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35 Cards in this Set
- Front
- Back
Physical Development |
Found exercise programs enhance development of mental processing important for academics, recess is important for kids with ADHD, Canada recommends 90 minutes of physical activity every day, play helps brain, language and social development, children release tension, learn to solve problems, cooperate |
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Biological model of development |
Takes into account biological aspects of social and cultural contexts that shape development, development happens within a microsystem (immediate relationship), mesosystem (relationships among Microsystems), exosystem (communities), all part of macrosystem (culture) development occurs in the chronosystem |
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Blended families |
Parents children and step children merged through marriage |
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Extended families |
Parents children grandparents aunts uncles with daily contact |
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Authoritative |
High in warmth, exert firm control, set clear limits, expect mature behaviour, listen to concerns, give reasons for rules, allow democratic decision making, less strict punishment, more guidance, kids are happy with themselves, relate well to others, do well in school, have positive relationships with parents |
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Authoritarian |
Parents are cold and controlling, children are expected to be mature "because I said so!" Little talk about emotions, punishment is strict, no affection, kids perform less well in school, more hostile, less popular, low levels of self control |
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Permissive |
Parents are warm but have little control, few rules or consequences, expect little mature behaviour, "they're just kids" parents feel they are resources children can use as they wish, kids are immature, demanding, impulsive, rebellious, less socially competent, harmful parenting |
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Rejecting/neglecting |
Low in warmth and control, uninvolved, little effort put into parenting, focused on their own needs, no sleeping/eating schedule, react harshly to children requests for attention, parents have their own problems, kids are worst of all, insecure, noncompliant, aggressive, withdrawn, risk takers, poor performance in school |
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Secure attachments |
Receive comfort when needed, more confident to explore because they know they have someone to count on, less dependent on teachers, interact with others appropriately, high test scores, low drop out rates |
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Neglected children |
Invisible, viewed as shy, dont experience social anxiety |
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Psychosocial theory of development |
Erikson, connects personal development to social environment, 8 life stages invoking a central crises, resolution of each crises leads to personal and social competence and a foundation for solving future crises Stage 1/2- infant- develops trust and autonomy over shame and doubt Stage 3- early childhood- focuses on developing initiative and avoiding guilt Stage 4- elementary years- involves achieving a sense of industry and avoiding feelings of inferiority Stage 5- identity versus role confusion Stage 6/7/8- adulthood- struggles of intimacy, generatively and integrity |
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Self-concept |
What we know, knowledge and beliefs about oneself, ideas, feelings, attitudes, our attempt to explain ourselves, based on appearance, popularity, trustworthiness, relations with parents, emotional stability, academics, creativity, early experiences have strong impact of self-concept, is middle school self-concept is linked to appearance, social acceptance and school achievement, linked to accomplishment in jobs |
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Self-esteem |
What we feel, judgment of self worth, includes feeling confident and proud of yourself as a person, incorporates self-concepts in all areas of life, influenced by others valuing your characteristics and capabilities |
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Theory of the mind |
Understanding other people have their own minds, thoughts, feelings, beliefs, desires and perceptions, developed around age 2, helps children understand other behaviour, kids with autism lack this |
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Perspective taking ability |
Understanding intentions, develops as children learn different people have different identities, feelings and perspectives, fosters cooperation and moral development |
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Moral reasoning |
Sense of right and wrong, construction of judgments, earliest issue is learning to share |
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Moral realism |
Piaget, young kids think rules just exist, by 5 or 6 one believes rules are absolute and cannot be changed, when rules are broken punishment is determined by the damage done, eventually they learn different people have different rules, shift to morality cooperation, people make rules and can change them, when rules are broken damage done and intention are taken into consideration |
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Kohlbergs theory of moral development |
Based on Piaget, evaluated moral reasoning, proposed a sequence of stages of moral reasoning about right and wrong -preconventional level: judgment based on ones needs Stage 1: obedience orientation- obey rules to avoid punishment Stage 2: rewards/exchange orientation- right and wrong determined by personal needs -conventional level: society and law expections taken into account Stage 3: being nice/relationships orientation Stage 4: law and order orientation- authority must be obeyed -post conventional level: judgments based on ethics Stage 5- social contract orientation: morals based on socially agreed upon standards Stage 6: universal ethical principles: universal principles of human dignity that should be upheld no matter what law or people say |
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Ethic of Care |
Carol Gilligan, believed women were not represented in kohlbergs theory, she suggested individuals move from a focus on self-interest to moral reasoning based on commitment to individuals and relationships, based on care for all people |
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Insecure attachment |
Kids can be fearful, anxious, clingy, rejecting, angry |
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Social conventions |
Agreed upon rules and ways of doing things |
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Personal choices |
Individual preferences and private issues |
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Instrumental aggression |
Most common, intended to gain an object of privilege |
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Hostile aggression |
Inflicting intentional harm |
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Overt aggression |
Threats or physical attacks, mostly by boys |
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Relational aggression |
Threatening or damaging social relationships, insults, gossip, taunts, mostly done by girls |
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Cyber aggression |
Using email/social media to spread rumours, make threats and terrorize peers |
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Divorce |
Parents may have to downsize, work more, move kids from their school, neighbourhood and relationships, kids have problems at school, lose/gain weight, have trouble sleeping, most kids adapt |
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Cliques vs crowds |
Rubin, cliques- small friendship based groups, crowds- less intimate, loosely organized, provide identity, little interaction among members |
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Peer cultures |
Group of students with rules, how to dress, talk, do hair, interact with others, group determines activities, music and if students are in or out |
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Popular prosocial |
Academically and socially competent, have strategies to work things out |
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Popular antisocial |
Boys who are aggressive, athletic, think it's cool to bully |
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Rejected aggressive |
High conflict and hyperactive/impulsive, poor self control, often misunderstand the intentions of others, assign blame and act aggressively on their hurt feelings |
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Rejected withdrawn |
Timid and withdrawn, targets of bullies, avoid social interactions so they aren't attacked or laughed at |
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Controversial children |
Positive and negative social qualities, social status can change, can be hostile and disruptive, can engage in positive prosocial behavior, generally happy in relationships |