G&d Exam 2

Front 1

Just right

Back 1

the tendency of children to insist on having things done in a particular way.

Front 2

Injury control/harm reduction

Back 2

Practices that are aimed at anticipating, controlling, & preventing dangerous activities; these practices reflect the beliefs that accidents are not random and that injuries can be made less harmful if proper controls are in place

Front 3

primary prevention

Back 3

actions that change overall background conditions to prevent some unwanted event or circumstance, such as injury, disease, or abuse

Front 4

secondary prevention

Back 4

actions that avert harm in a high-risk situation, such as stopping a car before it hits a pedestrian or installing traffic lights at dangerous intersections

Front 5

tertiary prevention

Back 5

actions, such as immediate and effective medical treatment, that are taken after an adverse event (such as illness, injury, or abuse) occurs & that are aimed at reducing the harm or preventing disability

Front 6

Prefrontal cortex

Back 6

The area of the cortex at the front of the brain that specializes in anticipation, planning, & impulse control

Front 7

myelination

Back 7

the process by which axons become coated with myelin, a fatty substance that speeds the transmission of nerve impulses from neuron to neuron

Front 8

perseveration

Back 8

the tendency to persevere in, or stick to, one thought or action for a long time; opposite of impulsiveness

Front 9

corpus callosum

Back 9

a long, thick band of nerve fibers that connects the L & R hemispheres of the brain & allows communication between them

Front 10

lateralization

Back 10

literally, "sidedness", referring to the specialization in certain functions by each side of the brain, with one side dominant for each activity. the L side of the brain controls the R side of the body & vice versa.

Front 11

limbic system

Back 11

the major brain region crucial to the development of emotional expression & regulation; its three main areas are the amygdala, the hippocampus, & the hypothalamus, although recent research has found that many other areas of the brain are involved with emotions.

Front 12

amygdala

Back 12

a tiny brain structure that registers emotions, particularly fear and anxiety

Front 13

hippocampus

Back 13

a brain structure that is a central processor of memory, especially memory for locations

Front 14

hypothalamus

Back 14

a brain area that responds to the amygdala & the hippocampus to produce hormones that activate other parts of the brain & body

Front 15

pre-operational intelligence

Back 15

piaget's term for cognitive development between the ages of about 2 & 6; it includes language & imagination (which involve symbolic thought), but logical, operational thinking is not yet possible

Front 16

symbolic thought

Back 16

the concept that an object or word can stand for something else, including something pretend or something not seen. Once symbolic thought is possible, language becomes much more useful.

Front 17

animism

Back 17

the belief that natural objects & phenomena are alive

Front 18

centration

Back 18

a characteristic of preoperational thought whereby a young child focuses (centers) on one idea, excluding all others

Front 19

egocentrism

Back 19

piagets term for young children's tendency to think about the world entirely from their own personal perspective

Front 20

focus on appearance

Back 20

a characteristic of pre-operational thought whereby a young child ignores all attributes that are not apparent

Front 21

static reasoning

Back 21

a characteristic of pre-operational thought whereby a young child thinks that nothing changes. whatever is now has always been and always will be.

Front 22

irreversibility

Back 22

a characteristic of preoperational thought whereby a child thinks that nothing can be undone. a thing cannot be restored to the way it was before a change occurred.

Front 23

conservation

Back 23

the principle that the amount of a substance remains the same (i.e., is conserved) even when its appearance changes

Front 24

zone of proximal development (ZPD)

Back 24

Vygotsky's term for the skills-- cognitive as well as physical-- that a person can exercise only with assistance, not yet independently

Front 25

scaffolding

Back 25

temporary support that is tailored to a learner's needs and abilities and aimed at helping the learner master the next task in a given learning process

Front 26

overimitation

Back 26

the tendency of children to copy an action that is not a relevant part of the behavior to be learned; common among 2-6 y/o when they imitate adult actions that are irrelevant and inefficient

Front 27

theory-theory

Back 27

the idea that children attempt to explain everything they see and hear

Front 28

theory of mind

Back 28

a person's theory of what other people might be thinking. in order to have a theory of mind, children must realize that other people are not necessarily thinking the same thoughts that they themselves are. That realization is seldom acheived before age 4.

