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164 Cards in this Set
- Front
- Back
Phonology
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rules that govern speech structure, sequence, and sound.
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Semantics
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meanings of words and word combinations.
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Referential style of language:
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children who use a lot of words that refer to objects/things in their vocabulary. Most toddlers use this type of language. (Masculine)
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Expressive style:
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different from referential style; the majority of words in their vocabulary are social things, like "thank you". They also use more pronouns. These children tend to be highly sociable. This is how we talk to toddlers. (Feminine)
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Fast Mapping:
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when a child can connect a new word with an underlying concept after only a brief encounter; they start to from networks of related concepts and words, which help them fast-map new words
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Underextension:
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• Applying a word too narrowly
• Example: using the word “bear” only for a special teddy bear and not any others • Less common than overextension • Usually around the age of 1-2.5 years old |
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Overextension:
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• Applying a word to a broader collection of objects and events than is appropriate
• Example: a toddler might use the word “car” for buses, trains, trucks, and fire engines • Children may overextend deliberately because they have difficulty recalling or have not acquired a suitable word. • As vocabulary and pronunciation improve, overextensions disappear. |
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Coining:
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Children as young as 2 create new words from words they do know to use for those they do not know yet.
Example: “plant-man”–gardener or “crayoner”—someone who uses crayons |
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Metaphors:
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Children also extend language meanings through the use of comparisons.
. Examples: “fire engine in my tummy” and “clouds are pillows” and “leaves are dancers” |
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Grammar
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The component of language concerned with syntax and morphology
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Morphology
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The use of grammatical markers indicating number, tense, case, person, gender, active or passive voice and other meanings.
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Syntax
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The rules by which words are arranged into sentences
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3 Ways to Correct Grammar Errors
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Overegularization
Expansions Recasts (A combo of expansion and recast is most effective) |
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Overregularization:
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• Extending a regular morphological rule to words that are exceptions
• Examples: “My car breaked” or “we each have two foots” • Happens most often with rarely used verbs like sing and grow, rather than go and say • Appears between 2 and 3 years of age and continues into middle childhood |
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Expansions:
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Adult responses that elaborate on children's speech, increasing its complexity.
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Recasts:
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restructuring inaccurate speech into correct form.
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Adult repetitions:
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when the adult says the sentence correctly after the child says a sentence, word, or phrase without fluidity. These include expansions and recasts. (Using a combination of both expansions and recasts is most effective.)
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Joint Attention
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When the child attends to the same object or event as the caregiver. The caregiver labels this object or event, and it greatly contributes to early language development. Infants and toddlers who often experience it sustain attention longer, comprehend more language, produce meaningful gestures and words earlier, and show faster vocabulary development.
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Importance of linguistic interaction during the first months of life
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• There is an early sensitive period in which exposure to speech is essential for the brain to develop the necessary organization for normal speech processing.
• During the first year of life, children learn to: organize speech sounds into phonemic categories of native language, babbles reflect sound and intonation patterns of native language, analyze speech stream for words and syllable stress patterns, recognize familiar words, use preverbal gestures, notice the structure of work sequences, develop sensitivity to clause and phrase boundaries, engage in vocal exchange and turn taking games. • Helps language development in regards to phonology, semantics, grammar and pragmatics |
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First Speech Sounds
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• Cooing: Pleasant vowel-like noises made by infants, beginning around 2 months of age.
• Babbling: Repetition of consonant – vowel combination in long strings, beginning around 4 months of age. |
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Effects learning a second language has on children
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• Bilingual children are advanced in cognitive development and metalinguistic awareness.
• They do better than others on tests of selective attention, analytical reasoning, concept formation and cognitive flexibility. Metalinguistic skills are particularly well developed. More aware that words are arbitrary symbols, more conscious of some aspects of language sounds and better at noticing errors of grammar and meaning |
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Telegraphic Speech:
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between ages of 1_ and 2_ two-word phrases begin to be used. Like a telegraph, the focus on high-content and condense phrasing.
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Syntatic Bootstrapping:
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preschoolers learn how what words mean by observing how they are used in syntax, or in sentence structure.
