Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
28 Cards in this Set
- Front
- Back
|
The Role of Parents in Development |
-Socialize children through direct training -Serve as models for attitudes, beliefs and behaviors -Choose the contexts in which their children develop and the people with whom they interact |
|
|
Parental Socialization |
- Parents as direct instructors - Parents as indirect socializers (providing socialization through their own behaviors with and around their children) - Parents as social managers (managing experiences and social lives) |
|
|
Sibling Socialization |
First Born - Competent, anxious and dominant. Later Borns - Better relationships with peers and confident in social situations |
|
|
Authoritative Parenting |
Demanding but also warm and responsive, set standard and limits for children and monitor behavior. Children end up being high in social and academic competence, self reliant and good coping skills.
|
|
|
Authoritarian Parenting |
Cold and unresponsive to child's needs, high in control and demanding. Leeds to children experiencing negative events at school, ineffective coping with everyday stressors, depression, aggression, alcohol problems |
|
|
Permissive |
Responsive to children needs and wishes and are lenient with them. Children end up being impulsive, lacking in self control, prone to externalizing problems low in school achievement and engage in more school misconduct and drug or alcohol use. |
|
|
Rejecting-neglecting |
Disingaged parents, low in demandingness and responsiveness to children, do not set limits or monitor and are not supportive of them. Children tend to have disturbed attachment relationships when they are infants or toddlers and problems with peers relationships |
|
|
Socioeconomic Influences on Parenting |
-Parents with low SES more likely to use authoritarian style -Higher SES more likely to use more authoritative, accepting, and democratic style |
|
|
Divorced Parents |
Children of divorce are at a greater risk of problems - more likely to experience depression, sadness, lower self esteem, less socially responsible and competent. Greater risk of divorce as adults. Not significant though. |
|
|
Same Sex Parents |
Children are very similar to children of getero parents in terms of adjustment, personality and relationships. Also similar in sexual orientation as well as romantic and sexual behavior |
|
|
Working Parents |
Kids not necessarily get less attention, encourages independence, experiences depends mostly on the parenting style. |
|
|
Function of Friendship |
-Development of social skills -Compromise -Competition -Cooperation -Play |
|
|
Cliques |
Friendship groups that children choose or join on their own |
|
|
Crowds |
Groups of who have sterotyped reputations |
|
|
Gangs |
Loosely organize group who identify as a group and often engage in illegal activities |
|
|
Sociometric Status |
Popular - Many positive nomiations, few negative
Rejected - Many negative and few positive Neglected - Low in social impact, not especially liked or disliked, unnoticed Average - recieve average number of both positive and negative nominations Controversial - receive many positive and negative nominations |
|
|
Face to Face Bullying |
Repeated, intentional aggresive behavior that may cause psychological and physical harm to another person |
|
|
Cyber Bullying |
Willful and repeated harm on an individual or group using the electronic text of a computer or cellphone. |
|
|
Piaget's TMD two methodologies |
-Observations = looked at how children use and change rules as they play with marbles -Interviews = used moral stories asked about immoral acts (stealing and lying) |
|
|
Piaget's TMD Stages (Premoral Period) |
Children are not aware of the rules, no competitive play |
|
|
Piaget's TMD Stages (Stage 1 - Morality of Constraint ) |
Respect rules, thing rules are universal and unchangeable, believe in immanent justice, believe in moral realism |
|
|
Piaget's TMD stages (Transitional Period) |
Becoming more flexible, start to take other people's perspective |
|
|
Piaget's TMD stages (Stage 2 Autonomous Morality) |
Evaluating rules critically, understand that rules are arbitrary and were created by people, violations of rules are not always wrong and punished |
|
|
Kohlberg Level 1 |
Pre-Conventional Morality: Stage 1 - Obedience and punishment orientation Stage 2 - Naive Hedonism |
|
|
Kohlberg Level 2 |
Conventional Morality Stage 3. Goodboy morality Stage 4. Authority and social order maintaining orientation |
|
|
Kohlberg Level 3 |
Post-Conventional Morality: Stage 5 = Social contract orientation Stage 6 = Universal principles and conscience |
|
|
Dev. of prosocial behavior |
Behavior designed to help or benefit other people, consistent pattern of development
|
|
|
Antisocial behavior |
Aggresion - behavior aimed as harming others, instrumental and relational. |
