Infancy & Childhood Development

Question 1

Individualistic Culture

Answer 1

I am a wonderful and very smart person. A funny and
hilarious person. A kind and caring person. A good-grade person who is going to go to [a prestigious university]. A helpful and cooperative girl.

Question 2

Collectivist Culture

Answer 2

I’m a human being. I’m a child. I like to play cards. I’m my
mom and dad’s child, my grandma and child, my grandma and grandpa’s grandson. I’m a hard working good child. (Wang, 2006, p. 182)

Question 3

Self-esteem movement

Answer 3

Programs in schools to boost self esteem in hope to eventually improve academic performance

Driven by the idea that “…a primary factor affecting
how well or how poorly an individual functions in society is self-esteem”
 No effect
 Conclusion: achievement creates self-esteem not the
reverse.
 What should we do instead?
 Help children base their esteem on actual achievement
rather than on empty praise

Question 4

Read about school based self-esteem programs

Answer 4

pg.378

Question 5

Kolhbergs Theory of Gender Development

Answer 5

Gender identity – I am a girl/boy

Gender stability – I was a girl/boy and I will be a
girl/boy in the future

Gender constancy – Even if I dress or play like the
opposite sex, I will still be the same sex.

Question 6

Baby X

Answer 6

Parents and other adults would select stereotyped toys and activities for an infant based on whether the infant was labeled as a boy or girl

Adults and the jack in the box labeled boys as angry and girls of having fear

Adults contribute to gender schemas through the way they interact and interpret childs behavior based on the adults own ideas and expectations

Question 7

Kolbregs stages of Moral development :

Pre-conventional

Answer 7

Pre-conventional Moral judgement:
Moral reasoning that is marked by self-interest and motivation based on rewards and punishments

1. Heteronomous Morality: Obeying the word of authorities and fear of punishment
2. Individualism: Fairness- everyones self-interest must be taken into account

Question 8

Kolbergs stages of Moral Development:

Conventional

Answer 8

Conventional Moral Judgment: moral reasoning that moves beyond self interest to take into account the good of others

1. Mutual interpersonal expectations: desire to be seen as good by those around you, in accordance with their expectations including caring loyalty and gratitude
2. Social system and conscience: Considering the good of society as a whole maintaining order for the good of all

Question 9

Post Conventional

Answer 9

Independently formed moral judgments that are based on universal principles that apply to all people

1. Social contract and individuals rights: Understanding that the rules of society may differ for different groups and that some values such as life and liberty are universal
2. Universal ethical principles: following self-chosen principles involving equal rights even when they conflict with society’s rules

Question 10

What of the following are accurate statements

regarding self-esteem and academic performance?

Answer 10

(no) Self-esteem causes better academic performance
Self-esteem and academic performance are positively correlated
High self-esteem is the outcome of good academic performance
(no) If you increase your self-esteem, your academic performance will improve

Question 11

What is Theory of mind?

Answer 11

the ability to understand self and others as agents who act on the basis of their mental states, such as beliefs, desires, emotions, and intentions

Question 12

How can developing theory of mind be

encouraged?

Answer 12

Parents discuss emotions
 Parents use inductive discipline, pointing to how
another child feels
Inductive discipline is a strategy in which parents explain to children why a punished behavior is wrong. They offer explanation for their rules and ask children to reflect on their behavior.

Question 13

Recursive thinking

Answer 13

The ability to think about other people thinking about your thinking

Question 14

Hostile attribution bias

Answer 14

a tendency to interpret others behaviors to be hostile and intentional rather than benign

Question 15

Play therapy

Answer 15

a way to help children work

through difficult feelings with the help of an adult who is trained to understand play as a type of communication.

Question 16

Describe how play can be beneficial physically,

socially, emotionally, and cognitively.

Answer 16

 link between the amount of parent-child play and
children’s competence in social interactions
 Fantasy play promotes sophisticated levels of
accommodation and planning among peers and allows for expression and understanding of emotions important to the children
 Physical activity

a. Physical development by involving large muscle development b. Emotional development such as engaging in play therapy to improve expression, regulation, and understanding of emotions c. Social development such as social skills and the development of friendships d. Cognitive development as described by Piaget’s three levels of play

Question 17

Younger adolescence in romantic relationships

Answer 17

place an emphasis on superficial characteristics like physical appearance or having fun together and older teens place greater value on commitment and intimacy

Question 18

Discuss the impact divorce has on children.

What aspect of their well-being do you think is most effected?

Answer 18

 School competition.
 “Children from single-parent families formed by divorce
are twice as likely as those with two parents to leave school before high school graduation, they are less than half as likely to attend college, and they are less likely to complete college if they do begin”

Question 19

divorce effects on children

Answer 19

Effects on children
Lower academic achievement Higher rate of high school dropout Lower rate of college attendance and
completion
Boys show more externalizing problems Difficulty with long-term relationships

Question 20

Effects of maternal work on children

Answer 20

 drinking, smoking, being sexually active, or being
involved in delinquency?
Research has failed to find any consistent
differences between adolescents with mothers who work outside the home and those whose mothers do not work outside.
 *Infants of working mothers were rated by teachers
as having higher achievement motivation and fewer
internalizing problems

Question 21

Inductive discipline:

Answer 21

setting clear limits for children
and explaining the consequences for negative behavior, either for the child or for others as a result of the child’s behavior

Question 22

Relationship Maintenance

Answer 22

parents create a

positive relationship with their child so they will have a greater influence on the child

Question 23

Power Assertion

Answer 23

control of the child’s behavior

through physical and nonphysical punishment.