Front 29

fast-mapping

Back 29

the speedy & sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meaning.

Front 30

overregularization

Back 30

the application of rules of grammar even when exceptions occur, making the language seem more "regular" than it actually is.

Front 31

balanced bilingual

Back 31

a person who is fluent in two languages, not favoring one over the other

Front 32

Montessori schools

Back 32

schools that offer early-childhood education cased on the philosophy of Maria Montessori (an italian educator more than a century ago); it emphasizes careful work and tasks that each young child can do.

Front 33

Reggio Emilia

Back 33

A famous program of early-childhood education that originated in the town of Reggio Emilia, Italy; it encourages each child's creativity in a carefully designed setting

Front 34

Head Start

Back 34

The most widespread early-childhood-education program in the US, begun is 1965 and funded by the federal government

Front 35

Initiative vs. guilt

Back 35

Erikson's third psychosocial crisis, in which children undertake new skills and activities and feel guilty when they do not succeed at them.

Front 36

self-concept

Back 36

A person's understanding of who he or she is, incorporating self-esteem, physical appearance, personality, and various personal traits, such as gender and size

Front 37

Emotional regulation

Back 37

The ability to control when and how emotions are expressed

Front 38

intrinsic motivation

Back 38

a drive, or reason to pursure a goal, that comes from inside a person, such as the need to feel smart or competent

Front 39

extrinsic motivation

Back 39

a drive, or reason to pursue a goal, that arises from the need to have one's achievements rewarded from outside, perhaps by receiving material possessions or another person's esteem

Front 40

imaginary friends

Back 40

make-believe friends who exist only in a child's imagination; increasingly common from ages 3-7, they combat loneliness and aid emotional regulation

Front 41

psychopathology

Back 41

an illness or disorder of the mind

Front 42

externalizing problems

Back 42

difficulty with emotional regulation that involves expressing powerful feeling through uncontrolled physical or verbal outbursts, as by lashing out at other people or breaking things

Front 43

internalizing problems

Back 43

difficulty with emotional regulation that involves turning one's emotional distress inward, as by feeling excessively guilty, ashamed, or worthless

Front 44

solitary play

Back 44

a child plays alone, unaware of any other children playing nearby

Front 45

onlooker play

Back 45

a child watches other children play

Front 46

parallel play

Back 46

children play with similar objects in similar ways, but not together

Front 47

associative play

Back 47

children interact, sharing material, but their play is not reciprocal

Front 48

cooperative play

Back 48

children play together, creating dramas or taking turns

Front 49

rough-and-tumble play

Back 49

play that mimics aggression through wrestling, chasing, or hitting, but in which there is no intent to harm

Front 50

sociodramatic play

Back 50

pretend play in which children act our various roles and themes in stories that they create

Front 51

authoritarian parenting

Back 51

an approach to child rearing that is characterized by high behavioral standards, strict punishment of misconduct, & little communication

Front 52

permissive parenting

Back 52

an approach to child rearing that is characterized by high nurturance and communication but little discipline, guidance, or control

Front 53

authoritative parenting

Back 53

an approach to child rearing in which the parents set limits and enforce rules but are flexible and listen to their children

Front 54

neglectful/uninvolved parenting

Back 54

an approach to child rearing in which the parents are indifference toward their children and unaware of what is going on in their children's lives

Front 55

sex differences

Back 55

biological differences between males and females, in organs, hormones, and body shape

Front 56

gender differences

Back 56

differences in roles and behaviors that are prescribed by a culture for males and females

Front 57

oedipus complex

Back 57

the unconscious desire of young boys to replace their fathers and win their mothers' exclusive love

Front 58

superego

Back 58

in psychoanalytical theory, the judgmental part of the personality that internalizes the moral standards of the parents

Front 59

electra complex

Back 59

the unconscious desire of girls to replace their mothers and win their fathers' exclusive love

Front 60

identification

Back 60

an attempt to defend one's self-concept by taking on the behaviors and attitudes of someone else

Front 61

gender schema

Back 61

a child's cognitive concept or general belief about sex differences, which is based on his or her observations and experiences

Front 62

empathy

Back 62

the ability to understand the emotions and concerns of another person, especially when they differ from one's own.