. Example: An adult says, “this car is citron” while holding a yellow car. Then the adult says, “that lemon is bright citron.” The child can infer a general meaning of citron and apply it to other situations. |
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Comprehension
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the language they understand
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Production:
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the language they use.
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Relationship between comprehension and production
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Comprehension develops ahead of production. On average, children say their first word at 12 months, and by age 6 have a vocabulary of 10,000 words. Children learn about 5 new words each day. Toddlers follow commands such as, "bring me your book" even though they can't yet say that sentence. A five-month lag exists between kid's comprehension of 50 words (13 months) and production of 50 words (18 months). Comprehension requires recognition, while speech requires recall (the two types of memory).
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Example of elaboration:
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If a child were helping her dad cook in the kitchen and he asks her what she is cooking, he might elaborate by having her make complete sentences of what she is doing, such as asking, "tell me how you are making those cookies!"
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Example of recasts:
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A child might say, 'i gotted new boots!' and then the parent corrects them by saying, 'got, not gotted.'
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Example of using both recasts and expansions:
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The child might say, 'i gotted new boots!' and then the parents turns it around to make a complete sentence when correcting them by saying, 'Yes, you GOT new boots!'; this way it corrects the bad grammar as well as increase the complexity of the sentence structure by making it a full sentence.
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Effects of shared reading with parents:
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learn to communicate in a clear, coherent narrative style
Learn new language and sounds that these words make, enabling them to practice them later. Exposes child to lots of language knowledge Allow child to hear phonology Allows child to practice semantics Teaches child to have conversations with others |
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Emotions and cognitive processing:
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Emotional reactions can lead to learning that is essential for survival ex: mom will say “NO!” to a toddler and that is usually sufficient to keep child from touching an electric outlet or from trying to go down stairs
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Emotions and social behavior:
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Children’s emotional signals, such as smiling, crying, and attentive interest, powerfully affect the behavior of others. Similarly, the emotional reactions of others regulate children’s social behavior.
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Emotions and Health:
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emotions influence children’s physical well-being. Nonorganic failure to thrive and psychosocial dwarfism result from emotional deprivation.
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Dr. Nelson's beliefs on whether emotions are physical or cognitive:
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He believes they're purely physical.
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The two emotions felt by infants
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attraction to pleasant stimulation and withdrawl from unpleasant stimulation.
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Happiness:
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Smile (from birth), social smile or parent’s communication evokes broad grin (6 to 10 weeks), laugh (3 to 4 months). Newborns smile when full, during REM sleep, and in response to gentle touches and sounds.
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Anger:
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General distress (from birth), anger (4 to 6 months), hunger, painful medical procedures, change in body temperature, and too much or too little stimulation are main causes of anger.
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Sadness:
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less common than anger, often a response to a disruption in caregiver-infant communication.
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Fear:
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First fears (6 to 12 months), stranger anxiety or frequent expression of fear to unfamiliar adults (8 to 12 months), infants use their familiar care-giver as their secure base.
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Self-conscious emotions
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The second, higher-order of feelings, including shame, embarrassment, guilt, envy, and pride. Each involves injury to or enhancement of our sense of self.
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Emotional self-regulation:
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strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals. Requires voluntary, effortful management to control emotions, this improves gradually, as a result of brain development & caregivers that help children manage intense emotions and teach them strategies for doing so. Individual differences in voluntary control of emotion is evident in infancy.
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Emotional display rules:
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specify when, where, and how it is appropriate to express emotions, something that all societies have. Begins as parents encourage infants to suppress negative emotion, boys get more of this training than girls, as a result females being emotionally expressive & males being emotionally controlled is begun. Boys become less accurate than girls in describing their emotions.
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Emotional differences are seen in cultures
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US children - convey anger verbally to change the situation. Hindu children – feel angry & try to mask emotion. Buddhist children – say they feel okay and say why be angry? It already happened, value religion places on a calm, peaceful disposition
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Social referencing
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relying on another person’s emotional reaction to appraise an uncertain situation.
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Temperament:
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early-appearing, stable individual differences in reactivity and self-regulation.
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Reactivity
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variations in quickness and intensity of emotional arousal, attention, and motor action.
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Self-regulation
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strategies that modify reactivity.
