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CDV 366 - Parenting > Quiz #2 > Flashcards

Quiz #2 Flashcards

1
Q

Families during the Middle Ages (400 - 1400)

A

family life centered around agriculture, extended families, and formal education was minimal and limited to the Catholic Church

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2
Q

Families during the Renaissance (1400 - 1600)

A

greater desire for understanding children, clothing for children became available, and advice for child-rearing became more widespread

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3
Q

Families during Ancient Times

A

two stages of the human lifespan were recognized: childhood and adulthood, during the pre-teen years, these children assumed adult status, along with the associated responsibilities and behaviors, women and children had very few rights and were considered to be the property of an adult male

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4
Q

Families during the Industrial Revolution

A

The father’s central role consisted of providing the economic support and moral and religious education for children, mothers in turn assumed responsibility for the character development and socialization of children, and in some very religious families, physical punishment for character molding continued

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5
Q

Families during Colonial America

A

children were seen as inherently depraved, bad, and in need of correction and guidance and aspects of childhood that are considered acceptable and developmentally appropriate today were, in Colonial times, viewed as manifestations of sin

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6
Q

John Locke (1697) was known for his “what” theory?

A

tabula rasa (blank slate)

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7
Q

John Watson (early 20th century) agreed with Locke and indicated that children could and should be influenced by ______ who could serve as moral examples.

A

adults

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8
Q

Cultural Relativism

A

tries to counter ethnocentrism by promoting the understanding of cultural practices that are unfamiliar to other cultures

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9
Q

Ethnocentrism

A

occurs when we use the understandings of our culture to compare, evaluate, and judge those others

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10
Q

Multicultural Competence

A

the ability to understand, appreciate and interact with people from cultures or belief systems different from one’s own

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11
Q

Satellite Babies/Children

A

in order to obtain the required education, or meet the stringent labor demands of the new host country, immigrants may ask their own parents in another cultural context to raise their preschool children

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12
Q

Anchor Babies/Children

A

immigrants have offspring in their new host country providing legitimate access to legal residence for child’s parents

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13
Q
A
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14
Q

Cultural Disorientation

A

Changing cultures may be as disorienting as music changing mid-dance. When one is still anticipating the rhythm of a familiar tango, the sudden change to a waltz requires a whole new angle of attack

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15
Q

_______ is most likely the most distinct force affecting relocating families

A

Poverty

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16
Q

Enculturation

A

home culture brought to host country

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17
Q

Acculturation

A

once the host country’s culture is integrated into home country’s culture

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18
Q

Heritage Culture

A

the willingness of migrants and immigrants to find the level of assimilation best suited to integrate successfully may contribute to the family’s well-being

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19
Q

Etic

A

(culturally universal) draws together those cultural components that we share universally

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20
Q

Emic

A

(culturally specific) refers to what identifies us, or makes us culturally unique

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21
Q

Socialization

A

the set of interpersonal processes through which cultural meaning is passed on and changed

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22
Q

Developmental Parenting

A

appropriate for a particular child, acknowledging their individual and unique abilities while also considering their developmental age

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23
Q

Family Systems Approach

A

acknowledge the family as a system with its own rules and effects as a result of the relationships between members of that family and behavior is not generated within one person only; a relationship can elicit its own behavioral outcomes

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24
Q

Freud (blegh)

A

Father of the psychoanalytic theory
Id (pleasure seeking), ego (reality/mediator), superego (morals)
Dreams
Subconscious

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25
Q

Id

A

pleasure seeking

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26
Q

Ego

A

reality/mediator

27
Q

Superego

A

morals

28
Q

Carl Rogers

A

Humanistic Theory
His theory is based on concepts like “congruence” or genuineness, and unconditional positive regard
“Everyone is born good”

29
Q

Alfred Adler

A

focused on the unique needs of children

30
Q

Alfred Adler thought that good parent–child relations were a key factor in achieving ______ _____ and ________ _________ was emphasized.

A

mental health, parental education

31
Q

John Bowlby and Mary Ainsworth created what theory?

A

Attachment Theory

32
Q

Secure Attachment

A

Regarded as successful attachment
Provides a sound basis for current and later relationships

33
Q

Anxious-Ambivalent Attachment

A

The child is anxious in the presence of strangers, even if the primary caregiver is in the room
Child displays some insecurity.

34
Q

Anxious-Avoidant Attachment

A

The child tends to ignore the caregiver and not display much emotion
Limited display of emotion regardless of who is present in the room.

35
Q

Disorganized/Disoriented Attachment

A

Disruption of attachment and freezing
This seems to be the “strategy of desperation” as the child feels overwhelmed.

36
Q

Piaget’s Sensorimotor Stage

A

Birth to 3 years
Establishment of sensorimotor schemes
Assimilation and accommodation
Modification of schemes
Elementary understanding of cause-and-effect relationships
Emergence of object permanence
Emergence of elementary logic

37
Q

Jean Piaget created what theory?