Front 63

antipathy

Back 63

feelings of dislike or even hatred for another person

Front 64

prosocial behavior

Back 64

actions that are helpful and kind but are of no obvious benefit to the person doing them

Front 65

antisocial behavior

Back 65

actions that are deliberatively hurtful or destructive to another person

Front 66

instrumental aggression

Back 66

hurtful behavior that is intended to get something that another person has to keep it

Front 67

reactive aggression

Back 67

an impulsive retaliation for another person's intentional or accidental action, verbal, or physical

Front 68

relational aggression

Back 68

nonphysical acts, such as insults or social rejection, aimed at harming the social connection between the victim and other people

Front 69

bullying aggression

Back 69

unprovoked, repeated physical or verbal attack, especially on victims who are unlikely to defend themselves

Front 70

psychological control

Back 70

a disciplinary technique that involves threatening to withdraw love and support that relies on a child's feelings of guilt and gratitude to the parents

Front 71

time-out

Back 71

a disciplinary technique in with h a child is separated from other people and activities for a specified time

Front 72

child maltreatment

Back 72

intentional harm to or avoidable endangerment of anyone under 18 years of age

Front 73

child abuse

Back 73

deliberate action that is harmful to a child's physical, emotional, or sexual well-being

Front 74

child neglect

Back 74

failure to meet a child's basic physical, educational, or emotional needs

Front 75

reported maltreatment

Back 75

harm or endangerment about which someone has notified the authorities

Front 76

substantial maltreatment

Back 76

harm or endangerment that has been reported, investigated, or verified

Front 77

permanency planning

Back 77

an effort by child-welfare authorities to find a long-term living situation that will provide stability and support for a maltreated child. A goal is to avoid repeated changes of caregiver or school, which can be particularly harmful to the child

Front 78

kinship care

Back 78

a form of foster care in which a relative of a maltreated child, usually a grandparent, becomes the approved caregiver

Front 79

middle childhood

Back 79

the period between early childhood are early adolescence, approximately from ages 6-11

Front 80

body mass index (BMI)

Back 80

a person's wt in kilograms divided by the square of height in meters

Front 81

childhood overweight

Back 81

in a child, having a BMI above the 85th percentile, according to the US centers for disease control's 1980 standards for children of a given age.

Front 82

childhood obesity

Back 82

in a child, having a BMI above the 95th percentile, according to the US centers for disease control's 19080 standards for children of a given age

Front 83

asthma

Back 83

a chronic disease of the respiratory system in which inflammation narrows the airways from the nose and mouth to the lungs, causing difficulty in breathing. S/S include wheezing, SOB, chest tightness, and coughing

Front 84

concrete operational thought

Back 84

piagets term for the ability to reason logically about direct experiences and perceptions

Front 85

classification

Back 85

the logical principle that things can be organized into groups (or categories or classes) according to some characteristic they have in common

Front 86

reaction time

Back 86

the time is takes to respond to a stimulus, either physically (with a reflexive movement such as an eyeblink) or cognitively (with a thought)

Front 87

selective attention

Back 87

the ability to concentrate on some stimuli while ignoring others

Front 88

sensory memory

Back 88

the component of the information-processing system in which incoming stimulus information is stored for a split second to allow it to be processed (Also called the sensory register)

Front 89

working memory

Back 89

the component of the information-processing system in which current conscious mental activity occurs. (Formerly called short-term memory)

