Emotional And Personality Development Ch9

Front 1

The SELF
Erickson Theory
Conflict #3:
Initiative vs. Guilt

Back 1

Early childhood
Conscience developes
Able to hear inner self
i. self-observation
ii. self-guidance
iii. self-punishment
CONFLICT:
Freedom and opportunity supports INITIATIVE
GUILT develops if child's enthusiasm and curiosity is squelched

Front 2

SELF understanding
SELF CONCEPT

Back 2

starts @ 18 mos - end of 2 yrs
Self description focuses on physical characteristics, physical actins, material possessions, called active dimension

Front 3

Piaget's view on Moral Reasoning Development
1st of 2 stages

Back 3

Heteronomous: 4-7 yrs old
child doesn't look at the intention..things are B&W.
Rule broken means punishment.
Rules have unchangeable properties, thus people can't change them

Front 4

Piaget's view on Moral Reasoning Development
2nd of 2 stages

Back 4

Autonomous: 10 yrs old
Child realizes rules are made by people and can be changed.
Before judging an action need to look at intention

Front 5

What is moral development?

Back 5

involves thought, feelings, and behaviors regarding rules and conventions.
It involves INTERpersonal and INTRApersonal components.

Front 6

Moral behavior and self control

Back 6

Self control is an important aspect of understanding children's moral behavior. to achieve self control, they must learn to be patient and delay gratification

Front 7

What are the parenting styles

Back 7

Authorative
Authoratarian
Indulgent
Neglect

Front 8

What will children by like under
AUTHORATIVE parenting style

Back 8

Cheerful, self-controlled, self-reliant, achievement oriented, cooperate w/adults, cope well under stress

Front 9

What will children by like under
AUTHORITARIAN parenting style

Back 9

anxious about themselves and w/others, FAIL TO INITIATE activites, weak communication skills

Front 10

What will children by like under
INDULGENCE parenting style

Back 10

may be impulsive, aggressive,domineering,non-compliant, never learn self-control, rarely learn to respect others, have difficulty controlling their behaviors, have difficulties w/peer relationships

Front 11

What will children by like under
NEGLECT parenting style

Back 11

Often are immature, may be alienated from the family, socially incompetent, poor self-esteem, poor self-control, don't handle independence well

Front 12

PEER RELATIONS
what are their functions

Back 12

- one of the most important func is to provide a source of info and comparison outside family.
Thus, GOOD peer relations can be necessary for normal social development

Front 13

PLAY FUNCTION

Back 13

It's engaged for its own sake
However, it also
-increases affiliation w/peers
-advances cognitive development
-increases exploration
-provides safe haven to explore and learn
-increase conversation and interaction
-practice roles they will probably assume later in life

Front 14

PLAY THERAPY

Back 14

-Allows child to work off frustrations
-Thru play, child can be analyzed for conflicts and coping issues
-child feels less threatened in play, thus can express true feelings

Front 15

PARTEN's Classifications of play

Back 15

play in childs SOCIAL world:
1-Unoccupied play
2-Solitary play
3- Onlooker play
4- Parallel play
5- Associative play
6- Cooperative play

Front 16

PARTEN's Classifications of play
Define: Unoccupied

Back 16

Stands alone in 1 spot, looks around the room, or performs random movements that don't seem to hav a goal.

Front 17

PARTEN's Classifications of play
Define: Solitary

Back 17

child plays alone and independently of others

Front 18

Mildred PARTEN's (1932) Classifications of play
Define: Onlooker

Back 18

when the child watches other children play. May ask questions/talk to kids, but won't participate.

Front 19

PARTEN's Classifications of play
Define: Parallel

Back 19

Child plays separately from others, but with toys like those the others are using or in a manner that mimics their play

Front 20

PARTEN's Classifications of play
Define: Associative

Back 20

involves social interaction with little or no organization (no rules)
Children are more interested in each other than the activity: borrowing/lending toys, follow each other in lines, etc

Front 21

PARTEN's Classifications of play
Define: Cooperative

Back 21

Social interaction in a group with a sense of group identity and organized activity (phototype for play in middle childhood).

Front 22

Bergen's types of play
Contemporary look at play
5 types

Back 22

Emphasized on cognitive and social aspects
1-sensorimotor and practice
2-Pretense/Symbolic play
3-Social Play
4-Constructive Play
5-Games

Front 23

Bergen's types of play
Define
Semimotor and Practice Play

Back 23

Semimotor: (infant stage: 9-24 mos.) pleasure from exercising their existing sensorimotor schemas
Practice play used to master new new skills/behaviors. Semimotor and Practice go hand-in-hand. But Practice play will stay throught life, where semimotor confined to infancy.

Front 24

Bergen's types of play
Define
Pretense/symbolic play

Back 24

from 9-30 mos. child transforms objects to symbols. Imagination peaks at 4-5 yrs and then gradually declines

Front 25

Bergen's types of play
Define
Social Play

Back 25

interact w/peers, rough 'n tough play...increasing dramatically during preschool years

Front 26

Bergen's types of play
Define
Constructive Play

Back 26

Most common type of play in preschool years.
Combines semimotor, repetitive activities w/sympolic representation of ideas. They engage in self-regulated creatoin or construction of a product or problem solution.
Constructive play increases as symbolic play increases adn sensorimotor play decreased in preschool yrs.

Front 27

Bergen's types of play
Define
Games

Back 27

Highest Level
include rules and are engaged-in for pleasure. Competition w/one another. The meaningfulness of challenge emerges in elementary school.