Developmental Psych - Ch. 8 And 10

Front 1

Erikson's Psychosocial Theory
What stage?

Back 1

Stage 3: Initiative vs. Guilt
Initiative (+): capable of expressing one's thoughts while initiating plans of action.

Parents: allow them to express, and make time for them.

Front 2

Social Cognitive Perspective

Back 2

Social and emotional changes in the child are the result of the enormous growth in cognitive abilities that happens during preschool years.

Gender: linked to gender-related behavior.

Front 3

The most important structure during preschool years is..

Back 3

Family
The child is just as attached as they were in infancy and toddlerhood however; they begin to strive for independence.
the child tends to comply with parent's requests "go to bed".

Front 4

Attachment/Early Childhood

Back 4

Securely attached child has positive outcomes than insecure.
Less aggressive, better in school.

Front 5

Parenting:
Discipline

Back 5

Set limits on behavior and teach desired behavior. It is NOT punishment.
example: curfew

Front 6

Discipline Methods (6)

Back 6

1) Classical Conditioning
2) Positive Reinforcement
3) Negative Reinforcement
4) Modeling
5) Punishment (over emphasized by parents)
6) Communication

Front 7

Punishment

Back 7

The deliberate inflicting pain (physical or emotional) in reaction to an unwanted behavior.

Front 8

What is the ONLY thing punishment teaches?

Back 8

What NOT to do.

Front 9

What are the ONLY discipline methods that teach what TO do?

Back 9

Pos/Neg reinforcement, communication, modeling.

Front 10

Temporary Situational Suppression of Behavior

Back 10

Punished for swearing, child doesn't neccesarily "stop", but learn when not to swear.

Front 11

Factors that determine parent/child interactions:
Caregiver Expectations

Back 11

Positive/negative: expecting worst/best aka, unrealistic/realistic.

Front 12

Factors that determine parent/child interactions:
How the caregiver was treated as a child

Back 12

If a child is loved/not loved will make a big difference in building TRUST.

Abused vs. not abused

Front 13

Factors that determine parent/child interactions:
Personality of the Caregiver

Back 13

Sensitive to child's needs?
-What does the child need? Empathy.

Are they child-centered?
-Maintain house by baby proofing, protect from harm.
Do they give up unhealthy habits?
-Partying, not drinking/smoking around child.
Are they Flexible?
-Sexlife: maintaining it is difficult.
Are they self-confident?
-"I'm a good parent." Have positive outlook on life.
Do they value the child more than possesions or emaculate appearance?
-Children are going to break things!

Front 14

Factors that determine parent/child interactions:
Gender of the Caregiver

Back 14

Males/females differ in parenting styles.

Front 15

Factors that determine parent/child interactions:
Responsivity of the child

Back 15

see text

Front 16

Factors that determine parent/child interactions:
Child's Capability

Back 16

Less stressful parenting.

Front 17

Factors that determine parent/child interactions:
Child's Physical appearance

Back 17

"the cuteness factor"
More attractive children benefit more in life.

Front 18

Factors that determine parent/child interactions:
Child's birth order

Back 18

Can affect the expectations parents have for children.
-1st Born: receive more attention.

Front 19

Factors that determine parent/child interactions:
Child's temperament

Back 19

Parents who are positive are likely to have easy children

Front 20

Factors that determine parent/child interactions:
Gender of Child

Back 20

Males/females behave differently, parents put different expectations for males/females.

Front 21

Parenting Styles:
Authoritative Type

Back 21

High nurturance, maturity demands, control, and communication.
-limits are set and explained.
-if child is punished, parent explains why.
-limits: take into account the child's individuality. Child's autonomy (do things on own) is encouraged.
-Parents see themselves as FALIBLE (its okay to make mistakes).
-Parents are affectionate, hugs and kisses.

Front 22

Parenting Styles:
Authoritarian type

Back 22

Low in nurturance and communication, but HIGH in control and maturity demands.
-Low maturity demand: parents who still let children age 6 drink from a bottle.

Front 23

Benefits of Authoritative Type Parenting (6)

Back 23

Most positive outcomes
most self reliant children
most exploritative children
most cooperative children
higher self esteem children.

Front 24

Child Abuse

Back 24

Intentionally injure a child.

Front 25

Child Neglect

Back 25

Insufficient or improper care or improper supervision of a child.
-Emotional abuse is more harmful that physical.

Front 26

Emotional/Sexual abuse..