Front 90

long-term memory

Back 90

the component of the information-processing system in which virtually limitless amounts of information can be stored indefinitely

Front 91

knowledge base

Back 91

a body of knowledge in a particular area that makes it easier to master new information in that area

Front 92

control processes

Back 92

mechanisms (including selective attention, metacognition, and emotional regulation) that combine memory, processing speed, and knowledge to regulate the analysis and flow of information within the information-processing system (Also called executive processes)

Front 93

metacognition

Back 93

"thinking about thinking", or the ability to evaluate a cognitive task in order to determine how best to accomplish it, and then to monitor and adjust one's performance on that task

Front 94

pragmatics

Back 94

the practical use of language that includes the ability to adjusts language communication according to audience and context

Front 95

pragmatics

Back 95

the practical use of language that includes the ability to adjusts language communication according to audience and context

Front 96

immersion

Back 96

a strategy in which instruction in all school subjects occurs in the second (usually the majority) language that a child is learning

Front 97

bilingual schooling

Back 97

a strategy in which school subjects are taught in both the learner's original language and the second (majority) language

Front 98

bilingual schooling

Back 98

a strategy in which school subjects are taught in both the learner's original language and the second (majority) language

Front 99

ESL (English as a second language)

Back 99

An approach to teaching english in which all children who do not speak english are placed together in an intensive course to learn basic english so that they can be educated in the same classroom as native english speakers

Front 100

hidden cirriculum

Back 100

the unofficial, unstated, or implicit rules and priorities that influence the academic curriculum and every other aspect of learning in a school

Front 101

hidden cirriculum

Back 101

the unofficial, unstated, or implicit rules and priorities that influence the academic curriculum and every other aspect of learning in a school

Front 102

Trends in Math and Science (TIMMS)

Back 102

an international assessment of the math and science skills of fourth and eighth graders. Although the TIMSS is very useful, different countries' scores are not always comparable because sample selection, test administration, and content validity are hard to keep uniform

Front 103

hidden cirriculum

Back 103

the unofficial, unstated, or implicit rules and priorities that influence the academic curriculum and every other aspect of learning in a school

Front 104

Trends in Math and Science (TIMMS)

Back 104

an international assessment of the math and science skills of fourth and eighth graders. Although the TIMSS is very useful, different countries' scores are not always comparable because sample selection, test administration, and content validity are hard to keep uniform

Front 105

Progress in International Reading Literacy Study (PIRLS)

Back 105

Inaugurated in 2001, a planned five-year cycle of international trend studies in the reading ability of fourth graders.

Front 106

hidden cirriculum

Back 106

the unofficial, unstated, or implicit rules and priorities that influence the academic curriculum and every other aspect of learning in a school

Front 107

Trends in Math and Science (TIMMS)

Back 107

an international assessment of the math and science skills of fourth and eighth graders. Although the TIMSS is very useful, different countries' scores are not always comparable because sample selection, test administration, and content validity are hard to keep uniform

Front 108

Progress in International Reading Literacy Study (PIRLS)

Back 108

Inaugurated in 2001, a planned five-year cycle of international trend studies in the reading ability of fourth graders.

Front 109

No Child Left Behind Act

Back 109

A US law enacted in 2001 that was intended to increase accountability in education by requiring states to qualify for federal educational funding by administering standardized tests to measure school achievement

Front 110

hidden cirriculum

Back 110

the unofficial, unstated, or implicit rules and priorities that influence the academic curriculum and every other aspect of learning in a school

Front 111

Trends in Math and Science (TIMMS)

Back 111

an international assessment of the math and science skills of fourth and eighth graders. Although the TIMSS is very useful, different countries' scores are not always comparable because sample selection, test administration, and content validity are hard to keep uniform

Front 112

Progress in International Reading Literacy Study (PIRLS)

Back 112

Inaugurated in 2001, a planned five-year cycle of international trend studies in the reading ability of fourth graders.