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Easy child: (40% of sample)
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quickly establishes regular routines in infancy, is generally cheerful, and adapts easily to new experiences.
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Difficult child: (10% of sample)
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has irregular daily routines, is slow to accept new experiences, and tends to react negatively and intensely
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Slow-to-warm-up child: (15-20% of sample)
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Inactive; shows mild, low-key reactions to environmental stimuli; is negative in mood; adjusts slowly to new experiences
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Inhibited (shy) children:
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react negatively to and withdraw from novel stimuli; Example: Carrie
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Uninhibited (social) children:
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display positive emotion to and approach novel stimuli; Example: Jessica
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Goodness-of-fit Model:
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Thomas and Chess's model stating that an effective match, or “good fit,” between child-rearing practices and how temperament and environment together can produce favorable outcomes. Goodness of fit involves creating child-rearing environments that recognize each child’s temperament while encouraging more adaptive functioning.
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Attachment:
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the strong affection tie that humans feel toward special people in their lives
. It is important to develop attachment with some warm responsive caregiver in the first 2 years for proper development and it is vital for caregivers to respond to needs or this attachment won’t develop. |
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Bowlby’s Ethological Theory:
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preattachment, attachment-in-the-making, clear-cut attachment, and
formation of a reciprocal relationship phases |
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Preattachment: (Birth - 6 weeks)
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Their reflexes draw people toward them so they can receive the things they need. There is no object permanence in this stage - all the baby wants is to have its needs met. They will recognize their mother by her face, voice and smell, but there isn't any attachment to her yet.
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Attachment-in-the-making: (6 weeks to 6-8 months)
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the child will prefer the caregiver to a stranger, but will not protest if separated from the caregiver. Also, a child will babble, and laugh and smile more when around the caregiver. In this stage, the child starts to develop a sense of trust - that their caregiver will be there for them.
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Clear-cut attachment: (6-8 months to 18 months – 2 years):
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want to be held; includes separation anxiety
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Formation of reciprocal relationship phases: (18 months – 2 years)
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includes a secure base
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Strange situation:
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laboratory technique used for measuring attachment (Age: 1-2 years); brief separations from and reunions with caregiver occur
. If a child's development of attachment has gone well, infants and toddlers should use the parent as a secure base from which to explore an unfamiliar playroom, often a stranger is introduced. |
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Secure base:
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Familiar caregiver; child uses parent as a sort of security blanket from which if the parent is a good secure base, they will venture further and further. In the beginning they will explore a little way away and then return to parent. This is a reassurance the parent will be there for them.
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Separation anxiety:
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an infant’s distressed reaction to the departure of the familiar caregiver; for example, becoming upset when the adult on whom they have come to rely on leaves
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4 categories of attachment
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Secure attachment
Avoidant attachment Resistant attachment Disorganized/disoriented attachment |
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Secure attachment:
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This could be someone like a parent, the primary caregiver, who a child has come to rely on. The child may not cry upon parent leaving, but if they do it is because they prefer the secure base rather than the stranger. After returning to the secure base, crying is reduced immediately.
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Avoidant attachment:
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infants seem unresponsive to parent when she is present. When she leaves, they are usually not distressed. They avoid or are slow to greet parent when she returns
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Resistant attachment:
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before separation, infants seek closeness to parent and often fail to explore. Distressed when parent leaves and when she returns, they combine clinginess with angry, resistive behavior, struggling when held and sometimes hitting and pushing. Cannot be comforted easily.
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Disorganized/disoriented attachment:
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reflects greatest insecurity. At reunion, these infants show confused, contradictory behaviors—for ex. Looking away when held, approaching parent with flat, depressed emotion
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I-self:
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self awareness; central core of who you are (you are the only one who knows the real you)
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Me-self:
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self concept; observable characteristics = personality, traits, talents, etc.
