Element 4 Flashcards
Behaviour
What is social development? (4.1)
The process by which a child learns to interact with others around them.
What is a social norm? (4.1)
Unspoken rules or guidelines for how people behave and for how people are expected to behave.
What is empathy? (4.1)
The ability to emotionally understand what other people feel, see things from their point of view and imagine yourself in someone else’s place.
What is emotional development? (4.1)
The way an individual begins to feel about themselves and others.
What was in Bronfenbrenner’s Microsystem ring? (4.2)
The child’s immediate environment.
What was in Bronfenbrenner’s Mesosystem ring? (4.2)
Relationships between elements in the microsystem.
What was in Bronfenbrenner’s Exosystem ring? (4.2)
Events, people and places not directly connected to the child.
What was in Bronfenbrenner’s Macrosystem ring? (4.2)
Wider environment.
What was in Bronfenbrenner’s Chronosystem ring? (4.2)
World events.
What was involved in Maslow’s Physiological hierarchy of needs? (4.2)
Air, water, food, shelter, sleep.
What was involved in Maslow’s Safety hierarchy of needs? (4.2)
Security, health and property.
What was involved in Maslow’s Love and Belonging hierarchy of needs? (4.2)
Friendship and family.
What was involved in Maslow’s Esteem hierarchy of needs? (4.2)
Self-esteem, strength, wisdom.
What was involved in Maslow’s Self-actualization hierarchy of needs? (4.2)
Desire to be the best version of yourself.
What was Albert Bandura’s Bobo Doll Experiment? (4.2)
An adult actor would attack a bobo doll whilst a child watches. The child would be made annoyed in another room to the bobo doll. The child would then copy the adult actor and attack the bobo doll.
What is self-esteem? (4.3)
How we value ourselves overall.
How can you develop a child or young person’s self-esteem? (4.3)
Validate feelings, feedback and showing an interest.
How can a child or young person’s low self esteem impact behaviour? (4.3)
May show unwanted behaviour (acting out, bullying) and confirm their idea of themselves.
How can a child or young person’s high self esteem impact behaviour? (4.3)
May develop superiority, risk taking behaviours and a lack of empathy. May also become angry when they can’t do something they thought they could.
What is self-identity and what does it include? (4.4)
The identity we form about ourselves. It includes personality, beliefs, ethnicity and values.
Self-concept is made up of three things, what are they? (4.4)
Self-image, self-esteem and ideal self.
What is self-concept? (4.4)
A means of identifying thoughts and beliefs that a person has about themselves and how they perceive themselves.
What is self-image? (4.4)
How you see yourself.
What is self-esteem? (4.4)
How you value yourself.
What is ideal self? (4.4)
How you wish you could be.
According to Micheal Lewis, what is the Existential Self? (4.4)
The realisation that you exist as separate to others.
According to Micheal Lewis, what is the Categorical Self? (4.4)
The realisation that you exist as an individual with distinct characteristics such as age and gender. As we grow, this begins to include how we think.
What are the first categories children place themselves in (Existential Self)? (4.4)
Age and gender.
What can affect self-concept? (4.4)
Culture, relationships, age and abuse.
How can parental expectations affect behaviour? (4.7)
Low self esteem, pressure, moody and unmotivated.
How can consistency of care affect behaviour? (4.7)
May close off, impact relationships, seek similar relationships, risk taking behaviour.
How can culture and community affect behaviour? (4.7)
Different cultures and communities have different social norms, fears, stereotypes.
How can adult and child relationships affect behaviour? (4.7)
Resentment, lack of cooperation, influencing future actions.
How can relevant adults support behaviour? (4.7)
Behaviour management plan, behaviour targets and working with parents/carers.
How can the practitioner support individuals through planned and unplanned transitions? (4.7)
Listen to how they feel, using visual aids, discuss with parent/carer ways to support and talk to the child/young person about the transition.
How can adults support self-regulation? (4.11)
Be a positive role model, talk with children and support children.
What is self-regulation? (4.11)
The ability to control our impulses and emotions.
How can games encourage turn taking and impulse control? (4.11)
The feelings of winning and loosing, taking turns, patience and empathy.
What are the key reasons for adapting behaviour? (4.5)
Learning in educational settings, developing impulse control, conforming to social norms, and making friends and maintaining relationships.
