PART 8. PSYCHOSOCIAL DEVELOPMENT IN EARLY CHILDHOOD Flashcards
Sense of self; a cognitive construction of evaluative mental pictures of one’s abilities and traits.
Self-concept
True or False. Self-concept does not have a social aspect.
False. There is, kids include their growing understanding of how others see them.
A cluster of characteristics used to describe oneself. This changes between 5 and 7 years old.
self-definition
3 Steps in age 5 to7 Shift based on Neo-Piagetian Analysis
- single representations (4 years old)
- representational mappings (5 to 6 years old)
- representational systems (in middle childhood)
The first stage in self-definition wherein children describe themselves as individual, unconnected characteristics, and in all-or-nothing terms.
single representations (4 years old)
The second stage in self-definition wherein children make logical connections between aspects of self but still sees characteristics in all-or-nothing terms.
representational mappings (5 to 6 years old)
The third stage in self-definition wherein children start to integrate specific features of the self into a general, multidimensional concept.
representational systems (in middle childhood)
The judgement of a person makes about his or her self-worth.
self-esteem
True or False. By the end of age 3, individual differences in understanding conflicting emotions are evident.
False. By age 3
True or False. By the end of age 3, emotions directed towards self develop.
True
True or False. When self-esteem is contingent on success, they view failure as an indictment of their worth and may feel helpless to do better.
True
True or False. When kids are high in self-esteem, they are generally motivated to achieve.
True
This is the 3rd stage in Erikson’s theory, when kids balance the urge to pursue goals with reservation about doing so.
initiative vs guilt (3 to 5 yrs old)
Refers to the awareness developed in early childhood that one is male or female.
gender identity
It pertains to psychological or behavioral differences between males and females.
gender differences
This is supported by the concept “78% of gender differences are small to negligible.”
gender similarities hypothesis
Aspects of Gender Identity
- gender roles
- gender typing
- gender stereotypes
These are behaviors, interests, attitudes, skills, and traits that a culture considers appropriate for each sex; differs from males and females.
gender roles
A socialization process whereby children, at an early age, learn appropriate gender roles.
gender typing
These are preconceived generalizations about male or female role behavior.
gender stereotypes
5 Perspectives on Gender Development
- Biological
- Evolutionary
- Psychoanalytic
- Cognitive
- Social learning
Theory on gender development that believes many or most behavioral differences between sexes can be traced to biological differences.
Biological Approach
Theory on gender development that kids develop gender roles in preparation for adult mating and reproductive behavior.
Evolutionary Approach
Theory on gender development that believes gender identity occurs when the child identifies with same-sex parent.
Psychoanalytic Approach
A gender development theory that believes once a child learns their sex, they sort information about behavior by gender and acts accordingly.
Cognitive Approach; Cognitive development theory
A gender development theory that believes the child mentally combines observations of gendered behavior and creates own behavioral variations.
Social learning approach; Social cognitive theory
A gender development theory that believes a kid organizes information about what is considered appropriate for a boy or a girl on the based on culture.
Gender-schema theory
Who theorized Evolutionary Approach?
Charles Darwin
Who theorized Psychoanalytic Approach?
Sigmund Freud
Who theorized Cognitive Approach?
Lawrence Kohlberg
Who theorized Social Learning Approach?
Albert Bandura
Who theorized Gender-schema Theory?
Sandra Bam
Carol Lynn Martin
Charles F. Halverson
A disease found in girls that is caused by high prenatal levels of androgens.
congenital adrenal hyperplasia
Darwin’s theory that gender roles develop in response to men’s and women’s differing reproductive needs.
theory of sexual selection
In Freudian theory, it is the process by which a young child adopts characteristics, beliefs, attitudes, values, and behaviors of the parent of the same sex.
identification
It is the awareness that one will always be male or female. This is also called sex-category constancy.
gender constancy
3 Stages of Gender Constancy
- gender identity
- gender stability
- gender consistency
This stage of gender constancy pertains to the awareness of one’s own gender and that of others.
gender identity
This stage of gender constancy refers to the awareness that gender does not change but kids base on superficial appearances (clothing or hairstyle) and stereotyped behaviors.
gender stability
This stage of gender constancy is the realization that a girl is still a girl even with a short haircut, and a boy remains a boy even with a long hairstyle.
gender consistency
True or False. Play is not essential in the development of a child.
False. Play is important in the development of the body and brain since it enable kids to use imagination to engage with the world.
True or False. Play contributes to all domains of development.