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Cognitive development:
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affects to changing structure of the self
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Social development:
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a psychological self emerges when children adopt of the self that resembles others’ attitudes toward the child
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Generalized other:
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a blend of what we imagine important people in our lives think of us
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I-self/Me-self milestones
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. 1-2 years: aware of self as physically distinct and predictable reactions; recognizes self-image; uses own name or personal pronoun
. 3-5 years: categorizes others by observable characteristics; constructs remembered self and life-story narrative; forms self-concept from observable characteristics including typical emotions and attitudes . 6-10 years: emphasis on personality traits; makes social comparisons among individuals . 11+ years : unifies separate traits into more abstract descriptors; combines traits making up self-concept into an organized system |
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Self-concept
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The set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is. (p. 451)
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Self-recognition: (around age 2)
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Perception of the self as a separate being, distinct from people and objects in the surrounding world (p.445)
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Types of descriptions preschoolers give about themselves
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Children of preschool age have self-concepts that are very concrete. They usually only mention observable characteristics they have.
Preschoolers’ self-concepts emphasize observable characteristics. They cannot yet mention personality traits. |
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Changes in Self Esteem (when it drops)
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puberty
transition to middle school, high school, and college it also drops during any other major family, friend, or environment change. |
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Achievement motivation:
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the tendency to persist at challenging tasks. Researchers today believe this ability is the reason why some children persist at difficult tasks and others give up easily. Those who are motivated believe that they can succeed if they just keep trying. These children’s success rate it high because they keep trying. Think of Thomas Edison. (Incremental View of Ability)
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Learned Helplessness:
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These children attribute their failures not successes to ability. If and when they do succeed they attribute their success to luck or other external events. Their view is Entity view of ability – they cannot improve simply by trying hard. (Entity View of Ability)
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Incremental View of Ability:
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When children attribute their successes to their own high ability. They attribute their failures to factors that can be changed or controlled, like insufficient effort. Leads to high self-esteem and willingness to approach challenging tasks. Children with this view are “Mastery-oriented.” (Achievement Motivation)
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Entity View of Ability:
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When children attribute their failures, not their successes, to their own low ability. When they succeed, they don’t see it as their own accomplishment, but just a streak of good luck. They don’t believe their abilities can be improved by increasing effort. They have developed “learned helplessness,” and when faced with difficult tasks, they become anxious, lose control, and/or give up easily. (Learned Helplessness)
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Mastery-oriented attributions:
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a characteristic they can improve through trying hard and can count on when faced with new challenges
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Freud's view on morality
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viewed morality as the adoption of society norms.
Children can feel guilt each time they disobey the superego. View of guilt as a hostile impulse redirected toward the self no longer accepted; high levels of self-blame are not associated with moral internalization Assumed that fear of punishment and loss of parental love motivates conscience formation; in this case, children often deny the emotion and as a result develop a weak conscience |
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Piaget’s Theory of Moral Development:
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accurately describes the general direction most children take in moral development. Sometimes he is viewed as underestimating moral capacities of younger children.
Stages: heteronomous morality and autonomous morality |
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Construction:
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The major way many theorists believe a child’s sense of morality is developed. They believe that individuals, rather than internalizing existing rules and expectations, develop morally through actively attending to and interrelating multiple perspectives and situations in which social conflicts arise and thereby attaining new moral understanding
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Heteronomous Morality:
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the 1st stage (Age: 5-10 years) in which children view rules as handed down by authorities (God, parents, and teachers), as having a permanent existence, as unchangeable, and as requiring strict obedience.
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Realism:
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a view rules as external features of realities rather than as cooperative principles that can be modified at will; exemplifies cognitive immaturity (goes with Heteronomous stage)
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Autonomous Morality:
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the 2nd stage where children view rules as flexible, socially agreed-on principles that can be revised to suit the will of the majority; intentions should be the basis for judging behavior (Age: 10+)
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Ideal Reciprocity:
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a standard of fairness that includes cooperation based on mutuality of expectations, in which individuals express the same concern for the welfare of others as they would have others grant to them.
