child psych final Flashcards
Self concept
sense of self; descriptive and evaluative mental picture of one’s abilities and traits
Self definitions
between boy and girl the similarities are the eyes, basic things that people can obviously see about them, what they want to tell people
single representations
around age of 5, children see the world positively wondrous, everything is good, they are perfect at everything, don’t acknowledge any flaws, egocentric, connect particular thoughts, find it hard to believe you can love and hate someone at the same time
Representational mapping
between ages of 5 an d7, statements are logically connected, still positive thinker, egocentric
Representational systems
around 7 or 8, as they approach middle school, see themselves realistically, still think they’re wonderful, brag, realize they are good at some things but not others, reality check, final stage, different in other countries, Asian families teach their children to be more modest, know what parents expect and what they want
Real self
who we are
Ought self
what you should have done but didn’t do
Ideal self
who we aspire to be
Interdependent self
contribute to community, to help others, cooperate with others,
Relational self
those aspects of the self-concept that are shared with relationship partners and define the person’s role or position within significant relationships
Independent self
your culture mediates your self concept
Contingent
have high self esteem, think highly of themselves, believe working harder isn’t getting you anywhere, have finite set of abilities they are permanent and cannot be changed, fixed mindset, can have dire consequences, knows what is expected knows what they can do won’t try and fail because it will decrease self esteem
Non contingent
persevere, not afraid of failure, work harder, do more homework, try more examples, practice more, not worried about failing and want to succeed, failure has nothing to do with the self, problem is they aren’t working hard enough
Fixed mindsets
connects to parental ethnotheories and self fulfilling prophecy, if expectations are low you will meet those expectations
Erikson = initiative vs guilt
3 to 6 years old, child develops initiative when trying new activities and is not overwhelmed by guilt, value of purpose
gender differences
play differently, boys play action and adventure, girls play reality depicting
gender roles
cultural prescription; binary, example: men should do this and women should do that
gender typing
not all cultures strongly insist on sex-typed toys, some parents aim for gender neutral type toys, when children play with peers who have strongly sex-typed interest, then the child will develop sex-typed interests, groups with both genders are normally male dominated so the girls will have to play what boys want to play, when boys are playing they only ask a girl to play if she’s good at what they’re playing, girls will let boys play if they consider that boy a friend no matter if they are good at what they’re playing
gender stereotyping
girls more emotional than boys
gender identity
only label boy or girl
biological framework
hormonal differences an anatomical differences and brain organization
Evolutionary
developmental scientists looked at ways that children change beginning with their conception all the way through adolescence and characteristics that remain throughout the process
gender stability
once your a boy you stay a boy and same for a girl; gender not changeable
consistency
even if your hair styles and clothing change, hair will remain the same, if a girl decides to shave her hair, will remain a girl; if boy decides to wear a dress, will stay a boy; behavior comes first before the knowledge does; gender will always be as is
Sandra = gender schema theory
watch a model; extract; look at if that model is culturally reinforced for behaving that way; give kids power and control that they see fits into their personality; learned from the activities we do everyday; cultural roles
Bandura’s social cognitive theory
associating what they look like in comparison to the model and thinking just because that person is doing that then they need to as well
Gender dysphoria
child struggling with conflict between their biological sex and way they choose to label own gender identity
gender cleavage
in intermediate/middle school you see rise in intergender play, this happens across the globe, children don’t congregate on basis of gender, kids come together in groups primarily based on gender, gender segregation happens in part, boys are more physically active in play than women, energy levels or interests could be what children are following, somewhere around sixth grade is when both genders start playing together, what they prefer
constructive play
play dough, clay, building blocks, drawing
associative play
group playing, sharing materials, interacting, but still independent from each other
gender identity
born a boy should be a boy, born a girl should be a girl, same sex activity at time Kohlberg did developmental theory it was a mental illness
gender consistency
profession, gender will remain the same
Kohlberg
knowledge perceives gender
corporal punishment
exclusively spanking meant to cause pain
induction
lecture, family meeting, discussions about behaviors, age, gender dependent
power assertion
spanking, wish to shape child’s behavior through physical means, want to cause pain within limitations, suppress bad behavior, positive punishment, can be used in connection with induction
love withdrawal
social isolation, rejection, no affection, child feels unloved and unwanted, borders on abuse and maltreatment, uninvolved and neglectful parents
Authoritarian
has to do with training to achieve obedient child
authoritative
golden standard and in Asian communities it is optimal parenting to get job done, goal is individuality, connects to independent self, parents helping teach you to make decisions and be independent, developing character, open communication, child feels heard, spank sometimes, prefer induction to reason with child to get them to understand better alternative to their actions, preferred form of punishment
permissive
parent values self-regulation, kid can do as they please, kid will struggle in environments with rules and regulations
neglectful
no demands, no warmth, uninvolved parenting, no desire, no interest in child