Front 113

No Child Left Behind Act

Back 113

A US law enacted in 2001 that was intended to increase accountability in education by requiring states to qualify for federal educational funding by administering standardized tests to measure school achievement

Front 114

National Assessment of Educational Progress (NAEP)

Back 114

An ongoing and nationally representative measure of US children's achievement in reading, mathematics, and other subjects over time; nicknamed "the Nation's Report Card"

Front 115

hidden cirriculum

Back 115

the unofficial, unstated, or implicit rules and priorities that influence the academic curriculum and every other aspect of learning in a school

Front 116

Trends in Math and Science (TIMMS)

Back 116

an international assessment of the math and science skills of fourth and eighth graders. Although the TIMSS is very useful, different countries' scores are not always comparable because sample selection, test administration, and content validity are hard to keep uniform

Front 117

Progress in International Reading Literacy Study (PIRLS)

Back 117

Inaugurated in 2001, a planned five-year cycle of international trend studies in the reading ability of fourth graders.

Front 118

No Child Left Behind Act

Back 118

A US law enacted in 2001 that was intended to increase accountability in education by requiring states to qualify for federal educational funding by administering standardized tests to measure school achievement

Front 119

National Assessment of Educational Progress (NAEP)

Back 119

An ongoing and nationally representative measure of US children's achievement in reading, mathematics, and other subjects over time; nicknamed "the Nation's Report Card"

Front 120

Charter school

Back 120

A public school with its own set of standards that is funded and licensed by the state or local district in which it is located

Front 121

private school

Back 121

a school funded by parents and sponsoring institutions. Such schools have control over admissions, hiring, and specifics of curriculum, although some regulations apply

Front 122

private school

Back 122

a school funded by parents and sponsoring institutions. Such schools have control over admissions, hiring, and specifics of curriculum, although some regulations apply

Front 123

parochial school

Back 123

Non-public schools organized by a religious group, often Roman Catholic but sometimes Jewish, Muslim, and so on. The curriculum, discipline, and many instructors in parochial schools reflect the beliefs of the beliefs of the religious body, which often provides substantial financial support

Front 124

private school

Back 124

a school funded by parents and sponsoring institutions. Such schools have control over admissions, hiring, and specifics of curriculum, although some regulations apply

Front 125

parochial school

Back 125

Non-public schools organized by a religious group, often Roman Catholic but sometimes Jewish, Muslim, and so on. The curriculum, discipline, and many instructors in parochial schools reflect the beliefs of the beliefs of the religious body, which often provides substantial financial support

Front 126

voucher

Back 126

a monetary commitment by the government to pay for the education of a child. Vouchers very a great deal from place to place, not only in amount and availability, but in restrictions as to who gets them and what schools accept them. Typically, the voucher goes to whatever school the child attends.

Front 127

private school

Back 127

a school funded by parents and sponsoring institutions. Such schools have control over admissions, hiring, and specifics of curriculum, although some regulations apply

Front 128

parochial school

Back 128

Non-public schools organized by a religious group, often Roman Catholic but sometimes Jewish, Muslim, and so on. The curriculum, discipline, and many instructors in parochial schools reflect the beliefs of the beliefs of the religious body, which often provides substantial financial support

Front 129

voucher

Back 129

a monetary commitment by the government to pay for the education of a child. Vouchers very a great deal from place to place, not only in amount and availability, but in restrictions as to who gets them and what schools accept them. Typically, the voucher goes to whatever school the child attends.