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Kohlberg's levels and substages:
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Preconventional level: stages one and two
Conventional Level: stages three and four Postconventional Level: stages five and six |
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Preconventional level:
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Moral understanding is based on rewards, punishment and the power of authority figure; morality controlled by external forces
Stage one (punishment and obedience): Heinz should not steal the medicine because he will consequently be put in prison which will mean he is a bad person. (pro-stealing) Or: Heinz should steal the medicine because it is only worth $200 and not how much the druggist wanted for it; Heinz had even offered to pay for it and was not stealing anything else. (anti-stealing) . Stage two (self-interest): Heinz should steal the medicine because he will be much happier if he saves his wife, even if he will have to serve a prison sentence. Or: Heinz should not steal the medicine because prison is an awful place, and he would probably languish over a jail cell more than his wife's death. |
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Conventional level:
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Moral understanding is based on conforming to social rules, not because of self-interest, but to ensure positive human relationships and societal order
. Stage three (conformity-good boy/girl orientation): desire continual approval of friends and family; Heinz should steal the medicine because his wife expects it; he wants to be a good husband. Or: Heinz should not steal the drug because stealing is bad and he is not a criminal; he tried to do everything he could without breaking the law, you cannot blame him. . Stage four (law-and-order): duty to others; Heinz should not steal the medicine because the law prohibits stealing, making it illegal. Or: Heinz should steal the drug for his wife but also take the prescribed punishment for the crime as well as paying the druggist what he is owed. Criminals cannot just run around without regard for the law; actions have consequences. |
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Postconventional:
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Kohlberg’s highest level of moral development; morality is defined in terms of abstract principles and values that apply to all situations and societies
. Stage five (human rights): laws and rules are flexible concepts; Heinz should steal the medicine because everyone has a right to choose life, regardless of the law. Or: Heinz should not steal the medicine because the scientist has a right to fair compensation. Even if his wife is sick, it does not make his actions right. . Stage six (universal human ethics): self-chosen laws from your heart; Heinz should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person. Or: Heinz should not steal the medicine, because others may need the medicine just as badly, and their lives are equally significant. |
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Distributive Justice:
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beliefs about how to divide material goods fairly and requires more advanced reasoning than Kohlberg’s preconventional level suggests
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Turiel’s Domain Theory -
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Moral Domain, Social Conventional Domain, Personal Domain
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Turiel's Moral Domain:
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Standards that protect people’s rights and welfare (like hitting, stealing); obeying because they feel it is the right things to do, even without prompting from authority figures
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Turiel's Personal Domain:
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Concerns that do not violate rights or harm others, are not socially regulated, and therefore are up to the individual (e.g. choosing friends, clothing) (examples from class were abortion, same-sex marriage, and belching)
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Turiel's Social Conventional Domain:
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Customs determined solely by consensus, such as table manners, dress styles, and rituals of social interaction
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Gender Identity:
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Perception of oneself as relatively masculine or feminine in characteristics, abilities, and behaviors
Emerges during early preschool kids can label their own sex and others. However, they think that if you change your hair and clothes, your gender changes |
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Gender roles:
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the reflection of gender stereotypes in everyday behavior
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Gender Stability:
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children have a partial understanding of the permanence of sex, in that they grasp its stability over time
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Gender typing:
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refers broadly to the association of objects, activities, roles, or traits with biological sex in ways that conform to cultural stereotypes of gender and, therefore, encompasses all the gender-linked responses.
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Gender stereotyping flexibility:
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Belief that both genders can display a gender-stereotyped personality trait or activity. Flexibility increases dramatically after age 7. Children begin realizing sex does not necessarily determine one’s personality traits.
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3-stage sequence for gender constancy
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Gender labeling, gender stability, and gender consistency
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Androgyny:
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A type of gender identity in which the person scores high on both masculine and feminine personality characteristics. Researchers ask children to rate themselves on personality traits; a substantial minority (especially females) view themselves as androgynous.
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Gender constancy:
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The understanding that gender remains the same even if clothing, hairstyles, and play activities change; developed before ages 6-7; cognitive immaturity is largely responsible for a child’s inability to grasp permanence of sex
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Gender intensification:
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The increased gender stereotyping of attitudes and behavior and movement toward a more traditional gender identity, typically in adolescence
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. Gender Schema Theory:
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an information-processing approach that explains how environmental pressures and children’s cognitions work together to shape gender-role development. Children organize experiences into gender schemas.
