Chapters 13-15

Question 1

moral development

Answer 1

changes in thoughts feelings and behaviours regarding standards of right and wrong

Question 2

Piaget’s Theory of Moral Thought

Answer 2

4-7 heteronomous morality
7-10 transition phase
10+ autonomous morality

Question 3

heteronomous morality

Answer 3

the first stage of moral development in piaget’s theory Age 4-7
Justice and rules are conceived of as unchangeable properties of the world, beyond the control of people

Question 4

autonomous morality

Answer 4

second stage of moral development for Piaget.
10+ years
Child becomes aware that rules and laws are created by people and that in judging action, one should consider the actor’s intentions as well as the consequences

Question 5

immanent justice

Answer 5

Piaget’s concept of the childhood expectation that if a rule is broken, punishment will be meted out immediately

Question 6

Kohlberg’s Theory

Answer 6

Level 1 - Preconventional Reasoning

Stage 1 of level 1 - Punishment and obedience

Stage 2 of Level 1 - Individualism, instrumental purpose and exchange

Level 2 - Conventional reasoning

Stage 3 of level 2 mutual interpersonal expectations

Stage 4 - social systems morality

Level 3 Postconventional reasoning

Stage 5 social contract or utility and individual rights
Stage 6 universal ethical principles

Question 7

preconventional reasoning

Answer 7

lowest level in Kohlberg’s theory - morality is focused on reward and punishment.

Question 8

conventional reasoning

Answer 8

second level - individuals abide by certain standards (internal) but they are the standards of others such as parents or society (external)

Question 9

postconventional reasoning

Answer 9

third and highest level for Kohlberg’s theory. Morality is more internal.

Question 10

Critics of kohlberg say:

Answer 10

• too much emphasis on moral thought and not enough on moral behaviour
• Didn’t place enough emphasis on cultural influences - he said they are universal principles, but this has not been shown to be true
  *Kohlberg said family process is not important for moral development - peers more important - critics say family has more sway than Kohlberg allows
• most public critique says kohlberg has a gender bias - Gilligan says that this is a male norm that puts principles above relationships

Question 11

Kohlberg’s justice perspective

Answer 11

focuses on the rights of the individual

Question 12

Gilligan’s care perspective

Answer 12

focuses on the moral perspective that views people in terms of their connectedness with others and quality of the interpersonal communication, relationships with others and concern for others

Question 13

social cognitive theory

Answer 13

the theory that distinguishes between moral competence - the ability to produce moral behaviours - and moral performance use of those behaviours in specific situations

Question 14

empathy

Answer 14

reacting to another’s feelings with an emotional response that is similar to the other’s feelings

Question 15

moral identity

Answer 15

the aspect of personality that is present when individuals have moral notions and commitments that are central to their lives

Question 16

moral exemplars

Answer 16

people who have lived extraordinary lives, having developed their personality, identity, character and virtue to a level that reflects moral excellence and commitment

Question 17

social-cognitive domain theory

Answer 17

theory stating there are different domains of social knowledge and reasoning, including moral, social conventional and personal domains. These domains arise from children’s and adolescents’ attempts to understand and deal with different forms of social experience.

Question 18

social conventional reasoning

Answer 18

focuses on conventional rules established by social consensus, as opposed to moral reasoning that stresses ethical issues

Question 19

Discipline techniques

Answer 19

Love withdrawal
power assertion
induction

Question 20

love withdrawal

Answer 20

a technique in which a parent withholds attention or love from the child, as when a parent refuses to talk to the child or states a dislike for the child. “i’m going to leave you if you do that again” or “I don’t like you when you do that”

Question 21

power assertion

Answer 21

a technique where a parent attempts to gain control over the child or the child’s resources. e.g. spanking, threatening or removing priviliges

Question 22

Induction

Answer 22

technique where the parent uses reasoning and explains how the child’s actions are likely to affect other people. “Don’t hit him, he is trying to help” “Why are you yelling at her, she didn’t mean to trip you”

Question 23

hidden curriculum

Answer 23

pervasive moral atmosphere that characterizes each school

Question 24

character education

Answer 24

a direct moral education approach that involves teaching students a basic moral literacy to prevent them from engaging in immoral behaviour or doing harm to themselves or others

Question 25

values clarification

Answer 25

helping people clarify their sense of purpose in life and what is worth working for.

Question 26

cognitive moral education

Answer 26

education based on the belief that students should learn to value things like democracy and justice as their moral reasoning. Kohlberg's theory has been the basis for many cognitive moral approaches

Question 27

service learning

Answer 27

a form of education that promotes social responsibility and service to the community

Question 28

altruism

Answer 28

an unselfish interest in helping another person

Question 29

forgiveness

Answer 29

an aspect of prosocial behaviour that occurs when an injured person releases the injurer from possible behavioural retaliation

Question 30

gratitude

Answer 30

a feeling of thankfulness and appreciation in response to someone doing something kind or helpful

Question 31

conduct disorder

Answer 31

age-inappropriate actions and attitudes that violate family expectations, society's norms and the personal or property rights of others

Question 32

juvenile delinquency

Answer 32

refers to a great variety of behaviours by an adolescent ranging from unacceptable behaviour to breaking the law

Question 33

index offenses

Answer 33

criminal acts such as robbery, rape, homicide

Question 34

reciprocal socialization

Answer 34

the bidirectional process by which children socialize parents just as parents socialize them e.g. peek a boof

