocial behavior

47
Q

Prosocial behavior becomes evident by __ or __ years of age.
At this age, a child will often share a toy, offer to help another child who isn’t feeling well or comfort another child who is crying or upset.

A

2 or 3

48
Q

______ is associated with an ability to regulate emotions and child-rearing practices.
ability to identify another person’s emotional state.

A

Empathy

49
Q

To have ______, you need to have a cognitive ability to take the perspective of others.

A

empathy

50
Q

What are the two aspects of empathy?

A
  1. understanding & perceiving another person’s emotional state
  2. matching that emotional state to oneself
51
Q

An important change in social behavior during early childhood is the formation of _______ _________

A

stable relationships

52
Q

As young children gain more understanding of the social environment, their _________ ripen into true personalities.

A

temperaments

53
Q

The dimension of __________ ________ (i.e. controlling one’s impulses) is important for getting along with others.

A

effortful control

54
Q

Children see how they should behave so that they don’t have to experience _________.

A

rejection

55
Q

In the _________ _______, the self-concept (and the concept of others) tends to focus on his or her own visible characteristics.
Ex: she’s a boy/girl- what she looks like rather than on more enduring qualities.

A

Categorical Self

56
Q

In _________ knowledge, stereotypes develop early.

A

sex-role

57
Q

by age __ or __, children can assign occupation, toys, and activities to the stereotypic gender.

A

3 or 4

58
Q

By age __, children begin to associate certain personality traits with males or females.

A

5

59
Q

By age __ to __ year olds, having figured out that gender is permanent, are searching for a rule about how boys and girls behave.

A

5 to 6

60
Q

________ behavior: different patterns of behavior exhibited by boys and girls

A

Sex-typed

61
Q

_______ self is an ability to label and explain emotions.
- the acquisition of emotional regulation is central to this stage; acquiring emotional regulation involves shifting control slowly from the parents to the child

A

Emotional

62
Q

________ and the awareness of moral emotions play key roles with respect to the development of emotional self

A

Empathy

63
Q

_______ self is an increasing awareness of oneself as player in the social game.

A

Social

64
Q

By age __, the toddler now begins to develop a variety of social “scripts”

A

2

65
Q

Erikson proposed that the key to healthy development during early childhood depends on

a. striking a balance between the child’s emerging desire for autonomy and the parents’ need to protect the child and control the child’s behaviour.
b. helping the child to develop the social skills necessary to form and maintain strong peer relationships.
c. instilling in the child a sense of her ability to master difficult tasks and develop a sense of industry.
d. providing enough warmth, predictability, and responsiveness to foster a secure attachment.

A

A

66
Q

When a child develops ______________, she can classify others according to categories such as age, gender, and race.

a. person perception
b. empathy
c. social skills
d. discrimination

A

A

67
Q

Young children’s categorization of people is far less consistent than older children’s because they

a. do not yet have an understanding that gender stays constant as people age.
b. base their categorization upon their most recent interaction with an individual.
c. have not yet developed relationships that can be thought of as reciprocal.
d. spend more time playing with other children who are similar to them in age, gender, and race.

A

B

68
Q

As children try to figure out the rules for how to behave, they

a. shift from internalizing the rules to externalizing them.
b. become less and less likely to comply with the rules.
c. start to judge a violation of moral rules more harshly than a violation of social conventions.
d. move from thinking that the rules are good to thinking that they are bad.

A

C

69
Q

In making a determination about whether another child’s behaviour was “good” or “bad,” a 3-year-old would consider

a. the outcome of the behaviour but not the other child’s intention.
b. the other child’s intention, as well as the outcome of the behaviour.
c. the other child’s intention, but not the outcome of the behaviour.
d. only what the child thinks he or she would do in a similar situation.

A

B

70
Q

Parents who have clear rules and consistently apply those rules are more likely to have children who

a. are aggressive toward other children.
b. are much less likely to be defiant or noncompliant.
c. think their own ideas are unimportant.
d. have lower levels of competence and independence.

