Exam 3 Flashcards
What are three essentials for building P-C closeness and secure attachment during infancy?
The essentials for building P-C closeness and secure attachment are:
- Sensitivity (Ability to perceive the infants signals accurately and respond appropriately and promptly to the child’s needs)
- Mutuality (Positive harmony and mutuality in the relationship)
- Synchronicity (Coordinated social interactions)
- Positive Attitude (Emotional expressiveness, acceptance, and delight in the child)
What is Piaget’s stage of cognitive development for infants & toddlers (Birth-2 years)? Describe this stage.
The Sensory-Motor Stage (Birth-2 years)
Senses (touch, taste, see, hear); motor activity
– Infant moves from random motion to purposeful moves
• W/purpose use senses beyond self (reach for toy)
• Model motions (wave “bye‐bye”)
– Needs active exploration & modeling to learn
What is object permanence & how does it relate to “Separation Anxiety”?
Object or person has independent existence even if it can’t be seen
– Related to start of “Separation Anxiety”
• Cries, protests when parent leaves
– Emerges ~8 mos., peaks 14 mos., gradually subsides
Explain speech progression sequence (number of words, sentence types) from birth to age 2
Language starts w/smiles, frowns, coos, babbling
– Before speaks, uses intonations: joy, requests, q’s
– 9‐12 mos. begins
• Single repeat syllable words: Mama, bye‐bye
– By ~18 mos. Speaks ~50 words; understands much more
– By 2 years: Speaks ~300 words/2 word s. “What’s DAT?
In what ways do parents facilitate child’s language development birth to age 2 years?
Modeling/imitation of parent sounds advances language
– Speak & sing to child (coo, imitate sounds, use words)
– Use labels for objects/actions
– Read to child
– With toddler
• Answer “What’s Dat?” Q’s & Ask Q’s
• Use dialogue, larger vocabulary, more complex sentence structure
What are the findings on SES and language acquisition?
Low SES child hears FEWER/LESS
– Words, dialogue, book reading, complex sentence structure
High SES child hears MORE
– Child‐directed speech, book reading w/larger vocabulary, complex sentence structure
• By age 3 high SES children tends to use significantly
– Larger spoken vocabulary, longer sentences & more complex sentence structure; findings persist as child becomes older
What are the findings on speech acquisition and later reading/writing skills?
• Early speech acquisition & later reading/writing skills
-Highly positively correlated
– Implication: Help parents learn to foster child language
– (Same finding as Hart & Risley study, Culture Chap.)
What are typical Issues/areas of P-C “conflict” or limit setting with infants & toddlers?
• Typical Issues
- Infant: sleep, safety, eating, crying
- Toddler: toilet training, safety, biting, hitting, temper tantrums, compliance (NO!)
How & why is “Setting the Stage” an effective limit setting approach with infants & toddlers (consider Piaget’s stage at this age)?
Setting the Stage
– Set regular routines, schedules
– Modify environment. Allowing infant to explore safely
– Anticipate needs so infant is successful
Sensory-Motor Stage describes the need for active exploration & modeling in order to learn, by setting the stage a parent allows infants to explore and learn safely without negative consequences
How, when, and why does “Distract and Trade” work with infants?
– Distract/substitute safe alternative
- Toddlers are most successful when in avoiding forbidden activities when attention is directed away from those objects or activities.
Distract and trade allows parents to help foster child growth by modeling what is appropriate (In concerns to objects or behaviors that could be potentially hazardous or non-beneficial to a child’s development) and by allowing a child to develop a notion for what is good/bad.
Sources: Where do parents receive their “parent education” from?
• Family, friends, child’s teacher, groups that a parent is parent part of (religious, other)
•The Media
– Web, videos, T.V., books, newsletters, magazines, etc.
• Face to face parent education program &/or classes
– For Most Parent Education: Content created by instructor
– Less Common: Evidence‐based, validated, curriculum, certified trainer
– Often delivered as part of a larger program/service (e.g.: Hospital, Schools (K‐12 & ECE), Head S)
What do parents say their purpose/goal is for attending face-face parent education classes or groups?
– “Increase Knowledge” oriented
• Understand what to expect with my child (child developmt.)
– “Increase Skills” oriented
• Manage toddler temper tantrums effectively
• Have & use better communication with my child
• Keep my children safe from bullying
• Support & enhance my child’s learning
• Use different/new strategies for discipline
• Share child rearing with my partner
(Parents tend to have very specific, concrete goals for participation)
According to parent educators, what are the 4 goals/purposes of parent education?
- What is an example of what would be taught in each of the 4?