Back 26

Is hard to detect, not "as" visable as physical abuse.

Front 27

Negative outcomes of Child Abuse

Back 27

Low self-esteem, depression, reactive attachment disorder etc.

Front 28

Characteristics of a Parent who abuses a child (6)

Back 28

1) They value physical punishment.
2) difficulty empathizing w/ their child.
3) likely the parent was abused as a child.
4) abuses parents are in every age group.
5) unreasonable expectations for the child.
6) Abusive parents in every socio economic status.

Front 29

Abused Child Characteristics (3)

Back 29

1) High needs child
-struggles in school, disabled.
2) more difficult to care for.
3) children who don't meet the parent's unreasonable expectations.
-expect child to get all A's, they get a B, and are punished.

Front 30

Preventing Child Abuse
Education

Back 30

Understand the effects, know about childhood development, total abstinence doesn't usually work.

Front 31

Preventing Child Abuse

Back 31

birth control availability, practice stress-relieving techniques (create more time for self).

Front 32

Aggression

Back 32

Behavior intended to harm another person/object.

Front 33

Instrumental Aggression

Back 33

Aimed at gaining or damaging an object. (toddlers and children).

Front 34

Hostile Aggression

Back 34

to hurt another person or gain an advantage.

Front 35

Causes/Factors of Aggression (4)

Back 35

1) Frustration
2) Anger
3) Modeling of Aggression
-seeing it on tv/video games. If parents are aggressive, kids will be, our government.
4) Positive reinforcement.

Front 36

Middle Childhood
Erikson's Psychosocial Theory, What stage?

Back 36

Stage 4:
Industry vs. Inferiority
Industry (+): feeling competent and = to others in terms of learning skills expected of them at this time of life.

Front 37

Middle Childhood
Social Cognitive Perspective

Back 37

Individual differences and emotional responses to childhood experiences shape development and self-perceived competence.
-The Trait Theory: a stable pattern of responding to situations. Focused on temperament. Introvert/extroverted.
-Reciprical determinism: the developing persons behavior, and the responses of the environment.

Front 38

Middle Childhood
Moral Development/Behavior (Piaget)

Back 38

Moral Reasoning: making judgments about the rightness or wrongness of specific acts involved in concrete operational reasoning.

Front 39

Social Relationships in Middle Childhood

Back 39

Increasing independence, yet attachments to parents and siblings continue to be strong.

Front 40

Social Relationships in Middle Childhood:
Family Relationships

Back 40

gender differences

Front 41

Social Relationships in Middle Childhood:
Only Children

Back 41

No different than others, except higher achievement test scores, more obedient and social.

Front 42

Social Relationships in Middle Childhood:
Friendships

Back 42

The biggest shift.
Reciprical Trust: see friends as special people who possess desired qualities other than mere proximity, who are generous with each other, help and trust each other, etc.
-When conflicts occur, they are more focused on resolving them rather than settling disagreements with non-friends.

Front 43

Social Relationships in Middle Childhood:
Gender Segregation

Back 43

Many children only have friends of their own gender. It depends on what people are available, rural vs urban.

Front 44

Aggression in Children:

Back 44

Found in every culture, especially towards other children.

Front 45

Aggression in Children:
Relatinoship Aggression

Back 45

Aimed @ damaging another's self esteem or feelings.
-More common in girls.

Front 46

Aggression in Children:
Reliatory Aggression

Back 46

to get back @ someone, children tend to approve of it at this age.
-he hit him first, so i understand why he hit him back.

Children tend to be less competent and continue to be bullied in the future.

Front 47

Bullies

Back 47

Have parents that lack warmth and are indifferent.
The other kids don't care if they someone being bullied.

Front 48

Altruism

Back 48

Behavior emitted voluntarily at some cost to the individual w/ no expectation of an external award for the benefit of unrelated others.

Front 49

Promotive Tension

Back 49

upset when seeing others struggle.

Front 50

Altruistic children tend to be raised by....

Back 50

Altruistic parents:
-children learn it.
-observational learning.
-positive reinforcement
-communication
-taught to help others
-self reinforcing mechanism.

Front 51

Self Reinforcing Mechanism

Back 51

internal drive to be helpful.

Front 52

Bystander apathy

Back 52

No one stops when a car is broken down if other people are present (other people driving by).

Front 53

Diffusion of Responsibility

Back 53

Responsibility is defused w/in a group.
-"Why do I have to help them when there's plenty of other people that could?"