Front 130

Home schooling

Back 130

education in which children are taught at home, usually by their parents, instead of attending any school, public or private

Front 131

aptitude

Back 131

the potential to master a specific skill or to learn a certain body of knowledge

Front 132

aptitude

Back 132

the potential to master a specific skill or to learn a certain body of knowledge

Front 133

IQ (intelligence quotient) test

Back 133

a test designed to measure intellectual aptitude , or ability to learn in school. Originally, intelligence was defined by chronological age, times 1---hence the term intelligence quotient, or IQ

Front 134

aptitude

Back 134

the potential to master a specific skill or to learn a certain body of knowledge

Front 135

IQ (intelligence quotient) test

Back 135

a test designed to measure intellectual aptitude , or ability to learn in school. Originally, intelligence was defined by chronological age, times 1---hence the term intelligence quotient, or IQ

Front 136

achievement test

Back 136

a measure of mastery or proficiency in reading, mathematics, writing, science, or some other subject

Front 137

multiple intelligences

Back 137

the idea that human intelligence is comprised of a varied set of abilities rather than a single, all-encompassing one

Front 138

comorbid

Back 138

refers to the presence of 2 or more disease conditions at the same time in the same person

Front 139

comorbid

Back 139

refers to the presence of 2 or more disease conditions at the same time in the same person

Front 140

multifinality

Back 140

a basic principle of developmental psychopathology that holds that one cause can have many (multiple) final manifestations

Front 141

equifinality

Back 141

a basic principle of developmental psychopathology that holds that one symptom can have many causes

Front 142

equifinality

Back 142

a basic principle of developmental psychopathology that holds that one symptom can have many causes

Front 143

attention-deficit/hyperactivity disorder (ADHD)

Back 143

a condition in which a person not only has great difficulty concentrating for more than a few moments but also is inattentive, impulsive, and overative

Front 144

equifinality

Back 144

a basic principle of developmental psychopathology that holds that one symptom can have many causes

Front 145

attention-deficit/hyperactivity disorder (ADHD)

Back 145

a condition in which a person not only has great difficulty concentrating for more than a few moments but also is inattentive, impulsive, and overative

Front 146

bipolar disorder

Back 146

a condition characterized by extreme mood swings, from euphoria to deep depression, not caused by outside experiences

Front 147

learning disability

Back 147

a marked delay in a particular area of learning that is not caused by an apparent physical disability, by another disorder, or by an unusually stressful home environment

Front 148

dyslexia

Back 148

unusual difficulty with reading thought to be the result of some neurological underdevelopment

Front 149

learning disability

Back 149

a marked delay in a particular area of learning that is not caused by an apparent physical disability, by another disorder, or by an unusually stressful home environment

Front 150

dyslexia

Back 150

unusual difficulty with reading thought to be the result of some neurological underdevelopment

Front 151

dyscalculia

Back 151

unusual difficulty with math, probably originating from a distinct part of the brain

Front 152

autism spectrum disorder

Back 152

any of several disorders characterized by inadequate social skills, impaired communication, and unusual play

Front 153

autism spectrum disorder

Back 153

any of several disorders characterized by inadequate social skills, impaired communication, and unusual play

Front 154

least restrictive environment (LRE)

Back 154

a legal requirement that children with special needs be assigned to the most general educational context in which they can be expected to learn

Front 155

autism spectrum disorder

Back 155

any of several disorders characterized by inadequate social skills, impaired communication, and unusual play

Front 156

least restrictive environment (LRE)

Back 156

a legal requirement that children with special needs be assigned to the most general educational context in which they can be expected to learn

Front 157

response to intervention (RTI)

Back 157

an educational strategy that uses early intervention to help children who demonstrate below-average achievement. Only children who are not helped are designated for more intense measures.

Front 158

autism spectrum disorder

Back 158

any of several disorders characterized by inadequate social skills, impaired communication, and unusual play

Front 159

least restrictive environment (LRE)

Back 159

a legal requirement that children with special needs be assigned to the most general educational context in which they can be expected to learn

Front 160

response to intervention (RTI)

Back 160

an educational strategy that uses early intervention to help children who demonstrate below-average achievement. Only children who are not helped are designated for more intense measures.

