• Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

Card Range To Study

through

image

Play button

image

Play button

image

Progress

1/35

Click to flip

Use LEFT and RIGHT arrow keys to navigate between flashcards;

Use UP and DOWN arrow keys to flip the card;

H to show hint;

A reads text to speech;

35 Cards in this Set

  • Front
  • Back

Physical Development

Found exercise programs enhance development of mental processing important for academics, recess is important for kids with ADHD, Canada recommends 90 minutes of physical activity every day, play helps brain, language and social development, children release tension, learn to solve problems, cooperate

Biological model of development

Takes into account biological aspects of social and cultural contexts that shape development, development happens within a microsystem (immediate relationship), mesosystem (relationships among Microsystems), exosystem (communities), all part of macrosystem (culture) development occurs in the chronosystem

Blended families

Parents children and step children merged through marriage

Extended families

Parents children grandparents aunts uncles with daily contact

Authoritative

High in warmth, exert firm control, set clear limits, expect mature behaviour, listen to concerns, give reasons for rules, allow democratic decision making, less strict punishment, more guidance, kids are happy with themselves, relate well to others, do well in school, have positive relationships with parents

Authoritarian

Parents are cold and controlling, children are expected to be mature "because I said so!" Little talk about emotions, punishment is strict, no affection, kids perform less well in school, more hostile, less popular, low levels of self control

Permissive

Parents are warm but have little control, few rules or consequences, expect little mature behaviour, "they're just kids" parents feel they are resources children can use as they wish, kids are immature, demanding, impulsive, rebellious, less socially competent, harmful parenting

Rejecting/neglecting

Low in warmth and control, uninvolved, little effort put into parenting, focused on their own needs, no sleeping/eating schedule, react harshly to children requests for attention, parents have their own problems, kids are worst of all, insecure, noncompliant, aggressive, withdrawn, risk takers, poor performance in school

Secure attachments

Receive comfort when needed, more confident to explore because they know they have someone to count on, less dependent on teachers, interact with others appropriately, high test scores, low drop out rates

Neglected children

Invisible, viewed as shy, dont experience social anxiety

Psychosocial theory of development

Erikson, connects personal development to social environment, 8 life stages invoking a central crises, resolution of each crises leads to personal and social competence and a foundation for solving future crises


Stage 1/2- infant- develops trust and autonomy over shame and doubt


Stage 3- early childhood- focuses on developing initiative and avoiding guilt


Stage 4- elementary years- involves achieving a sense of industry and avoiding feelings of inferiority


Stage 5- identity versus role confusion


Stage 6/7/8- adulthood- struggles of intimacy, generatively and integrity

Self-concept

What we know, knowledge and beliefs about oneself, ideas, feelings, attitudes, our attempt to explain ourselves, based on appearance, popularity, trustworthiness, relations with parents, emotional stability, academics, creativity, early experiences have strong impact of self-concept, is middle school self-concept is linked to appearance, social acceptance and school achievement, linked to accomplishment in jobs

Self-esteem

What we feel, judgment of self worth, includes feeling confident and proud of yourself as a person, incorporates self-concepts in all areas of life, influenced by others valuing your characteristics and capabilities

Theory of the mind

Understanding other people have their own minds, thoughts, feelings, beliefs, desires and perceptions, developed around age 2, helps children understand other behaviour, kids with autism lack this

Perspective taking ability

Understanding intentions, develops as children learn different people have different identities, feelings and perspectives, fosters cooperation and moral development

Moral reasoning

Sense of right and wrong, construction of judgments, earliest issue is learning to share

Moral realism

Piaget, young kids think rules just exist, by 5 or 6 one believes rules are absolute and cannot be changed, when rules are broken punishment is determined by the damage done, eventually they learn different people have different rules, shift to morality cooperation, people make rules and can change them, when rules are broken damage done and intention are taken into consideration

Kohlbergs theory of moral development

Based on Piaget, evaluated moral reasoning, proposed a sequence of stages of moral reasoning about right and wrong


-preconventional level: judgment based on ones needs


Stage 1: obedience orientation- obey rules to avoid punishment


Stage 2: rewards/exchange orientation- right and wrong determined by personal needs


-conventional level: society and law expections taken into account


Stage 3: being nice/relationships orientation


Stage 4: law and order orientation- authority must be obeyed


-post conventional level: judgments based on ethics


Stage 5- social contract orientation: morals based on socially agreed upon standards


Stage 6: universal ethical principles: universal principles of human dignity that should be upheld no matter what law or people say

Ethic of Care

Carol Gilligan, believed women were not represented in kohlbergs theory, she suggested individuals move from a focus on self-interest to moral reasoning based on commitment to individuals and relationships, based on care for all people

Insecure attachment

Kids can be fearful, anxious, clingy, rejecting, angry

Social conventions

Agreed upon rules and ways of doing things

Personal choices

Individual preferences and private issues

Instrumental aggression

Most common, intended to gain an object of privilege

Hostile aggression

Inflicting intentional harm

Overt aggression

Threats or physical attacks, mostly by boys

Relational aggression

Threatening or damaging social relationships, insults, gossip, taunts, mostly done by girls

Cyber aggression

Using email/social media to spread rumours, make threats and terrorize peers

Divorce

Parents may have to downsize, work more, move kids from their school, neighbourhood and relationships, kids have problems at school, lose/gain weight, have trouble sleeping, most kids adapt

Cliques vs crowds

Rubin, cliques- small friendship based groups, crowds- less intimate, loosely organized, provide identity, little interaction among members

Peer cultures

Group of students with rules, how to dress, talk, do hair, interact with others, group determines activities, music and if students are in or out

Popular prosocial

Academically and socially competent, have strategies to work things out

Popular antisocial

Boys who are aggressive, athletic, think it's cool to bully

Rejected aggressive

High conflict and hyperactive/impulsive, poor self control, often misunderstand the intentions of others, assign blame and act aggressively on their hurt feelings

Rejected withdrawn

Timid and withdrawn, targets of bullies, avoid social interactions so they aren't attacked or laughed at

Controversial children

Positive and negative social qualities, social status can change, can be hostile and disruptive, can engage in positive prosocial behavior, generally happy in relationships