. For example, a boy will probably not play with a doll because he knows that’s what girls do, not boys. |
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Semantics
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Rules that govern the meaning of words
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Grammar
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Rules that govern sentence structure and the makeup of words
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Pragmatics
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Rules that govern the use of language communications
Ex = taking turns while talking, not interrupting, listening, etc... |
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Types of attachment and descriptions:
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Insecure attachment – inconsistent
Insecure avoidant – mom is unavailable or over stimulating Disorganized/disoriented – in abusive or confused home, conflicting messages |
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Domains of reasoning
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Moral - right and wrong, harm to others
Social conventional - rules to maintain order Prudential - Safety to self, like wearing a seatbelt Personal - own body or preferences, like how you dress |
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Guilt vs shame
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Guilt motivates reparation
Shame berates self-worth |
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Theories of language acquisition
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Skinner - Learning theory (reinforcements and punishments)
Chomsky - Nativism (LAD and all children around world reach milestones at the same time) Interactionist view (without particular environment, language will not develop properly) |
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Two early language milestones
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Babbling at 4-6 months
First word at 9 months |
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Underextension
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using a word only to refer to one aspect of that word
(Call their cat a “cat” but no others…not tigers or alley cat) |
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Overextenstion
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Call everything that has wings (bird, plane, etc…) a “bird”
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Word
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A noise or sound that a baby makes to refer to a specific thing
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Telegraphic speech
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saying things in the least amount of words possible
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Holophrase
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saying a word or two in place of an entire sentence
ex. “Bear!” means 'I want the bear.' |
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Overregularization
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Over-application of a grammar rule
ex = Runned, tooths, etc… |
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Lingual characteristics of adolescence
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1. Vocabulary around 80,000-90,000 words
2. Abstract concepts – like justice or peace 3. Teenage slang: “pubilect” 4. Brain maturation |
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2 areas of brain and effects of damage
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1. Broca’s area – speech
(Damage = halting, broken speech) 2. Wernicke’s area – comprehension (Damage = fluent, but they don’t make sense.) |
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Self-awareness and age
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When baby can see itself as a person in a world of people
15-18 months |
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Conflicting emotions milestones
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Age 6 - can feel multiple emotions, but must be similar. Can feel two happy emotions or two sad emotions but not both
Age 8 can feel conflicting emotions but not at the same object. Happy w/ dad for punishing sister, angry with sister for doing wrong. Age 10-11 can feel conflicting emotions at single object. Happy for friend who is moving but sad b/c going to miss friend. |
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Self-regulation
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The ability to monitor, inhibit, and/or adapt one’s behavior, attention, emotions, and cognitive strategies in response to direction from internal and environmental cues and feedback from others, in an attempt to attain long-term goals.
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Compliance milestones
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<2- situational compliance - only when parent is present
3- committed compliance 4- internalization |
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Three main types of temperament (from most common to least)
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Easy
Slow to warm Difficult |
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5 aspects of bidirectionality (things that affect temperament)
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1. Activity Level
2. Irritability 3. Soothability 4. Fearfulness 5. Sociability 6. Goodness of fit |
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Theories of attachment
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1. Psychoanalytic - Freud
(I love you b/c you feed me) 2. Learning theory - Skinner (I love you b/c you’re reinforcing) 3. Cognitive - Piaget (I love you because I know you) 4. Ethological -Bowlby (I love you because I was born to love you) 5. Contact comfort -Harlow (I love you because you’re cuddly) |
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Difference between insecure-resistant and insecure-avoidant
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resistant = will not warm up to stranger, angry with returning mother
avoidant - avoid contact with mom before she leaves AND after she comes back |
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Caregiver characteristics (6)
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1. Sensitivity
2. Attitude 3. Synchrony 4. Mutuality 5. Support 6. Stimulation |
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What causes an insecure attachment?
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Inconsistent mother
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What causes an insecure avoidant attachment?
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Unavailable or overstimulating mother
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What causes a disorganized/disoriented attachment?
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Abusive or conflicting home, conflicting messages
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What percentage of children go into child care?
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75%
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Caregiver characteristics (6)
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1. Sensitivity
2. Attitude 3. Synchrony 4. Mutuality 5. Support 6. Stimulation |
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What fraction of mothers with school-aged children work?
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1/4
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What causes an insecure attachment?
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Inconsistent mother
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What causes an insecure avoidant attachment?
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Unavailable or overstimulating mother
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What 4 things matter most in forming an infant-mother attachment?
