Test #2 Pps- What Children Need

Front 1

Central Child Needs

Back 1

Nurture- Providing for physical needs
Material- Organizing the physical world, dealing with safety
Social- Affection, support, promote social rules
Didactic- Access to learning opportunities, stimulation, provision
*Social and didactic are directly influenced by teachers, care givers and parents
** Promoting psychiologically and socially healthy environments require great skill to be maintain overlong periods of time

Front 2

Central Concepts of Parenting

Back 2

Scaffolding- Expecting a little more from a child to stretch them
Temperament- Not all children are created equally in personality; effective parenting requires flexibility to respond to each child's reactivity, emotional level, and regularity
Recipricity- Parenting is bilateral
Culture as a Recipe- Effective parenting is different across cultures

Front 3

Parenting in Infancy

Back 3

Central Development Issues: 168 hr/week job, intensive
Sensitivity, responsiveness- child leads
Predictability
Attention, Availability- child needs
Stimulation- language and play
Warmth and affection
Identifying child's problems and removing them

Front 4

Parenting Toddlers

Back 4

Central Development Issues: Walk, talk, assert independence and autonomy, increased awareness of self and others
Tracking
Limit setting, control, teaching social rules- compliance training
Affection, warmth
Child as a more active partner
Discipline- Verbal and physical having to do with compliance training
Some reduction in frequency of parent-child interactions

Front 5

Parenting in Middle Childhood

Back 5

Central Developmental Issues: Establish effective relationships outside of the home; formal education; increasing cognitiveability; increased independence; increased co-regulation and self-regulation; comparision to other children; social development
Warmth, affection, support
Discipline and co-regulation to regulation (problem solving, rules, contingencies)- Less individual attention from adults
Monitoring and managing out of home activities, friends, and behavior
Discipline styles: authoritarian, permissive, authoritarian, and neglectful/abusive

Front 6

Parenting Styles

Back 6

Match the four parenting types with types with warm/positive consequences or criticsm/guit/harsh consequences. Then assign high expectations, clear limits and control or few expectations, fuzzy limits, and little control.

Authoritative- warmth, clear
Permissive/Indulgent- warmth/unclear
Authoritarian- harsh/clear
Neglectful- harsh/unclear

Front 7

Parenting Adolescents

Back 7

Central Developmental Issues: Physical maturation, increased cognitive ability, identity formation, increased autnomy, increased peer influence, increased independence, intimate relationships form, increased academic demands, begin adult roles, less immediate school supports.
Involvement, support and warmth balanced with autonomy and independence
Discipline and limit setting with problem solving, give and take, and distal rule following
Monitoring- depends on reciprocal communication
Skills development for adult roles (academics, work)

Front 8

Central Question

Back 8

Relation of the availability o parents'/family personal, social and economic capital to sustained efforts to engage in skillful parenting.

Front 9

Infancy: Central Dev. issues

Back 9

Central Development Issues: 168 hr/week job, intensive

Front 10

Toddlers: Central Dev. Issues

Back 10

Walk, talk, assert independence and autonomy, increased awareness of self and others

Front 11

Childhood: Central Dev. Issues

Back 11

Establish effective relationships outside of the home; formal education; increasing cognitiveability; increased independence; increased co-regulation and self-regulation; comparision to other children; social development

Front 12

Adolescent: Central Dev. Issues

Back 12

Physical maturation, increased cognitive ability, identity formation, increased autnomy, increased peer influence, increased independence, intimate relationships form, increased academic demands, begin adult roles, less immediate school supports.