• Increase Knowledge: e.g. child ages/stages
– Goal: To influence parent on cognitive/thinking level
– Assumption: If increase knowledge, expectations change; this changes parent behavior
• Improve Specific Skills: e.g. communication, guidance
– Goal: To influence parent behavior
– Assumption: If parent has tools, will use them
• Provide Support: e.g. share joys/problems
– Goal: To reduce parents’ stress
– Assumption: If feel support, less stress & cope better w/parenting
• Change Beliefs: e.g. views about discipline
– Goal: To influence parents on cognitive/thinking level
– Assumption: Change in belief causes behavior change in parent
What are the markers of a quality parent education program?
Program validated/Evidence‐Based
– Shown by research evidence to be effective
• Program content/structure matches goal
– Knowledge, Skills, Support, or Beliefs
• e.g. if goal to Increase Skills, program more effective if uses in‐class practice (video, vignettes), journaling, etc.
• Program emphasizes building warm, responsive p‐c relationship.
Facilitator/teacher meets quality criteria
– Facilitator understands audience
– Knowledgeable, trained (certified for some: e.g. PAT, STEP, PET, NFP)
– Skilled presenter, rapport builder, encourager, motivator
– Non‐judgmental & supportive
– Maintains professional ethics: e.g. confidentiality
What is evidence- based parent education?
• E.B. program defined as: Strong research evidence, shows/supports that “program works”
• Program has been extensively studied; has strong findings
– Program goals match content/structure of program
– Consistency/fidelity of delivery/design leads to consistency in:
• Specific, accurate delivery of model design & curriculum
• Specific staff training, qualifications & skills
– Parent participation rates high
– Parent opinions of program high
– Success of program in achieving its goals high
– Maintenance of positive parenting effects over time high
When programs are researched (evidence-based programs), how satisfied are parents found to be with the parent education programs they participate in?
(See above) Parents are often satisfied with the programs when they are researched
What are the findings for the following evidence-based parent education program on their (1) Purpose or Goals, (2) Structure & Content, & (3) Effectiveness/Findings…
PARENT SUPPORT GROUPS
Purpose: Help parents become more effective in
parenting by supporting them & reducing their stress
• Structure & Content: Support group for Mom & Dad
– 6 month program (BOTH parents participate)
– 2 hr. weekly meetings starting last trimester of pregnancy
– Discuss parenthood adjustment, strategies to reduce stress
– Discuss what produces closeness between parents
• Effectiveness/Findings
– Parents reported valuing program & feeling supported
– Parents reported increased ability to parent as a couple
– All couples were still together when child was 3 years old
• 15% matched control group couples divorced by time child was 3
– Child outcomes not studied
What are the findings for the following evidence-based parent education program on their (1) Purpose or Goals, (2) Structure & Content, & (3) Effectiveness/Findings…
PARENT EFFECTIVENESS TRAINING (PET)
Purpose: Teach effective P‐C communication skills
• Structure & Content
– PET classes for parents for 3‐6 months (2 hour weekly sessions)
– Teach & practice skills through videos & role‐playing activities
• I Messages, Active Listening, Mutual Problem Solving, etc.
• Effectiveness/Findings
– Statistically significant strong effects
• Increased parent knowledge of PET strategies
(communication skills)
– Statistically significant small to moderate effects
• Parents used PET techniques with children
• Parents had more positive attitudes & behaviors towards children
• Children had higher levels of self‐esteem
What are the findings for the following evidence-based parent education program on their (1) Purpose or Goals, (2) Structure & Content, & (3) Effectiveness/Findings…
HEAD START
• H.S. serves low‐income 3‐5 year olds & their parents
• Purpose of F.S.: Assist Head Start parents to support child & increase likelihood of child’s K‐12 school success
• Audience: 3‐5 yr. old low income children & their families
• Structure & Content: Comprehensive 2 year family program
– Child Services
• Free high quality preschool
• Health: 2 meals daily; assist family to assure child medical needs met
– Family Services
• Individualized Family Service Plan IFSP
• Fam. strength assesses goal setting w/parents, family involvement.
• Ongoing individual case management (home visits, phone)
• Assistance locating resources (medical services, food, housing)
• Parent education: 1‐1, home visits, or as a group
Effectiveness/Findings (participant & comparison group. = ~12,000 families)
– Start of H.S.
• Families sig. above national norms on risk factors
– 90% at least 1 risk factor; 20% at least 4 risk factors
» depression, arrests & convictions, witness violent crime, alcohol or substance abuse
• Child significantly below natural norms: social skills, vocab., writing/math
– Child Findings by end of H.S.: Statistically significant gains in:
– Vocabulary, letter recognition, early writing & math
– Peer‐peer social skills improvemts. & reduction in hyperactivity
– Parent‐Child Interaction Outcomes by end of H.S.
