Final Exam Flashcards
Authoritative
Takes a more democratic approach, guides the child in a rational, issue-oriented manner. Affirms the child’s perspective but sets standards of behavior. Encourages verbal give-and-take. Shares with child the reasons behind expectations and rules.
Permissive
Consults with the child about all decisions. Makes few demands regarding chores and responsibilities
Authoritarian
Attempts to shape, manage, and evaluate the children’s behavior and attitudes based on the parent’s own set of standards, which are usually rigid and absolute. Values obedience. Does not encourage verbal give-and-take
Uninvolved parenting
Largely just disengaged parents, low responsiveness, not warm, low demandingness/control. Minimize the cost of parenting
Authoritarian Parenting Outcome
low social and cognitive competence, low self-esteem and lower initiative to accomplish
Permissive Parenting Outcome
immature and struggle with impulse control, difficulty with taking responsibility, little independence
Authoritative Parenting Outcome
high social and cognitive competence, more self-reliant, self-controlled, better academic outcomes and social outcomes
Uninvolved Parenting Outcome
They must learn to provide for themselves
They fear becoming dependent on other people
They’re often emotionally withdrawn
They tend to exhibit more delinquency during adolescence
They feel fear, anxiety, or stress due to the lack of family support
They have an increased risk of substance abuse
Morality
a set of principles or ideals that people use to distinguish right from wrong – “psychological adaptation”
Inductive discipline
Where an adult helps a child notice other’s feelings by pointing out the effects of the child’s misbehavior on other’s – especially noting their distress + making clear that the child caused it
Moral identity
is the endorsement of our moral values. i.e.: fairness, kindness, generosity
This results in greater academic achievement
Committed compliance
behavior that results from a child’s internalizing the instruction of the adult. Results in + emotion
Situational compliance
obedience that results from a child’s awareness of an adult’s will in a particular situation and doesn’t reflect enduring behavioral damage
Secure attachment
caregiver leaves > baby cries > baby seeks caregiver when they return
Compliance
toddler’s show clear awareness of caregivers wishes/expectations and can obey simple requests and commands
Delay of gratification
waiting for an appropriate time and place to engage in a tempting act
Moral-self regulation
the ability to monitor one’s own conduct, constantly adjusting it as circumstances present opportunities to violate inner standards
Separation Individuation
the process in which a child realizes they are separate from others. They also gain their own, individual characteristics. It relates to self-development in infancy b/c babies learn about themselves as they learn about the feelings of others.
SYMBIOTIC PHASE
0-3 mo.
Child has a hard time distinguishing between “me” & “not me”
Shared psychic with mom
DIFFERENTIATION PHASE
4-10 mo.
Knows differences between “me” & “not me”
I.e.: pulls your hair, glasses, and nose
EARLY PRACTICING PHASE
10-12 mo.
Easily initiates separation from mom but comes back to her as a security base
Children in this stage use “transitional objects” i.e. blankets, toys, stuffed animals
PRACTICING PHASE
12-18 mo.
Focuses on expanding abilities “I can impact my environment”
Develop a sense of pride
Toward the end of this phase, child realizes they are vulnerable and need their mom
RAPPROCHEMENT PHASE
18-24 mo.
Increase in separateness
Separation anxiety
Mirror task/self-recognition
*Trying to become their own person but still really dependent on their parents
parents’ job: tolerate ambivalence, respond flexibly to their demands
CONSOLIDATION OF INDIVIDUATION
1.-
2-
Individuation occurs in cycles of disagreement & reconciliation
Self-concept
the set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is.
Self-esteem
the judgements we make about our own worth and the feelings associated with those judgements
Roots
security/attachment
Wings
independence/autonomy
Self
the pure ego is what provides the thread of continuity between our past, present, and future selves. “I” & “me”.
Theory of mind
coherent understanding of their own and others rich mental lives
Entity
view of ability – praise
Incremental view
trying hard is a moral responsibility; corrective of actions (Chinese mothers) Research shows that children have higher rates of IMPROVEMENT with the incremental parenting style
Microsystem
the innermost level of the environment. It consists of activities and
interaction patterns in the child’s immediate surroundings.
bi-directional
adults affect children’s behavior, but
children’s biologically and socially influenced characteristics—their physical attributes,
personalities, and capacities—also affect adults’ behavior. i.e. a friendly, attentive child
is likely to evoke positive, patient reactions from parents
Mesosystem
Connections between microsystems: home > school > neighborhood >
and daycare
Exosystem
Social settings that do not contain children but that nevertheless affect
children’s experiences in immediate settings.
i.e. paid paternity/maternity leave, parents’ flexible work schedules, etc
Macrosystem
The outermost level of Brofenbrenner’s model. Consists of cultural
values, laws, customs, and resources.
i.e. countries requiring generous work place benefits