Front 54

Ambiguity of Situation

Back 54

How clear/unclear: Do they need help vs. do they want help?
UNCLEAR: less likely to help.

Front 55

Personality and Self Concept
Psychological Self, Self Efficacy (Bandura)

Back 55

Psychological Self: understand of his/her enduring psychological characteristics.
Self efficacy: belief in one's capacity to cause an intended event to occur or perform a task.

Front 56

Self esteem
What is it, how does it develop

Back 56

A global evaluation of one's own worth.
-Mental comparisons of childrens ideal selves and their actual experiences.

Front 57

Poverty Effects

Back 57

Equally distributed across races, ages and familys.
children under 6 are more likely to live in poverty.
-Effects: highly stressed, few resources. Talk less, few age-appropriate toys, physically punish, (piaget)

Front 58

television

Back 58

Bandura "bobo doll" studies, emotional desensitization, violence is a good way to solve problems.
Good: magic school bus, teaches tools, racial tolerance

Front 59

Major influence on self esteem is....

Back 59

The overall support the child is receiving from the important people around them.

Front 60

Low self esteem leads to....

Back 60

A number of psychological and behavioral problems.

Front 61

Mild Punishment Procedures:
Logical Consequences

Back 61

Child learns what not to do using positive reinforcement for negative behavior (mild).
Example: Child is late for dinner, tell them to eat it cold or eat nothing else. (Logical negative consequences)

Front 62

Mild Punishment Procedures:
Learned Consequences

Back 62

Set up child: if you do this/don't do this, this will happen.
Example: Whoever is last, does dishes.

Front 63

Mild Punishment Procedures:
Time Out

Back 63

Not appropriate for children under 3, but effective for ages 9+.

Front 64

Options to Punishment:
Positive Reinforcement

Back 64

1. Acknowledge and reinforce good behavior, they learn to do it.

Front 65

Options to Punishment:
Positive Reinforcement

Extinction

Back 65

Making sure the child doesn't get what they want if they are throwing a tantrum, be consistent with it!

Front 66

Options to Punishment:
Positive Reinforcement

Alternative Ways for Child

Back 66

Make sure they get a toy from a child when they aren't being violent about it, say "Please" to get the toy.
-Ask them what's going on calmly rather than put them down.

Front 67

Options to Punishment:
Modeling

Back 67

Behaving as you wish your child to behave.
-You're honest, they're hoenst.
-Don't punish your child for swearing if you swear!

Front 68

Options to Punishment:
Communication

Back 68

Sensitive, humane and clear.
-Respect them, they have a right to opinions even:
example: "mom this isn't fair". Keeping to your word:
example: if you said you'd take them somewhere saturday, then do it!
-Talk with them, not at them.

Front 69

Negative consequences of Punishment or Violence:

Back 69

1.Suppression of all behavior associated with the punished behavior.
2. One behavior results in punishment may be replaced by another undesireable behavior.
3. You may be positively reinforcing behavior you wish to eliminate.
4. you may be teaching aggression or violence.
5. The punitive agents (parents, older sibling) may become the object of fear, anger, or aggression.
6. The entire situation the child is being punish may be feared by the child, resulting in avoidance or escape behavior.
7. learned helplessness may be result from often and inconsistant punishment.
8. Low self esteem.

Front 70

Racism

Back 70

Children's racist judgments stem from young children's egocentric thinking (view people that aren't like them as undesireable).
-Immature cognitive development, acquisition of cultural sterotypes, and preschool teachers' insensitivity to racial incidents.

Front 71

Parenting Styles:
Permissive Type

Back 71

Negative outcomes, worse in school, more aggressive, immature, less independent and responsible.
example: Child doesn't want to go to bed so parent lets them go to bed whenever.

Front 72

Parenting Styles:
The uninvolved type

Back 72

Uninvolved, neglectful parent. May not have emotional connection with the child.

Front 73

Big 5 Personality Characteristics

Back 73

1.Extraversion: outgoing, social.
2.Agreeableness: affectionate, kind, controlled.
3.Conscientiousness: organized, reliable.
4.Neuroticism/emotional instability: anxious, tense, irritable.
5.Openness/intellect: artistic, original, low inhibition.

Front 74

Moral Realism Stage of Middle Childhood

Back 74

1st of stages, children believe rules are inflexible.

Front 75

Moral Relativism Stage of Middle Childhood

Back 75

Age 8, children learn that people can agree to change rules if they want to.