Emotional And Social Development In Early Childhood

Front 1

Initiative vs guilt according to Erikson

Back 1

conflict resolved positively through play experiences

foster sense of PURPOSEFULNESS and development of not overly strict discouraging SUPEREGO

Front 2

I self

Back 2

self as knower and actor

separate from surrounding world and can control actions

remains same person over time

Front 3

Me self

Back 3

self as object of knowledge and evaluation

all qualities that make self unique

Front 4

self concept

Back 4

set of attributes, abilities, attitudes and values individual believes defines who he or she is

Front 5

Cultural variations in story telling and self concept

Back 5

Chinese stress importance of social obligations

white ppl stress individuality

Front 6

Self esteem and initiative

Back 6

high self esteem contributes to initiative

harsh parents crit = kid anticipate disapproval

Front 7

Empathy vs sympathy

Back 7

sympathy - feelings of concern or sorrow for another's plight

empathy - feeling with another person
can lead to personal distress

Front 8

Kinds of play

Back 8

Nonsocial activity
Parallel play
Associative play
Cooperative Play

Front 9

Nonsocial activity

Back 9

unoccupied onlooker behavior and solitary play

Front 10

Parallel play

Back 10

kid plays near other kids with similar materials but doesn't interact

Front 11

Associative play

Back 11

kids engage in separate activities but interact by exchanging toys and comments

true social interaction

Front 12

Cooperative play

Back 12

kids aim for common goal

sociodramatic play

Front 13

First friendships in preschool

Back 13

Give twice as much greetings praise to friends

More friends = adjust favorably

Front 14

Social problem solving

Back 14

strategies that prevent or resolve disagreements both acceptable to others and self

Front 15

Social problem solving and peer relations

Back 15

Get along = right interpretation, effective problem solving strategies

Difficulties = biased social expectations, misinterprate cues

Front 16

Psychoanalytic perspective on moral development of early childhood

Back 16

emphasizes emotional side of moral development

guilt is important motivator but discipline doesn't foster development

Front 17

Social learning theory on moral development of early childhood

Back 17

morals learned through reinforcement and modeling

effective parents practice what they preach

Front 18

Cognitive developmental theory on moral development of early childhood

Back 18

kids active thinkers about social rules

by age 4 kids consider intentions in making moral judgements

Front 19

Induction

Back 19

type of discipline where adult makes kid aware of others feelings by pointing out effects of misbehavior

better than strict discipline

Front 20

Ethnic diff in consequences of phys punishment

Back 20

Black parents use spanking but culturally approved and parental warmth = ok

white ppl think spanking is physical aggression

Front 21

Temperament and development of conscience in early childhood

Back 21

mild patient tactics for anxious preschoolers

firm correction + induction + secure attachment for impulsive kids

Front 22

Instrumental aggression

Back 22

aggression aimed at obtaining an object, privelege or space

no deliberate harm

Front 23

Hostile aggression

Back 23

intent to harm another

Front 24

Physical aggression

Back 24

hostile aggression through physical injuries to others or property

Front 25

Verbal aggression

Back 25

hostile aggression through threats, name calling or teasing

Front 26

Relational aggression

Back 26

hostile aggression damages anothers peer relationship through gossip, exclusion or manipulation

Front 27

Gender typing (biological)

Back 27

prenatal hormones make boys have higher activity level

prefer same sex playmates

Front 28

Girls vs boys aggression

Back 28

Girls concentrate relational aggression

boys more varied, higher aggression rates

Front 29

Social learning theory on gender typing

Back 29

Preschoolers first get sex stereotypes through modeling and reinforcement

Front 30

Cognitive developmental theory on gender typing

Back 30

GENDER CONSTANCY must be mastered before gender typed behavior

but behavior acquired before constancy

Front 31

Environmental influences on gender typing

parents, teachers, peers, tv

Back 31

Parents give kids gender appropriate toys

Teachers - encourage girls to participate in adult structured activities

Peers - same sex peers reinforce gender typed play

Front 32

Gender identity

Back 32

image of oneself as relatively masculine or feminine

Front 33

Androgyny

Back 33

Gender id of those who score high on both masculine and feminine characteristics

Front 34

Gender constancy

Back 34

understanding that sex is biologically based

remains same over time/appearance

Front 35

Gender schema theory

Back 35

Info processing approach w/social learning and cog develop

As kids acquire gender stereotypes pref and behaviors, form masculine and feminine categories to apply to themselves and world

Front 36

Baumrind's model of parenting styles 2 major dimensions

Back 36

Demands (reasonable expectations of child performance)

Responsiveness (accepting kids and meeting needs)

Front 37

Authoratitive parenting

Back 37

High in responsiveness and demand

sets reasonable limits, encourages, participates in decision making

Hint 37

Outcome:

upbeat, cooperative, high esteem, task persistence, self control

Front 38

Authoritarian parenting

Back 38

high in demand low in response

little warmth but clear high demands

Hint 38

Outcome:

unhappy, low self esteem, tend to react with hostility, girls dependent

Front 39

Permissive parenting

Back 39

low in demand high in response

warm but overindulgent

Hint 39

outcome:

impulsive, disobedient, rebellious

Front 40

Uninvolved parenting

Back 40

low in response and demand

not focused on child/neglect

Hint 40

outcome:

poor regulation, antisocial, difficulty in school

Front 41

3 major dimensions of parenting styles in text

Back 41

Acceptance and involvement
Control
Autonomy granting

Front 42

Cultural variations in parenting styles

Back 42

Asian, hispanic, black parents- parental warmth with high levels of control

Front 43

Family variables of child maltreatment

Back 43

use ineffective discipline and have negative view of kid

stress

Front 44

Community variables of child maltreatment

Back 44

stress and social isolation increase chances of abuse

Front 45

Culture variables of child maltreatment

Back 45

societies that view violence as solution to problems encourage abuse