True. Kids may stimulate their senses, exercise muscles, gain mastery over body, make decisions, and acquire new skills.
Categories of Play
- cognitive complexity
2. social dimension of play
Levels of play based on cognitive complexity by Smilansky
- Functional play
- Constructive play
- Dramatic play
- Formal games with rules
Also called locomotor play as it uses large muscle movements.
Functional play
Also called pretend, fantasy, or imaginative play since it involves imaginary people and situations.
Dramatic play
Aka object play as this uses objects and materials to make something.
Constructive play
Level of play that is an organized game with known procedures and penalties.
Formal games with rules
A combination of Parten’s unoccupied and overlooker categories, often a manifestation of shyness.
reticent play
6 Types of Play based on social dimension according to Mildred B. Parten
- Unoccupied behavior
- Onlooker behavior
- Solitary independent play
- Parallel play
- Associative play
- Cooperative or organized supplementary play
A category of Parten’s play wherein a child does not seem to be playing but watches anything of momentary interest.
Unoccupied behavior
A category of Parten’s play wherein a child spends most time watching others play. They talk to them, asks question or make suggestions, but does not join the play.
Onlooker behavior
A category of Parten’s play wherein a child plays alone with toys different from others and make no effort to get close to them.
Solitary independent play
A category of Parten’s play wherein a child plays independently with toys like used by other kids, but not necessarily playing them the same why.
Parallel play
A category of Parten’s play wherein a child plays with other children. They are interested more in being with other children than the activity itself.
Associative play
A category of Parten’s play wherein a child plays in a group organized for a goal. By a division of labor, children take on different roles and supplement each other’s efforts.
Cooperative or organized supplementary play
The tendency to select playmates of one’s own gender.
gender segregation
A method of molding children’s character and of teaching them to exercise self-control and engage in acceptable behavior.
discipline
Forms of Disciplne
- Reinforcement
- Punishment
- Inductive techniques
- Power assertion
- Withdrawal of love
True or False. Children usually learn more from being reinforced for good behaviors than being punished for undesirable behaviors.
True
A form of discipline that is aimed to increase the likelihood of desirable behaviors.
Reinforcement
A form of discipline that is aimed to lessen the likelihood of undesirable behaviors.
Punishment
A reinforcement that may be tangible or intangible.
external reinforcement
A reinforcement that is produced because of external reinforcement. This may be sense of pleasure or accomplishment.
internal reinforcement
It is the use of physical force with the intention to inflict pain, but not injure a child, for the purpose of correction.
Corporal punishment
A disciplinary technique designed to induce desirable behavior by appealing to a child’s sense of reason and fairness.
Inductive techniques
A disciplinary strategy designed to discourage undesirable behavior through physical or verbal enforcement of parental control.
Power assertion
A disciplinary technique that includes ignoring, isolating, or showing dislike for the child.
Withdrawal of love
3 Parenting Styles according to Diana Baumrind
- Authoritarian parenting
- Permissive parenting
- Authoritative parenting
A parenting style added by Eleanor Macobby and John Martin that describes parents who focus more on their need rather than that of their kids.
Neglectful/Uninvolved parenting
A parenting style that emphasizes control and obedience.
Authoritarian parenting
A parenting style that emphasizes self-expression and self-regulation.
Permissive parenting
A parenting style that is the blending of respect for a child’s individuality and an effort to instill social values.
Authoritative parenting
True or False. Authoritative parenting is high in warmth but low in control.
False. Authoritative parenting is high in BOTH warmth and control.
True or False. Authoritarian parenting is high in control but low in warmth.
True
True or False. Permissive parenting is low in warmth but high in control.
False. Permissive parenting is high in warmth but low in control.
True or False. Neglectful parenting is low in both warmth and control.
True
True or False. Inductive reasoning is effective in most situation; power assertion and withdrawal of love may be harmful.
True
A behavior that is intended to help others out of inner concern and no expectation of external reward.
altruism
Refers to any voluntary behavior intended to help others.
prosocial behavior
An aggressive behavior used as a means of achieving a goal without the intention to harm the other child.
instrumental aggression
An aggressive behavior that is openly directed at its target.
overt (direct) aggression
An aggressive behavior that is aimed at damaging or interfering with another person’s relationships, reputation, or psychological well-being.
relational aggression
True or False. Relational aggression are usually typical of boys.
False. Relational aggression are usually typical of GIRLS. Boys are typically on the overt (direct) aggression.
