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Developmental Psychology > PART 8. PSYCHOSOCIAL DEVELOPMENT IN EARLY CHILDHOOD > Flashcards

PART 8. PSYCHOSOCIAL DEVELOPMENT IN EARLY CHILDHOOD Flashcards

1
Q

Sense of self; a cognitive construction of evaluative mental pictures of one’s abilities and traits.

A

Self-concept

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2
Q

True or False. Self-concept does not have a social aspect.

A

False. There is, kids include their growing understanding of how others see them.

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3
Q

A cluster of characteristics used to describe oneself. This changes between 5 and 7 years old.

A

self-definition

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4
Q

3 Steps in age 5 to7 Shift based on Neo-Piagetian Analysis

A
  1. single representations (4 years old)
  2. representational mappings (5 to 6 years old)
  3. representational systems (in middle childhood)
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5
Q

The first stage in self-definition wherein children describe themselves as individual, unconnected characteristics, and in all-or-nothing terms.

A

single representations (4 years old)

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6
Q

The second stage in self-definition wherein children make logical connections between aspects of self but still sees characteristics in all-or-nothing terms.

A

representational mappings (5 to 6 years old)

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7
Q

The third stage in self-definition wherein children start to integrate specific features of the self into a general, multidimensional concept.

A

representational systems (in middle childhood)

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8
Q

The judgement of a person makes about his or her self-worth.

A

self-esteem

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9
Q

True or False. By the end of age 3, individual differences in understanding conflicting emotions are evident.

A

False. By age 3

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10
Q

True or False. By the end of age 3, emotions directed towards self develop.

A

True

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11
Q

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.

A

True

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12
Q

True or False. When kids are high in self-esteem, they are generally motivated to achieve.

A

True

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13
Q

This is the 3rd stage in Erikson’s theory, when kids balance the urge to pursue goals with reservation about doing so.

A

initiative vs guilt (3 to 5 yrs old)

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14
Q

Refers to the awareness developed in early childhood that one is male or female.

A

gender identity

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15
Q

It pertains to psychological or behavioral differences between males and females.

A

gender differences

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16
Q

This is supported by the concept “78% of gender differences are small to negligible.”

A

gender similarities hypothesis

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17
Q

Aspects of Gender Identity

A
  1. gender roles
  2. gender typing
  3. gender stereotypes
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18
Q

These are behaviors, interests, attitudes, skills, and traits that a culture considers appropriate for each sex; differs from males and females.

A

gender roles

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19
Q

A socialization process whereby children, at an early age, learn appropriate gender roles.

A

gender typing

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20
Q

These are preconceived generalizations about male or female role behavior.

A

gender stereotypes

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21
Q

5 Perspectives on Gender Development

A
  1. Biological
  2. Evolutionary
  3. Psychoanalytic
  4. Cognitive
  5. Social learning
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22
Q

Theory on gender development that believes many or most behavioral differences between sexes can be traced to biological differences.

A

Biological Approach

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23
Q

Theory on gender development that kids develop gender roles in preparation for adult mating and reproductive behavior.

A

Evolutionary Approach

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24
Q

Theory on gender development that believes gender identity occurs when the child identifies with same-sex parent.

