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Child Dev. > Quiz 9 Pt. 1 (Ch. 15) > Flashcards

Quiz 9 Pt. 1 (Ch. 15) Flashcards

1
Q

peers

A

children who share the same age or maturity lvl., give source of info. and comparison about the world outside the family

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2
Q

importance of friends

A

essential to psychosocial adj., help master new social skills

-development of best friend(s)

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3
Q

skills learned through peer relations

A

assertiveness, conflict management, earning respect

-aggression control, how to discuss feelings, empathy, expand thought process and knowledge

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4
Q

banning best friends

A

some schools are attempting to ban the concept of having best friends

-exclusionary, may reduce emotional distress, may help kids broaden social skills

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5
Q

friendships role

A

companions, stimulation, phys. and ego support, social comparison, intimacy or affection

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6
Q

individual differences

A

personality, negative emotionality

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7
Q

development of peer relations

A

some infants and toddlers experience long-lasting relationships at birth

-6 mths.: can communicate w/ other babies by smiling, touching, babbling
-2 yrs.: prosocial and aggressive behavior

-3 yrs.: children prefer to spend time w/ same-sex

-early childhood: distinguish between friends and non-friends

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8
Q

gender influences

A

5+ yrs.: boys associate in large clusters more than girls
-rough-and-tumble play, competition, conflict, ego displays, risk taking, and dominance seeking

girls are more likely to play in groups of 2 or 3
–collaborative discourse and activity

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9
Q

social cognition

A

thoughts about social situations

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10
Q

Dodge’s (1991) 4 steps in info-processing

A

1) decoding social cues
2) interpreting
3) searching for response
4) selecting optimal response
5) enacting it

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11
Q

sociometric status

A

describes extent to which children are liked or disliked by peer group

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12
Q

5 peer statuses

A

1) popular
2) average
3) neglected
4) rejected
5) controversial

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13
Q

popular

A

frequently nominated as best friend and are rarely disliked by peers

-give out reinforcements, are happy, control neg. emotions

-act like themselves, show enthusiasm and concern. and are self-confident w/o being conceited

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14
Q

average

A

get average # of both pos. and neg/ nominations from peers

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15
Q

neglected

A

infrequently nominated as best friend but not disliked by peers

-engage in low rates of interaction w/ peers and are described as shy

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16
Q

rejected

A

rarely nominated as someone’s best friend are actively disliked by peers

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17
Q

controversial children

A

frequently nominated both as someone’s best friend and being disliked

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18
Q

precursors of peer rejection

A

poor parenting skills, inadequate monitoring, harsh punishment

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19
Q

how to teach rejected children to interact more effectively

A

role play, discuss hypothetical situations involving neg. peer encounters

20
Q

caregiver application

A

give kids opportunities to spend time w/ other kids

-help kids learn games or sports, set clear rules for appropriate behaviors

-help kids learn to see others’ points of view, manage neg. feelings, and problem solve

21
Q

bullying

A

verbal or phys behavior intended to disturb someone less powerful

-in-person, cyberbullying

22
Q

bullying effects

A

more likely to experience depression, engage in suicidal ideation, and attempt suicide

23
Q

ways for schools to reduce bullying

A

get older peers to serve as monitors for bullying and intervene

-develop school-wide rules and sanctions against bullying and post them throughout the school

-form friendship groups for adolescents who’re regularly bullied by peers

-incorporate message of anti-bullying program into pieces of worship, schools, and other community activity areas where adolescents are involved

-encourage parents to reinforce their adolescent’s pos. behaviors and model appropriate interpersonal interactions

-identify bullies and victims early and use social skills training to improve behavior

-encourage parents to contact school’s psychologist, counselor, or social worker and ask for help w/ concerns involving bullying or victimization

24
Q

play

A

pleasurable activity that is engaged in for its own sake

25
Q

play therapy

A

allow child to work off frustrations and to analyze child’s conflicts and ways of coping w/ them

26
Q

sensorimotor play

A

behavior that allows infants to derive pleasure from exercising their sensimotor schemes

27
Q

practice play

A

repeating behavior when new skill are being learned

-phys. or mental mastery and combination of skills required for games and sports

-9 mths.: infants pick novel objects for exploitation and play, esp. those that’re responsive
–toys that make noise or bounce

-12 mths.: infants make things work and enjoy exploring cause and effect
–(i.e., running, jumping, sliding)

28
Q

pretense/symbolic play

A

occurs when child transforms phys. enviro. into symbol
-9-30 mths.: substitute objects for others and at toward them as they were other objects

-make-believe play
–18 mths., peaks at 4-5 yrs.