Front 161

individual education plan (IEP)

Back 161

a document that specifies educational goals and plans for a child with special needs

Front 162

industry vs. inferiority

Back 162

the fourth of erikson's eight psychosocial crises, during which children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent

Front 163

industry vs. inferiority

Back 163

the fourth of erikson's eight psychosocial crises, during which children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent

Front 164

Latency

Back 164

Freud's term for middle childhood, during which children's emotional drives and psychosexual needs are quiet (Latent). Freud thought that sexual conflicts from earlier stages are only temporarily submerged, bursting forth again at puberty

Front 165

industry vs. inferiority

Back 165

the fourth of erikson's eight psychosocial crises, during which children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent

Front 166

Latency

Back 166

Freud's term for middle childhood, during which children's emotional drives and psychosexual needs are quiet (Latent). Freud thought that sexual conflicts from earlier stages are only temporarily submerged, bursting forth again at puberty

Front 167

social comparison

Back 167

the tendency to assess one's abilities, achievements, social status, and other attributes by measuring them against those of other people, especially one's peers

Front 168

industry vs. inferiority

Back 168

the fourth of erikson's eight psychosocial crises, during which children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent

Front 169

Latency

Back 169

Freud's term for middle childhood, during which children's emotional drives and psychosexual needs are quiet (Latent). Freud thought that sexual conflicts from earlier stages are only temporarily submerged, bursting forth again at puberty

Front 170

social comparison

Back 170

the tendency to assess one's abilities, achievements, social status, and other attributes by measuring them against those of other people, especially one's peers

Front 171

resilience

Back 171

the capacity to adapt well to significant adversity and to overcome serious stress

Front 172

family structure

Back 172

the legal and genetic relationships among relatives living in the same home; includes nuclear family, extended family, step family and so on

Front 173

family structure

Back 173

the legal and genetic relationships among relatives living in the same home; includes nuclear family, extended family, step family and so on

Front 174

family function

Back 174

the way a family works to meet the needs of it members. children need families to provide basic material necessities, to encourage learning to help them develop self-respect, to nurture friendships, and to foster harmony and stability

Front 175

family structure

Back 175

the legal and genetic relationships among relatives living in the same home; includes nuclear family, extended family, step family and so on

Front 176

family function

Back 176

the way a family works to meet the needs of it members. children need families to provide basic material necessities, to encourage learning to help them develop self-respect, to nurture friendships, and to foster harmony and stability

Front 177

nuclear family

Back 177

a family that consists of a father, a mother, and their biological children under age 18

Front 178

family structure

Back 178

the legal and genetic relationships among relatives living in the same home; includes nuclear family, extended family, step family and so on

Front 179

family function

Back 179

the way a family works to meet the needs of it members. children need families to provide basic material necessities, to encourage learning to help them develop self-respect, to nurture friendships, and to foster harmony and stability

Front 180

nuclear family

Back 180

a family that consists of a father, a mother, and their biological children under age 18

Front 181

single-parent family

Back 181

a family that consists of only one parent and his or her biological children under age 18

Front 182

family structure

Back 182

the legal and genetic relationships among relatives living in the same home; includes nuclear family, extended family, step family and so on

Front 183

family function

Back 183

the way a family works to meet the needs of it members. children need families to provide basic material necessities, to encourage learning to help them develop self-respect, to nurture friendships, and to foster harmony and stability

Front 184

nuclear family

Back 184

a family that consists of a father, a mother, and their biological children under age 18

Front 185

single-parent family

Back 185

a family that consists of only one parent and his or her biological children under age 18

Front 186

extended family

Back 186

a family of 3 or more generations living in one house hold

Front 187

family structure

Back 187

the legal and genetic relationships among relatives living in the same home; includes nuclear family, extended family, step family and so on

Front 188

family function

Back 188

the way a family works to meet the needs of it members. children need families to provide basic material necessities, to encourage learning to help them develop self-respect, to nurture friendships, and to foster harmony and stability

Front 189

nuclear family

Back 189

a family that consists of a father, a mother, and their biological children under age 18

Front 190

single-parent family

Back 190

a family that consists of only one parent and his or her biological children under age 18