Question 24

Love withdrawal

Answer 24

parents threaten to withhold

their love until a child conforms to the parents’ expectations for his behavior.

Question 25

Authoritative Parenting Style

Answer 25

Combines high levels of control with a good deal of warmth and encouragement, marked with reasonable expectations of the parents rules

effects on children: self reliant, self controlled, content,.achieving, outgoing, leaders, empathic, higher self-esteem.

Question 26

Authoritarian Parenting style

Answer 26

combines high levels of control and low levels of warmth marked by the expectations of compliance from the child

Effects on children: discontent, withdrawn, bullies, distrustful, lower self-esteem, lower moral reasoning, poor grades

Question 27

Permissive parenting style

Answer 27

great deal of warmth and acceptance but few if any rules of restrictions

effects on children: least self-reliant, self-controlled, and explorative, self-centered, impulsive, aggressive

Question 28

Uninvolved or neglectful parents

Answer 28

both low on warmth and control. parents may be disinterested in parenting or actively reject their children

effects on children: angry, defiant, low psychosocial development, low school achievement, internalized distress and delinquency behavior

Question 29

What are benefits of being in organized

activities?

Answer 29

 higher levels of achievement in school (high school
graduation rates and entrance to college),
 lower levels of substance abuse  better overall psychological adjustment

Question 30

Organized sports

Answer 30

Positive role for adults who coach
Risks of injury
 Concussion has been overlooked until recently.*  33 states have enacted legislation to increase
education and training opportunities concerning the risk and treatment of concussion
70% of children drop out of organized sports by
age 13.
Keeping the fun, teamwork and learning rather
than focusing on winning.

Question 31

Are there benefits of giving children and

adolescents unstructured time? How much?

Answer 31

Free time for children promotes creativity and imagination. For teens, too much unstructured time may lead to problem behaviors, but some form of autonomy is necessary for development of identity.

Question 32

Benefits of the Arts

Answer 32

What are benefits of playing an instrument?
Being in a play? Creating a painting?
 Creative art helps low-income preschoolers become
more prepared for school (socioemotional and self-
regulation skills)
 Theater helps teens understand and manage
emotions
 Links with academic achievement are unclear

Question 33

Larson and brown

Answer 33

they found 3 characteristics that described the program of theater

1. high level of commitment by all thats involved
2. clear expectations that the creative process would raise strong emotions
3. provision of emotional support

Question 34

what effects does media have on physical development

Answer 34

More media use linked with obesity, either from
inactivity or from increased eating.
Media promotes the “thin ideal”, which
contributes to eating disorders.*

Question 35

Effects on media on cognitive development

Answer 35

 Difference in Educational TV vs Entertainment TV?  At what age is screen time ok?  Effects of Baby Einstein videos?
 Babies who watched videotapes designed specifically to improve
cognitive development, such as the Baby Einstein videos had smaller
vocabularies at age 2 than those who did not *

Question 36

Effects of tv, even on the background

Answer 36

Effects of TV, even “in the background”
 Time is taken from academic tasks.  Multitasking while doing academic tasks decreases
learning.
 “High school students who did an academic task while soap operas
were shown on television took longer to carry out the task than those with no distractions and had less understanding of the material they had studied”
 Children who spend the most time with
entertainment media are more distractible and impulsive in general.
 Causality moves in both directions

Question 37

effects on media in social development

Answer 37

Watching violence or taking part in media
violence promotes aggression in children and adolescents.
Correlation direction?
 Hostile children even more effected, however, in one
study, the least hostile children who played video games got into more fights than the most hostile
children who did not

Question 38

Impact with involvement in the natural world

Answer 38

Impact of involvement with the natural world
Less obesity Greater ability to focus attention Greater self-discipline Lower levels of distress Higher self-worth Positive and protective attitudes toward the
natural world

Question 39

Mirror self-recognition

Answer 39

developing self-concept. the dot on their forward.

Question 40

Command strategy

Answer 40

child responds to the

legitimate authority that the parent has to make a request of the child

Question 41

behaviorism on punishment skinner

Answer 41

It suppresses behavior, but
when the threat of punishment is removed, the rate with which the behavior occurs returns to its original level
 It causes unfortunate
emotional by-products
 It indicates what the organism
should not do, not what it should do
 It justifies inflicting pain on
others
 Being in a situation where
previously punished behavior could be engaged in without being punished may excuse the child to do so
 Punishment elicits aggression
towards the punishing agents and others
 Punishment often replaces one
undesirable response with another undesirable respons