A

B

71
Q

With regard to the discipline of children, the law in Canada

a. advocates the use of corporal punishment.
b. allows some degree of physical discipline.
c. provides no guidelines on physical punishment.
d. leaves no ambiguity in terms of what is and is not allowed.

A

B

72
Q

An important influence on a preschooler’s group entry skills is

a. positive self-concept.
b. language development.
c. emotional regulation.
d. assertive behaviour.

A

C

73
Q

Children who have good social skills will gain entry into a group by

a. hanging around the perimeter of the group and being timid about entering it.
b. observing what the group is doing and then trying to become a part of it.
c. interrupting the group so that they can impose a change on what the group is doing.
d. being aggressive when they enter the group so that others will allow the child to be the leader.

A

B

74
Q

When you see a 3-year-old offer a toy to another child who is crying, you are seeing the beginning of

a. intentionality.
b. mediated reinforcement.
c. inductive reasoning.
d. altruistic behaviour.

A

D

75
Q

Parents can help to foster prosocial behaviour in their children by

a. explaining the consequences of how their behaviour affects others.
b. letting them know that they will be punished if they aren’t kind and helpful.
c. telling the child that they will not have any friends if they are not kind and helpful.
d. frequently pointing out to their children when they are mean or selfish.

A

A

76
Q

Which of the following statements best describes the development of personality?

a. Temperament and personality develop in parallel and largely reflect each other.
b. The temperamental characteristics that children are born with are largely untouched by their experiences.
c. The personality that children are born with undergoes some minor adaptations throughout childhood.
d. The temperament that children are born with is modified by knowledge they gain about the temperament-related effects of their behaviour.

A

D

77
Q

Bosacki and Moore (2004) found that preschool girls scored higher than boys in

a. the ability to correctly label emotions and understand complex emotions.
b. the ability to directly experience another person’s emotional state.
c. the ability to control emotional states and emotion-related behaviour.
d. awareness of themselves as a player in the social game.

A

A

78
Q

In the process of acquiring emotional regulation,

a. children deal first with global circumstances and then with specific circumstances.
b. Girls are more likely than boys to deal with their own emotions before they worry about others’ emotions.
c. children move from concrete to abstract situations.
d. control shifts slowly from the parents to the child.

A

D

79
Q

The two aspects of empathy are

a. apprehending another person’s emotional state or condition and then matching that emotional state oneself.
b. an awareness of emotional states that are linked to their culture’s definitions of right and wrong and an understanding of moral emotions.
c. emotional regulation and the emotional self.
d. temperament and personality.

A

A

80
Q

Having a set of ________________ helps young children understand their place in a network of family roles that include brothers, sisters, a father, a mother, and so forth.

a. internal models
b. social scripts
c. concrete qualities
d. cross-gender behaviours

A

B

81
Q

According to Lawrence Kohlberg, the organizing principle for gender acquisition is gender

a. stability.
b. constancy.
c. identity.
d. recognition.

A

B

82
Q

The understanding that gender is a stable, lifelong characteristic is referred to as

a. gender constancy.
b. gender schema.
c. gender identity.
d. gender stability.

A

D

83
Q

In the development of gender,

a. children must develop gender constancy before sex-typed behaviour appears.
b. sex-typed behaviour develops earlier than ideas about sex roles.
c. children resist showing sex-typed behaviours even as their ideas about sex roles develop.
d. sex-typed behaviours and ideas about sex roles develop in parallel.

A

B

84
Q

Sex-segregation in peer groups increases during childhood because

a. girls tend to be demanding and bossy, and boys refuse to comply.
b. girls feel that they must compete with boys when they are in mixed-gender groups.
c. boys do not respond to girls’ enabling style of interaction. As a result, girls withdraw.
d. boys will ask questions and make requests, but girls are unresponsive.