Front 191

extended family

Back 191

a family of 3 or more generations living in one house hold

Front 192

polygamous family

Back 192

a family consisting of one man, several wives, and their children

Front 193

child culture

Back 193

the particular habits, styles, and values that reflect the set of rules and rituals that characterized children as distinct from adult society

Front 194

child culture

Back 194

the particular habits, styles, and values that reflect the set of rules and rituals that characterized children as distinct from adult society

Front 195

aggressive-rejected

Back 195

rejected by peers because of antagonistic, confrontational behavior

Front 196

child culture

Back 196

the particular habits, styles, and values that reflect the set of rules and rituals that characterized children as distinct from adult society

Front 197

aggressive-rejected

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rejected by peers because of antagonistic, confrontational behavior

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withdrawn-rejected

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rejected by peers because of timid, withdrawn, and anxious behavior

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child culture

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the particular habits, styles, and values that reflect the set of rules and rituals that characterized children as distinct from adult society

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aggressive-rejected

Back 200

rejected by peers because of antagonistic, confrontational behavior

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withdrawn-rejected

Back 201

rejected by peers because of timid, withdrawn, and anxious behavior

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bullying

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repeated, systemic efforts to inflict harm through physical, verbal, or social attack on a weaker person

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bully victim

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someone who attacks others and who is attacked as well. (also called provocative victims because they do things that elicit bullying)

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bully victim

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someone who attacks others and who is attacked as well. (also called provocative victims because they do things that elicit bullying)

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preconventional moral reasoning

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Kohlberg's first level of moral reasoning emphasizing rewards and punishments

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bully victim

Back 206

someone who attacks others and who is attacked as well. (also called provocative victims because they do things that elicit bullying)

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preconventional moral reasoning

Back 207

Kohlberg's first level of moral reasoning emphasizing rewards and punishments

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conventional moral reasoning

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Kohlberg's second level of moral reasoning, emphasizing social rules

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bully victim

Back 209

someone who attacks others and who is attacked as well. (also called provocative victims because they do things that elicit bullying)

Front 210

preconventional moral reasoning

Back 210

Kohlberg's first level of moral reasoning emphasizing rewards and punishments

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conventional moral reasoning

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Kohlberg's second level of moral reasoning, emphasizing social rules

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postconventional moral reasoning

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kohlberg's third level of moral reasoning, emphasizing moral principles

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bully victim

Back 213

someone who attacks others and who is attacked as well. (also called provocative victims because they do things that elicit bullying)

Front 214

preconventional moral reasoning

Back 214

Kohlberg's first level of moral reasoning emphasizing rewards and punishments

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conventional moral reasoning

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Kohlberg's second level of moral reasoning, emphasizing social rules

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postconventional moral reasoning

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kohlberg's third level of moral reasoning, emphasizing moral principles

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Kohlbergs 3 levels & 6 stages of moral reasoning

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Level 1 - Preconventional Moral reasoning

Stage 1 - Might makes right: (a punishment & obedience orientation). The most important value is to maintain the appearance of obedience to authority, avoiding punishment while still advancing self-interest. Don't get caught!

Stage 2 - Look out for number one: (an instrumental and relativist orientation). Each person tries to take care of his or her own needs. The reason to be nice to other people is so that they will be nice to you.

Level 2 - Conventional moral reasoning

Stage 3 - Good girl & nice boy: Proper behavior pleases other people. Social approval is more important than any specific reward.

Stage 4 - Law & order: Proper behavior means being a dutiful citizen and obeying the laws set down by society, even when no police are nearby.

Level 3 - Postconventional moral reasoning

Stage 5 - Social contract: Obey social rules because they benefit everyone and are established by mutual agreement. If the rules become destructive or if one party doesn't live up to the agreement, the contract is no longer binding. Under some circumstances, disobeying the law is moral.

Stage 6 - Universal ethical principles. Universal principles, not individual situations (level 1) or community practices (level 2), determined right and wrong. Ethical values (such as "life is sacred") are established by individual reflection and may contradict egocentric (level 1) or social and community (level 2) values.