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29 Cards in this Set
- Front
- Back
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Hope |
According to Erikson, an openness to new experience tempered by wariness that occurs when trust and mistrust are in balance. |
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Will |
According to Erikson, a young child's understanding that he or she can act on the world intentionally, which occurs when autonomy, shame, and doubt are in balance. |
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Purpose |
According to Erikson, a balance between individual initiative and willingness to cooperate with others. |
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Attachment |
Enduring socioemotional relationships between infants and their caregivers. |
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Secure Attachment |
A relationship in which infants have come to trust and depend on their mothers. |
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Avoidant Attachment |
A relationship in which infants turn from their mothers when they are reunited following a brief separation. |
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Resistant Attachment |
A relationship in which, after a brief separation, infants want to be held but are difficult to console. |
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Disorganized (Disoriented) Attachment |
A relationship in which infants don't seem to understand what's happening when they are separated and later reunited with their mothers. |
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Internal Working Model |
An infant's understanding of how responsive and dependable the mother is, which is thought to influence close relationships throughout the child's life. |
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Basic Emotions |
Emotions experienced by humankind and that consist of three elements: a subjective feeling, a physiological change, and an overt behavior. |
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Social Smiles |
Smiles that infants produce when they see a human face. |
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Stranger Wariness |
The first distinct signs of fear that emerge around 6 months of age when infants become wary in the presence of unfamiliar adults. |
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Social Referencing |
Behavior in which infants in unfamiliar or ambiguous environments look at an adult for cues to help them interpret the situation. |
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Parallel Play |
When children play alone but are aware of and interested in what another child is doing. |
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Simple Social Play |
Play that begins at about 15 to 18 months and continues into toddlerhood, when talking and smiling at each other also occur. |
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Cooperative Play |
Play that is organized around a theme, with each child taking on a different role, and that begins at about 2 years of age. |
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Enabling Actions |
Individuals' actions and remarks that tend to support others and sustain the interaction. |
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Constricting Actions |
Interactions in which one partner tries to emerge as the victor by threatening or contradicting the other. |
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Prosocial Behavior |
Any behavior that benefits another person. |
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Altruism |
Prosocial behavior such as helping and sharing in which the individual does not benefit directly from the behavior. |
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Empathy |
Experiencing another person's feelings. |
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Social Role |
A set of cultural guidelines about how one should behave, especially with other people. |
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Gender Stereotypes |
Beliefs and images about males and females that are not necessarily true. |
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Relational Aggression |
Aggression used to hurt others by undermining their social relationships. |
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Gender Identity |
A sense of oneself as male or female. |
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Gender Labeling |
Young children's understanding that they are either boys or girls and naming of themselves accordingly. |
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Gender Stability |
The understanding in preschool children that boys become men and girls become women. |
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Gender Consistancy |
The understanding that maleness and femaleness do not change over situations or personal wishes. |
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Gender-Schema Theory |
A theory that states that children want to learn more about an activity only after first deciding whether it is masculine or feminine. |
