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Child development > Final > Flashcards

Final Flashcards

1
Q

Describe the function of the family

A

.enhances survival by having an even amount of male hunters and female gathers. Currently, the primary responsibility for reproduction, socialization, and emotional support

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2
Q

Describe the changes in influence of Parents across childhood.

A

Parents exert considerable influence on their children
That influence tends to decrease as age increases
Parental influence is the dominant until 15-16-17
Parenting techniques have differential influences of children

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3
Q

Describe the changes in influence of Peers across childhood.

A

Peer Influence tends to increase across age up to age 15/16, Peer influence declines from 15/16 onward
Peer influence generally does not surpass parental influence

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4
Q

Describe the changes in influence of Self across childhood.

A

Self Influence tends to increase across age.
Self influence closely parallels but slightly lags behind Peer influence during childhood
Self Influence passes parental and Peer Influence around age 16/17

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5
Q

Baumrind, two dimensions

A

1st: Level of Control or how demanding parent is
2nd: Level of Nurturance or responsiveness of parent to the child

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6
Q

Baumrind, four parenting styles

A

1) Authoritative
2) Authoritative
3) Permissive Indulgent
4) Permissive Un-involved

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7
Q

Authoritative

A

Parents exert control, have definite rules
Parents willing to listen to and seek input from child
Parent is responsive to child’s needs but retains power
Parents tend to use love-oriented approach

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8
Q

Authoritative, outcomes

A

Generally associated with the most positive outcomes of parenting including:
High self esteem
Ultimate development of autonomy/independence
Greater self-reliance / self-control
Better relationships with adults and peers
Better coping skills

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9
Q

Authoritarian

A

Parents exert control, definite rules
Parents do not seek input from child and rules are rigid
Parent tends not to be responsive to child
Parents tend to use punishment

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10
Q

Authoritarian, outcomes

A

Lower self esteem / self concept
Passive hostility to aggressive
Moody, fearful
Weak sense of autonomy

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11
Q

Permissive Indulgent

A

Few rules, tend not to be enforced
Low demands and expectations
Very nurturant, may tend to live vicariously through their child (child can do no wrong)
Parents tend to use love-withdrawal approach

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12
Q

Permissive Indulgent, outcomes

A 
Low self esteem / self concept / self-reliance
Lacks self control
Impulsiveness
Aimless
Low aspirations
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13
Q

Permissive Uninvolved / Neglectful

A

Parent is unconcerned… no rules… low nurturance
Parent is often more concerned about self than their children
Parent is often somewhat impulsive
Child may be attention-seeking

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14
Q

Permissive Uninvolved / Neglectful, outcomes

A

Lowest self esteem / self-reliance / self concept
Shows lack of self control
Prone to outbursts
High level of frustration

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15
Q

Chart

A

…………………………Unresponsive responsive
…………………………(low nuturance) (high)
Demanding……..Authoritarian Authoritative
Undemanding….Permissive Permissive
………………………….Involved Indulgent

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16
Q

Effect of divorce

A

Experience painful emotional reactions during the time, children with difficult personalities and boys are at a greater risk for developmental problems. Linked to early sexual activity and long term relationship issues. The overriding factor in positive adjustment following a divorce is effective parenting.

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17
Q

Effect of single parent families

A

generally increases economic hardship. Children of never married mothers who lack a fathers warmth and involvement show less favorable cognitive development and engage in more anti-social behavior than children in low-ses, first marriage families.

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18
Q

Effect of only child

A

well-adjusted as children with siblings, and they have advantages in self-esteem, academic achievement, and educational attainment

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19
Q

Effect of maternal employment

A

When mothers enjoy their work and remain committed to parenting, their children show more favorable adjustment. But when employment is stressful because of time demands or other reasons, children are at risk for ineffective parenting and adjustment difficulties. In dual earner families, the father’s willingness to share child-care responsibilities is linked to many positive child outcomes.

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20
Q

Effect of daycare in poor quality care

A

especially in long hours, score lower in cognitive and social skills and higher in behavior problems

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21
Q

What style do parents typically show?

A

a dominant style (but may not be completely consistent)

The more inconsistent, often the more difficulty

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22
Q

Two parents / different styles

A

The greater the discrepancy, the greater the difficulty

Parenting style tends to shift toward being less demanding (more permissive) during adolescence and into adulthood

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23
Q

the role of the family as a social system (social systems perspective)

A

a complex set of interacting relationships influenced by the larger social context. Family members mutually influence each other. Connections to the community provide social support that promotes effective family interaction and child development

24
Q

The effect of child abuse

A

impaired in the development of attachment, emotional self-regulation, empathy and sympathy, self-concept, social skills and academic motivation. More likely to suffer central nervous system damage.