A

C

85
Q

With regard to cross-gender behaviours,

a. peers react negatively to feminine play in boys, but parents and other adults are accepting of such behaviours.
b. tomboyishness in girls is generally tolerated by both adults and peers.
c. girls who are “tomboys” as children fail to develop typical feminine characteristics as they get older.
d. both peers and adults give boys greater freedom with cross-gender behaviour than they give girls.

A

B

86
Q

Which theorist would be most interested in examining a child’s ability to distinguish between social conventions and moral rules?

a. psychosocial theorist
b. psychosexual theorist
c. behavioural theorist
d. social-cognitive theorist

A

D

87
Q

Which of the following is an example of a social convention?

a. laws against murder
b. walking on the right side of a crowded hallway
c. faithfulness to marriage vows
d. refraining from using the internet for personal reasons at work

A

B

88
Q

According to the text, preschoolers who are securely attached to their parents

a. have positive relationships with teachers.
b. are less likely to develop gender stereotypes than children who are insecurely attached.
c. have little interest in playing with peers.
d. do not develop an emotional self until age 5 or 6.

A

A

89
Q

Six-year-old Bettina asks her mother if she can stay up until 9 p.m. on Friday night to watch a special educational TV program. Her mother says “Your bedtime is eight o’clock, and rules are rules. Get ready for bed immediately or you’ll be grounded to your room all day tomorrow.” What is Bettina’s mother’s parenting style?

a. punishing
b. neglectful
c. authoritative
d. authoritarian

A

D

90
Q

When 4-year-old Deidra acts in a way that is harmful to others, her parents attempt to get her to look at her actions from the other person’s point of view. Deidra’s parents use

a. inductive discipline.
b. a permissive parenting style.
c. Freud’s psychodynamic approach.
d. positive reinforcement.

A

A

91
Q

One of the important factors that affects children in single-parent, step-parent, and divorced households is that

a. the children should be expected to provide emotional support for the parent.
b. relying on an extended family network usually fails to provide adequate support.
c. the family climate shifts from authoritative parenting.
d. authoritative parenting is not as effective in families that do not have two parents.

A

C

92
Q

Four-year-old Gavin observes a group of new classmates playing with cars. He is initially hesitant, but soon asks if he can play too, and is accepted into the group. What skill does this demonstrate?

a. prosocial behaviour
b. external attribution
c. group entry
d. unsocial behaviour

A

C

93
Q

During early childhood, children’s temperaments are modified by _____ to form their personalities.

a. brain maturation
b. social experiences
c. physical development
d. hereditary traits

A

B

94
Q

If you asked preschooler Mariana to describe herself, which of the following answers might you expect?

a. “I am happy.”
b. “I am good at drawing.”
c. “I am a kind person.”
d. “I am smart.”

A

B

95
Q

Which of the following is an example of emotional regulation?

a. Judy is sad, so to cheer herself up, she turns on the television to watch a favourite cartoon.
b. Ray whines loudly as he gives up on a puzzle that is too difficult for him.
c. When Dorothy pushes her off a swing, Kathy kicks Dorothy.
d. Carol gets angry at her mother and storms out of the room.

A

A

96
Q

Which of the following is the most accurate description of gender identity?

a. the understanding that you stay the same gender throughout life
b. a child’s ability to label him- or herself as male or female and to identify other people as women or men and girls or boys
c. the recognition that a woman continues to be a woman even if she wears a man’s clothes and cuts her hair short
d. the choice of a pattern of behaviours that is typical or expected for one’s sex

A

B

97
Q

Which statement about young children’s preference for same-sex playmates is true?

a. Boys’ preference for male playmates can be changed through modelling and reinforcement.
b. Children of parents who encourage cross-gender play are unlikely to prefer same-sex playmates.
c. Girls express a stronger preference for same-sex playmates than boys do.
d. The preference for same-sex companions often appears by age 3.

A

D

PSYCH 223 (15 decks)

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