• When parents regularly read to child & actively involved in H.S. serv.
– Child scored higher on cognitive & social skill measures
• When parents not as actively involved in HS
– Child did less well socially & cognitively than other H.S. children
What are the findings for the following evidence-based parent education program on their (1) Purpose or Goals, (2) Structure & Content, & (3) Effectiveness/Findings…
BEHAVIORISM MODELS
Purpose: Teach parents to utilize behavioral techniques to modify child behavior (teach parents skills)
• Structure: Teach skills through role‐playing
• Content: Teach parents to use
• Rewards for successes, behavior contracts/charting
• Extinguishing negative behaviors through ignoring, no reward
• Effectiveness/Findings (large Meta analysis)
– High proportion of parents implemented techniques with children
– Techniques most effective in changing behaviors of young defiant children, less effective with older children/adolescents
– Children tended not to generalize, behavior change seen only in actual setting taught
• e.g. taught at home, behavior change @ home, but not @ school
What are findings on preschool child obesity: rates & rate trends over time, causes, parent prevention strategies.
% of all children (B‐18yrs) identified as obese significantly increased over past 35 years, & continuing to rise
– 7% 1980
– 14% 2000
– 17% 2014
– Obese child/teen significantly more likely to be obese adult
• Obesity % for preschoolers may indicate better news coming – 5% 1980 – 10% in 2000 – 14% 2009 – 8% 2014
Why obesity due to:
– Genetics
– Environment
• Too many calories (esp. sugars), too little exercise
• Increased eating out/fast food & sugary pops
• Increased TV, computer, sedentary activities
• Increased time in car, not walking
• Decreased outside active play time (school, child care & home)
Describe the development of preschoolers according to Piaget
Preoperational thought, 2‐7 yrs.
– In addition to using senses to understand (Sensory‐M)
– Increased attention span, but still somewhat short
– Now also can use language & beginning intuitive logic (pre‐logical)
• Understands multiple concepts, but only can process 1 char. @ a time
• Cannot use conservation (dimes exp.)
– Understands difference between real & imaginary
– Develops imagination (dramatic play, dreams/nightmares)
– Curious/many questions: “Why?” questions common
Describe the development of preschoolers according to Erikson
Initiative vs. Guilt
Exuberant/eager to try new things: When initiative, trying successful, confidence/”I can” attitude develops
– Potential ego strength (“Virtue”) developing
• Sense of Purpose, “I CAN” attitude: Positive risk taking becomes part of child’s character
When initiative consistently fails, guilt develops
– If try but frequently exp.: criticizing parent/teacher, peer conflict, no success
• Child develops fear of failure, lack of confidence: “if I try, might be wrong”
• More likely to develop lack of initiative, be reluctant or cautious
Implications for parenting?
– Provide for & notice exploration & independence to build self efficacy
• Feed fish, rake leaves, disassemble/reassemble old phone
– When mistakes happen, use Encouragement (vs Disc.) approach
• Spill water: Note what child did achieve (tried to pour water); use “mistake” (spilled water) to teach (how to hold glass as pour) so more success next time
Describe progression of language development during preschool years: # of words/types spoken @ 3 and 6 yrs.
• Spoken language develops rapidly (toddler by ~1.5 yrs ~50 words)
– By 3 ~900 words, 3‐5 word sentences
– By age 4‐5 ~2,000 words
– By age 6 ~10,000 word vocab., full complex sentences
– Average A. Adult ~20,000 word vocab., ~2000 actively use
What are appropriate ways for parents to foster preschoolers’ cognitive and language development; why are these effective (consider Piaget, language dev. research, Vygotsky Zone of Proximal Development)?
• Respond to preoperational thought & language dev.
– Teach, encourage, expand cognitive capacity
• Processes 1 char. (Piaget), stretch to 2 (ZPD, Vygotsky)
– Zone of Proximal Development: Adult guides/prompts w/Q’s, hints, demonstrations & extends learning from what child can do alone to what can do when guided
– Use rich vocabulary, full sentences; word of day
• By 2 yrs. child from higher SES families has sig. larger expressive
vocab. (# of words spoken) & more complex sentences; Why?
– Hear sig. more language in home (Hart & Risley)
Respond to great curiosity, imagination
• Answer “Why?” Q’s; play/imagine together
• Provide rich Experiences & Environment
– Library, play catch, high quality child care; books, Legos,