25
Q

Physical abuse

A

Assults, 18%

26
Q

Sexual abuse

A

Fondiling, intercourse, exhibitionism, commercial exploitation through prostitution, 10%

27
Q

neglect

A

failure to meet a childs basic needs, 78%

28
Q

emotional abuse

A

acts that could cause serious mental or behavioral disorders, including social isolation, repeated unreasonable demands, ridicule, humiliation, intimidation, or terrorizing, 9%

29
Q

functional play

A

simple, receptive motor movements with or without objects, especially common during the first two years.
ex: running around a room, rolling a car back and forth, kneading clay with no intents to make something

30
Q

constructive play

A

creating of construction something, especially common between 3 and 6 years
ex: making a house out of toy blocks, drawing a picture, putting together a puzzle

31
Q

make-believe play

A

acting out everyday and imaginary roles, especially common between years 2 and 6
ex: playing house, acting out television characters

32
Q

games with rules

A

understanding and following rules in play activities

ex: playing board games, cards ect

33
Q

non social activity

A

unoccupied, onlooker behavior and solitary play

34
Q

parallel play

A

limited form of social participation in which a child plays near other children or with the same materials, but does not influence their behavior

35
Q

associative play

A

children engage in separate activities but exchange toys and comment on one anothers behavior

36
Q

cooperative play

A

a more advanced type of interaction where children orient towards a goal

37
Q

rough and tumble play

A

friendly chasing and play-fighting

38
Q

development of friendship, 3rd grade

A

Parent conformity high

Peer conformity low

39
Q

development of friendship, 6th grade

A

Peer/parent influences were no longer in conflict.

Conformity increased but parental/peer influence in different areas.

40
Q

development of friendship, 9th grade

A

Parent/peer influences direct opposites again
Conformity increased in social behavior
Attempt to gain independence

41
Q

Peer Influence

A

Good peer relations important for normal social development.
Conformity occurs when individuals adopt attitudes or behavior of others because of real or imagined pressure
Negative (language, stealing etc)
Positive (where to go to college)

42
Q

Peer Status

A

popular, rejected, controversial, neglected, and average

43
Q

Popular

A

frequently nominated as best friend
rarely disliked
Tend to listen to others/ maintain communication
Are happy
Show enthusiasm and concern for others
Are self-confident without being conceited
Generally, well-adjusted

44
Q

Rejected

A 
infrequently nominated as best friend
actively disliked
Tend to have serious adjustment problems
Are not happy
May or may not be aggressive
If aggressive (Rejected Aggressive); often disruptive, impulsive, more likely to drop-out or be delinquent.
May be a bully.
If not aggressive (Rejected Withdrawn); may show high degree of shyness and lack social skills.
Often may be a target of a bully
45
Q

Neglected

A

infrequently nominated
rarely disliked
Often isolated and overlooked…generally ignored by most peers
Generally poor social skills
Often shows high degree of shyness
Generally not aggressive, pretty much does their own thing
Will have difficulty dating and interpersonal relationships
May not be able to get into a clique

46
Q

Controversial

A

frequently nominated
actively disliked
Generally good social skills but may be somewhat conceited
Often have some sort of a leadership or higher status position within a subgroup (clique)
Tend to be outgoing

47
Q

Average/normal

A

Average “Normal”
Some nominations / both liked & disliked
Don’t fit any category
Accounts for about 1/3 of kids
Often involved in a clique but as a mid-level person.

48
Q

Peer Pressure

A

focuses on obvious aspects of peer culture, such as dress and participation in social activities

49
Q

Peer conformity

A

greater during adolescence that during childhood and early adulthood. Complex process that varies with age, current situation, need for social approval, and culture

50
Q

How does TV affect children

A

associated with family, peer, and health difficulties. TV violence promotes hostile thoughts and emotions, aggression, and a violent world view. TV also conveys ethnic and gender stereotypes. Overweight and materialism can also be results

51
Q

How does educational tv affect children

A

promote children’s cognitive and academic skills, emotional and social understanding, and pro-social behavior. But heavy viewing distracts from reading time, school success, and social experiences

52
Q

computers and development

A

educational benefits include word processing for writing and online information gathering- activities that promote literacy progress and reading achievement

53
Q

smaller classes in the early elementary promotes

A

lasting gains of academic achievement

54
Q

smaller high schools promote

A

social support and greater school engagement

55
Q

traditional classrooms have a slight edge in acedemic achievement over

A

constructivist classrooms

56
Q

constructivist

A

who are advantaged in critical thinking, social and moral maturity, and positive attitudes towards school

57
Q

social-constructivist

A

benefit both cognitively and socially from collaboration with teachers and peers

Child development (11 decks)

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