A

Cognitive Theory

38
Q

Piaget’s Preoperational-Intuitive Stage

A

3 - 6 years
Emergence of language helps to establish cognitive schemes
Preoccupation with classification tasks
Thinking becomes intuitive in nature
Development of large database of knowledge and information
Cognitive flaws include egocentrism
Perception is based upon appearances

39
Q

Piaget’s Concrete Operations Stage

A

6 - 11 years
Understanding relationships between events and things
Operating objects, symbols, and concepts to acquire this understanding
Internalizing the outer environment by using mental imagery and symbolism
Other cognitive attributes:
Centering
Mastery of conservation problems
Reversibility
Black-and-white thinking

40
Q

Piaget’s Formal Operations Stage

A

Adolescence and older
Increasing use of scientific reasoning
Decrease in egocentricity
Increasing ability to empathize
Emergence of personal meanings
Emergence of higher order moral reasoning

41
Q

Piaget’s Sensorimotor Schemes

A

Formed in infancy and childhood, are based in motor acts and serve to help the child understand how the world operates in very rudimentary terms

42
Q

Piaget’s Cognitive Schemes

A

More like ideas or patterns based on symbolism and abstract reasoning, formed from early childhood into adolescence and older years, that also permit problem solving and attainment of certain goals, for example, mathematical processes such as addition and subtraction

43
Q

Piaget’s Assimilation

A

Occurs when new information is incorporated into an existing scheme (ex: A child sees a new type of dog that they’ve never seen before and immediately points to the animal and says, “Dog!”)

44
Q

Piaget’s Accommodation

A

Occurs when an existing scheme is altered to bring about congruence with reality (ex: a child who understands that a four-legged creature is called a dog. Then, the child encounters a cat and refers to it as a dog until corrected by a parent. After being corrected, the child can distinguish between a dog and a cat)

45
Q

Zone of Proximal Development

A

Vygtosky
The ZPD represents an idea of a child’s learning potential. It emphasizes the interpersonal context in which learning tasks occur by implying that learning is a shared experience

46
Q

The lower limit of the ZPD is what a child can accomplish in learning a task independently—without _____ __________.

A

adult assistance

47
Q

The upper limit of the ZPD is what can be accomplished when ________ by an _____.

A

assisted, adult

48
Q

Vygotsky’s Scaffolding

A

any parental behavior that supports a child’s efforts at more advanced skill acquisition until the child becomes competent at that behavior

49
Q

First step of Vygotsky’s Scaffolding

A

Recruiting the child’s interest in performing a task or activity.

50
Q

Second step of Vygotsky’s Scaffolding

A

Simplifying the task to a number of steps that lead to a correct solution.

51
Q

Third step of Vygotsky’s Scaffolding

A

Maintaining the child’s interest in the task.

52
Q

Fourth step of Vygotsky’s Scaffolding

A

Pointing out errors as they occur and providing guidance toward correction.

53
Q

Fifth step of Vygotsky’s Scaffolding

A

Controlling the child’s frustration by discounting the distress caused by making mistakes.

54
Q

Sixth step of Vygotsky’s Scaffolding

A

Demonstrating or modeling correct solutions.

55
Q

Explicit Rules (Family Systems Theory)

A

known, stated, and outlined clearly so that all people in the family know and understand them

56
Q

Implicit Rules (Family Systems Theory)

A

unspoken and are often inferred from nonverbal behavior

57
Q

Equifinality (Family Systems Theory)

A

different families share common goals but they reach these goals in different ways

58
Q

Ecological Systems Theory

A

Urie Brofenbrenner
Cofounded HeadStart
felt strongly that various systems in a child’s life could be influential in promoting the best outcome
focuses on the role of five distinct but related environmental settings to explain how individuals and their family systems are influenced in their development, how relationships function, and how interactions take place

59
Q

Brofenbrenner’s Microsystem

A

setting with which a child interacts is that which comprises the environments provided by the family, peers, a school, or a neighborhood

60
Q

Bronfenbrenner’s Mesosystem

A

involves relations between the first and all other systems that affect the person
the family has relationships and interactions with the school that the child attends
the child’s relationships at school, then, are influenced by what takes place in the family setting, and vice versa

61
Q

Bronfenbrenner’s Exosystem

A

individual does not have an active role in this context, but is influenced by it nevertheless
may be government agencies, community programs, the employment settings of parents, and so on

62
Q

Bronfenbrenner’s Macrosystem

A

involves the larger culture in which the individual lives and encompasses the exosystem and what it contains
the person is affected by the broad, generalized beliefs, behavior patterns, and value systems deemed appropriate by most members of a particular society

63
Q

Bronfenbrenner’s Chronosystem

A

involves the organization of events and changes over the lifespan of an individual at a particular historical time

CDV 366 - Parenting (6 decks)

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