29
Q

social play

A

involves interaction w/ peers, may or may not involve pretending or imagination

-playing w/ others
–increases during preschool yrs. and includes interchanges like turn taking, conversations
–social games and routines, phys. play

30
Q

constructive play

A

combines sensorimotor or practice play w/ symbolic representation of ideas

-children engage in self-regulated creation of a product or solution

-increases in preschool and elementary school yrs.

31
Q

games

A

activities that are engaged in for pleasure and are governed by ryles

-involve competition between 2+ individuals

32
Q

future of play

A

making play spaces easier to access, making toys at home

-parents have a say in what toys get made

33
Q

recess decline

A

emphasis on standardized tests
-cut recess in favor of classroom instruction

-No Child Left Behind (2002)
-Common Core Standards

-racial diff.
–black students and low-income students more likely to be given little to no recess

34
Q

recess benefits

A

2009 study: 8-9 yr. olds w/ at least 1 daily recess period of 15+ mins. had better classroom behavior

-improved academic achievement, policy backlash to increased classroom time

-2016: RI guaranteed 20 mins. of recess daily for elementary school kids
-2017: Florida elementary students guaranteed 20 mins. of recess

35
Q

friendship’s 6 functions

A

1) companionship
-a familiar partner, someone who’s willing to spend time w/ them and join in collaborative activities

2) stimulation
-interesting info., excitement, and amusement

3) phys. support
-resources and assistance

4) ego support
-expectation of support, encouragement, and feedback that helps children to maintain an impression of themselves as competent, attractive, and worthwhile individuals

5) social comparison
-information about where children stand compared w/ others and whether children are “doing okay”

6) intimacy or affection
-warm, close, trusting relationship w/ another individual
-a relationship that involves self-disclosure

36
Q

homophily

A

tendency to associate w/ similar others

37
Q

intimacy in friendship

A

define narrowly as self-disclosure or sharing of private thoughts
-private or personal knowledge about a friend used as a measure of intimacy

38
Q

gender and friendship

A

girls’ friendships: deeper, interdependent, empathetic, nurturing, and greater desire to sustain intimate relations
-higher peer attachment related to trust and communication

boys’ friendships: cooperative, emphasize power and excitement
-discourage eat other from disclosing problems because its not seen as masculine

39
Q

cliques

A

small groups that range from 2-12 individuals and average about 5-6

-usually of same sex and about same age

40
Q

crowds

A

larger group structure and less personal than cliques

41
Q

3 stages of adolescent dating

A

1) entry into romantic attractions and affiliations at about 11-13 yrs.

2) exploring romantic relations at 14-16 yrs.
-90%+ have been at least on one date

2 types of romantic involvement:
a) casual dating: emerges between the mutually attracted
-short-lived, last a few months, endure a few weeks

b) dating in groups
-friends act as 3rd-part facilitator of a potential dating relationship by communicating the friend’s romantic interest
–determine if attraction is reciprocated

3) consolidating dyadic romantic bonds at 17-19 yrs.
-avg. duration of relations in high school: 6 mths.
–1 yr.+

42
Q

early bloomers

A

15-20% of 11-13 yr. olds who say that they currently are in a romantic relationship

-35% who indicate that they have had prior exp. in romantic relationships

43
Q

late bloomers

A

approximately 10% of 17-19 yr. old who say they have had no exp. w/ romantic relationships

-15% who report they haven’t engaged in romantic relationships that lasted more than 4 mths.

44
Q

meaning of dating

A

early adolescence
-exchanging contact info, seeing e/o at school, holding hands to display “couplehood”

-middle adolescence
–more meaningful relationships, group dates

-late adolescence
–deeper, more mature relationships, long-term (over a yr. on avg.)

45
Q

dating pros

A

become healthy, mature individuals, establish emotional and behavioral autonomy from parents

-development of gender and sexual identity, learn about themselves

-establishes social status within peer groups

46
Q

dating cons

A

early and intensive (exclusive and serious) dating before 15 can stunt psychosocial development

-risks of:
–substance use, sexual intimacy, car accidents
–emotional harm, social violence

Child Dev. (16 decks)

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