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18 Cards in this Set
- Front
- Back
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know the three parenting styles discussed in class |
1) Authoritarian- strict/punitive punishment; demand maturity; expect obedience; little warmth; demanding- no rationale; try to shape/control behavior and attitudes 2) Permissive- few expectations; little/no rules; warm, nurturing; allows child to regulate own behavior and activities; accepts and affirms child's impulses 3) Authoritative- sets limits and enforces rules; demanding, yet responsive; high-communication/rationale; warm, nurturing; directs child's activity in rational manner |
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typical child outcomes associated with each style of parenting |
Authoritarian- do well in school; not likely to engage in antisocial/norm-breaking behaviors; anxious/withdrawn/easily frustrated/aggressive; rely on authority to make decisions; lack spontaneity Permissive-difficulty controlling impulses; poor emotional regulation; immature; self-centered/bossy; don't accept responsibility for actions; defiant; antisocial behaviors Authoritative- self-reliant; achievement oriented; self-controlled; self-confident; secure, happy; friendly; socially responsive; emotionally mature |
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the exception for Asian-American and African-American children |
findings correspond more with authoritarian parents (because of the settings around them) |
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what are parenting styles influenced by |
characteristics of the child; culture: original findings based on suburban, white, middle class, 2 parent families; SES differences (higher SES = more permissive or authoritative; lower SES = more authoritarian) |
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sex |
biological differences |
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gender |
social categorization as female or male |
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gender stereotypes |
beliefs about the behaviors characteristic of males and females |
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gender-role development |
process by which one acquires the characteristics and behaviors prescribed by their cultures |
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developmental sequence for gender development (including average ages) |
6-12 months- discriminate male and female faces based on hair length; link masculine voices to male faces and feminine voices to female faces; perceptually based categorization 2.5 years- Gender Identification- label self, others as male, female; positive contacts toward same-sex peers; play more with same-gender toys 3-4 years- Gender Stability- gender remains stable over time; begin to understand gender stereotypes; talk about gender-typed play preferences; by age 4, children criticize peers who choose toys and roles that are regarded as "gender inappropriate" 4-5 years- Gender Constancy- gender is invariant across all situations/permanent; differences in prosocial and aggressive behaviors; by age 6, gender stereotypes have fully emerged 7- by age 7, show more flexibility in their gender understanding (but behavior is still gender-typed) 10- start to understand gender is a social category (but behavior is still gender-typed) Adolescence- gender role intensification-heightened concern with adhering to traditional gender roles OR gender-role flexibility- reject traditional gender roles |
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when do infants form the category of male and female |
6-12 months |
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what is gender identificaiton |
labeling self, and others as male or female |
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what is gender stability |
the realization that gender remains stable over time |
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what is gender constancy |
the understanding that gender is invariant across all situations and is permanent |
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what is gender-role intensification |
heightened concern with adhering to traditional gender roles |
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what is gender-role flexibility |
rejecting traditional gender roles |
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when do children begin to criticize peers who don't follow gender norms |
4 |
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when do gender stereotypes fully emerge |
6 |
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when do sex differences in aggression and prosocial behavior arise |
4-5 years |