Question 35

multiple developmental trajectories

Answer 35

concept that adults follow one trajectory and children and adolescents another one; understanding how these trajectories mesh is important. When people get married - how old they are when they have kids - how old their kids are when they are middle aged etc

Question 36

Baumrind's Parenting Styles

Answer 36

Authoritarian Authoritative Neglectful Indulgent

Question 37

Authoritarian Parenting according to Baumrind

Answer 37

restrictive, punitive in which parents exhort the child to follow their directions. Firm limits and controls. little verbal exchange "do it my way or else" spank, enforce rules rigidly not explain them, show rage Children are often unhappy, fearful, anxious, fail to initiate activity, weak communication skills

Question 38

Authoritative parenting

Answer 38

encourages children to be independent but still places limits and controls extensive verbal give and take parents are warm and nurturant toward child ex may put arm around child and say, "you know you should not have done that, let's talk about to handle this differently next time" show pleasure and support of children expect mature, independent, age-appropriate behaviour

Question 39

neglectful parenting

Answer 39

parent is very uninvolved. parents lives. Parents lives more important then child's life. children tend to have poor self control, low self-esteem, dont handle independence well

Question 40

indulgent parenting

Answer 40

parents are highly involved with their children but place few demands or controls on them. Associated with children's social incompetence, lack of self-control and lack of respect for others

Question 41

Reasons to avoid spanking

Answer 41

* children may imitate aggressive out of control behaviour * instills fear, rage, avoidance * tells children what not to do, but not what to do * abusive, can become some emotional they are abusive

Question 42

Types of child maltreatment

Answer 42

Physical abuse Child neglect sexual abuse emotional abuse

Question 43

peers

Answer 43

Children who share the same age or maturity level

Question 44

popular children

Answer 44

children who are frequently identified as a best friend and are rarely disliked by their peers

Question 45

average children

Answer 45

children who receive an average number of both positive and negative nominations from their peers

Question 46

neglected children

Answer 46

children who are infrequently identified as a best friend but are not disliked by their peers

Question 47

rejected children

Answer 47

children who are infrequently identified as a best friend and are actively disliked by their peers

Question 48

controversial children

Answer 48

children who are frequently identified both as someone's best friend and as being disliked

Question 49

Functions of play

Answer 49

*master anxieties and conflicts * work off excess energy, release tension * Help children cope with life's problems * important for cognitive development * practice skills and competencies in relaxed environment * satisfies curiosity and desire for new information/stimulation *pleasurable *development of language skills

Question 50

play therapy

Answer 50

therapy that allows the child to work through frustrations in a medium through which the therapist can analyze the child's conflicts and ways of coping with them. May feel less threatened in play and more likely to express true feelings

Question 51

sensorimotor play

Answer 51

behaviour that allows infants to derive pleasure from exercising their existing sensorimotor schemes

Question 52

practice play

Answer 52

play that involves repetition of behaviour when new skills are being learned or when physical or mental master and coordination of skills are required

Question 53

pretense/symbolic play

Answer 53

play that occurs when the child transforms the physical environment into a symbol

Question 54

social play

Answer 54

play that involves interactions with their peers

Question 55

constructive play

Answer 55

combines sensorimotor/practice play with symbolic play - children engage in self-regulated creation or construction of a product or solutions

Question 56

games

Answer 56

activities engaged in for pleasure that include rules and often competition with one or more individual

Question 57

Name types of play

Answer 57

play therapy sensorimotor play practice play pretense/symbolic play social play constructive play games

Question 58

child centred kindergarten

Answer 58

education that involves the whole child by considering both the child's physical cognitive and socioemotional development and the the child's needs, interests and learning styles

Question 59

montessori approach

Answer 59

an educational philosophy in which children are given considerable freedom and spontaneity in choosing activities and are allowed to move from activity to another as they desire

Question 60

learning disabilities

Answer 60

disabilities involving understanding or using spoken language or written language. can appear in reading, listening, thinking, writing, spelling or mathematics. The problem must not be primarily the result of visual or hearing or motor difficulties, emotional disorders, environment or cultural disadvantage

Question 61

dyslexia

Answer 61

category of learning disability involving a severe impairment in the ability to read and spell

Question 62

dysgraphia

Answer 62

involves difficulty handwriting

Question 63

dyscalculia

Answer 63

involves difficulty in math computation

Question 64

ADHD

Answer 64

a disability in which children consistently show one or more of the following characteristics - inattention, hyperactivity, impulsivity

Question 65

ASD

Answer 65

Autism - severe to milder called asperger's syndrome. problems with interactions, verbal and nonverbal communication, repetitive behaviours

Question 66

extrinsic motivation

Answer 66

response to external incentives such as rewards and punishments

Question 67

intrinsic motivation

Answer 67

internal motivational factors such as self-determination, curiosity, challenge and effort

Question 68

mastery motivation

Answer 68

an approach to achievement where one is task oriented, focusing on learning and achievement process rather than the ability or the outcome

Question 69

helpless orientation

Answer 69

an orientation in which one seems trapped by the experience of difficulty and attributes ones difficulty to a lack of ability

Question 70

performance orientation

Answer 70

an orientation in which one focuses on winning rather than achievement outcomes, and happiness is thought to come from winning

Question 71

mindset

Answer 71

Dweck's concept for referring to the cognitive view individual's develop for themselves - fixed or growth

Question 72

self-efficacy

Answer 72

the belief that one can master a situation and produce favorable outcomes