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1. Supportive presence
2. Positive regard 3. Lack of intrusiveness 4. Lack of hostility |
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What causes a disorganized/disoriented attachment?
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Abusive or conflicting home, conflicting messages
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What early age and number of hours of child care indicate less positive outcomes?
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<6 weeks and >30 hours/week
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What percentage of children go into child care?
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75%
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What makes child care "quality?"
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1. Adequate attention (good ratio)
2. Low staff turn-over (relationship with kids) 3. Encouragement of sensorimotor (stimulating) 4. Attention to health (germ control, outlet covers, etc...) 5. Quality of caregiver (rapport w/ kids and smart about their welfare) |
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What fraction of mothers with school-aged children work?
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1/4
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Negative findings of 4 y/o's spending more time in child care (4)
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i. Lower social competence
ii. More externalizing problems iii. More teacher-child conflict iv. More negative play with peers |
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What 4 things matter most in forming an infant-mother attachment?
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1. Supportive presence
2. Positive regard 3. Lack of intrusiveness 4. Lack of hostility |
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What early age and number of hours of child care indicate less positive outcomes?
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<6 weeks and >30 hours/week
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What makes child care "quality?"
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1. Adequate attention (good ratio)
2. Low staff turn-over (relationship with kids) 3. Encouragement of sensorimotor (stimulating) 4. Attention to health (germ control, outlet covers, etc...) 5. Quality of caregiver (rapport w/ kids and smart about their welfare) |
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Negative findings of 4 y/o's spending more time in child care (4)
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i. Lower social competence
ii. More externalizing problems iii. More teacher-child conflict iv. More negative play with peers |
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Piaget's 2 stages of moral development:
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Heternomous: Clear right and wrong
(ages 5-10) Ex = with full arms, she asked her son to press the handicapped door button but he refused. Autonomous: Shades of gray, take into account circumstances (ages 10+) |
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Kohlberg's moral dilemma theory:
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Based off of Piaget
Gave various scenarios (ex = Heinz dilemma) Stage one: preconventional morality Stage two: conventional morality Stage three: postconventional morality |
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Level one of Kohlberg's theory:
Preconventional morality |
a. Rules are external
b. Morality is self-serving c. Right is what you can get away with or what is self-satisfying d. Children and criminals e. Buzz words: authority, more benefits, minimize costs |
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Level two of Kohlberg's theory: Conventional morality
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a. Thinking about others as well as self
b. Motivated by social praise and blame-avoidance c. Strive to obey rules/norms for good of society d. Stems from ability to take POV of others e. Maintaining social order is important f. Golden rule g. Religion |
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Level three of Kohlberg's theory: Postconventional morality
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a. Generally accepted rules, but acceptance is based on principles that underlie the rule
b. Right/wrong based on broad principles of justice that may conflict with written laws and authority c. What is wrong is what violates individual rights d. Taking the perspective of all involved |
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Personal distress
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You feel so bad for someone that it takes over your world.
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Hostile vs instrumental
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Hostile = aggressive in order to hurt someone
Instrumental = not intending to hurt, but person is in the way |
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Overt vs relational
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Overt = you can see or hear it
Relational = indirect, manipulate relationships |
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Hostile vs instrumental
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Hostile = aggressive in order to hurt someone
Instrumental = not intending to hurt, but person is in the way |
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Overt vs relational
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Overt = you can see or hear it
Relational = indirect, manipulate relationships |
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Morality theorists and theories
Kenneth Dodge Kohlberg Piaget |
Social Information Processing
Moral Reasoning Moral Development |
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Theories of attachment
5. Psychoanalytic a. I love you b/c you feed me (Freudian) 6. Learning theory a. I love you because you’re reinforcing (Skinner) 7. Cognitive a. I love you because I know you (Piaget) 8. Ethological a. I love you because I was born to love you (Bowlby) 9. Contact comfort a. I love you because you’re cuddly (Harlow) |
1. Psychoanalytic - FREUD
I love you b/c you feed me 2. Learning theory - SKINNER I love you because you’re reinforcing 3. Cognitive - PIAGET I love you because I know you 4. Ethological - BOWLBY I love you because I was born to love you 5. Contact comfort - HARLOW I love you because you’re cuddly |