A

Psychoanalytic Approach

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25
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
26
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
27
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
28
Who theorized Evolutionary Approach?
Charles Darwin
29
Who theorized Psychoanalytic Approach?
Sigmund Freud
30
Who theorized Cognitive Approach?
Lawrence Kohlberg
31
Who theorized Social Learning Approach?
Albert Bandura
32
Who theorized Gender-schema Theory?
Sandra Bam Carol Lynn Martin Charles F. Halverson
33
A disease found in girls that is caused by high prenatal levels of androgens.
congenital adrenal hyperplasia
34
Darwin's theory that gender roles develop in response to men's and women's differing reproductive needs.
theory of sexual selection
35
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
36
It is the awareness that one will always be male or female. This is also called sex-category constancy.
gender constancy
37
3 Stages of Gender Constancy
1. gender identity 2. gender stability 3. gender consistency
38
This stage of gender constancy pertains to the awareness of one's own gender and that of others.
gender identity
39
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
40
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
41
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.
42
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.
43
Categories of Play
1. cognitive complexity | 2. social dimension of play
44
Levels of play based on cognitive complexity by Smilansky
1. Functional play 2. Constructive play 3. Dramatic play 4. Formal games with rules
45
Also called locomotor play as it uses large muscle movements.
Functional play
46
Also called pretend, fantasy, or imaginative play since it involves imaginary people and situations.
Dramatic play
47
Aka object play as this uses objects and materials to make something.
Constructive play
48
Level of play that is an organized game with known procedures and penalties.
Formal games with rules
49
A combination of Parten's unoccupied and overlooker categories, often a manifestation of shyness.
reticent play
50
6 Types of Play based on social dimension according to Mildred B. Parten
1. Unoccupied behavior 2. Onlooker behavior 3. Solitary independent play 4. Parallel play 5. Associative play 6. Cooperative or organized supplementary play
51
A category of Parten's play wherein a child does not seem to be playing but watches anything of momentary interest.
Unoccupied behavior
52
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
53
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
54
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
55
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
56
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
57
The tendency to select playmates of one's own gender.
gender segregation
58
A method of molding children's character and of teaching them to exercise self-control and engage in acceptable behavior.
discipline
59
Forms of Disciplne
1. Reinforcement 2. Punishment 3. Inductive techniques 4. Power assertion 5. Withdrawal of love
60
True or False. Children usually learn more from being reinforced for good behaviors than being punished for undesirable behaviors.
True
61
A form of discipline that is aimed to increase the likelihood of desirable behaviors.
Reinforcement
62
A form of discipline that is aimed to lessen the likelihood of undesirable behaviors.
Punishment
63
A reinforcement that may be tangible or intangible.
external reinforcement
64
A reinforcement that is produced because of external reinforcement. This may be sense of pleasure or accomplishment.
internal reinforcement
65
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
66
A disciplinary technique designed to induce desirable behavior by appealing to a child's sense of reason and fairness.
Inductive techniques
67
A disciplinary strategy designed to discourage undesirable behavior through physical or verbal enforcement of parental control.
Power assertion
68
A disciplinary technique that includes ignoring, isolating, or showing dislike for the child.
Withdrawal of love
69
3 Parenting Styles according to Diana Baumrind
1. Authoritarian parenting 2. Permissive parenting 3. Authoritative parenting
70
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
71
A parenting style that emphasizes control and obedience.
Authoritarian parenting
72
A parenting style that emphasizes self-expression and self-regulation.
Permissive parenting
73
A parenting style that is the blending of respect for a child's individuality and an effort to instill social values.
Authoritative parenting
74
True or False. Authoritative parenting is high in warmth but low in control.
False. Authoritative parenting is high in BOTH warmth and control.
75
True or False. Authoritarian parenting is high in control but low in warmth.
True
76
True or False. Permissive parenting is low in warmth but high in control.
False. Permissive parenting is high in warmth but low in control.
77
True or False. Neglectful parenting is low in both warmth and control.
True
78
True or False. Inductive reasoning is effective in most situation; power assertion and withdrawal of love may be harmful.
True
79
A behavior that is intended to help others out of inner concern and no expectation of external reward.
altruism
80
Refers to any voluntary behavior intended to help others.
prosocial behavior
81
An aggressive behavior used as a means of achieving a goal without the intention to harm the other child.
instrumental aggression
82
An aggressive behavior that is openly directed at its target.
overt (direct) aggression
83
An aggressive behavior that is aimed at damaging or interfering with another person's relationships, reputation, or psychological well-being.
relational aggression
84
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.

Developmental Psychology (15 decks)

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