Slide 3b emotional childhood needs Flashcards
Prepare for test
Key factors of good attachment:
Availability, Ability to comfort
Internal Working Model:
Concepts and beliefs about self and relationships based on one’s internalized attachment experiences
Types of Attachment in Childhood: Secure
CG available and responsive; •Child confidant in new surroundings
Anxious:
CG unavailable/unresponsive at times but poorly responsive at others.
Avoidant:
CG unavailable/unresponsive most of time;
Types of Adult Attachment:–Secure:
Balances autonomy/intimacy•Can trust and seek help from other •Initiates behaviors that elicit comfort
Preoccupied:
Must continually test intimacy or get reassurance – insecure in relationship•Doesn’t like to be alone: must be “attached”
Dismissing:
Avoidant and distant with partner or just ambivalent (doesn’t care)•High arousal but low emotional expression •Comes from avoidant attachment
Fearful:
Desires intimacy but fears the closeness•Very insecure – often avoidant when close
Issues in parenting small children
Sleep•Nightmares vs. Sleep terrors–Sibling rivalry•May need to adjust to sibling relationships•What determines how kids will adjust?•How long should you to wait to have another?–Temper tantrums: a test of your differentiation•Be supportive, not reactive – it’s not your problem!•Temperamental vs. manipulative tantrums
Advantages to school system:
Structured environment for learning–Tend to reinforce social norms on children
school system challenges
Kids and homework: Frequent power struggles–Politics and curriculum: •Religion, heterosexual vs. homosexual families, etc.•What is appropriate learning activities during the day?•Focus on testing and funding - cuts in art, science, PE
The School System•Challenges:–Children with Special Needs:•How does school respond to unique children?•Special education and individual educational plans–Bi-lingualism
Models of Bi-lingual Teaching how many?
Three
Immersion:
Where new, 2nd language is primarily spoken
Maintenance or Developmental Model:
Taught primarily in their native language during primary grades, acquiring the same important school-related skills as dominant-language children•Then mainstream after primary grades
