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;
136 Cards in this Set
- Front
- Back
|
Explain how the principle developmental
landmarks of middle childhood support parents and applying parenting techniques that are developmentally appropriate. |
?
|
|
|
Explain the subtle changes that occur in the transition from parenting preschoolers to
parenting of school-age children. |
?
|
|
|
Explain how some common behavioral problems observed among school-age children different from what is observed among younger children.
|
?
|
|
|
Describe friendships during the middle
childhood and how parents can support children's positive social connections. |
?
|
|
|
Describe the challenges that affect the ability of the parents of children with special needs to raise their children effectively and describe the kind of assistance available to these families.
|
?
|
|
|
Explain the effects of maternal employment
exerts a ripple effect on the entire family. |
?
|
|
|
What do parents and school expect the children
to acquire? |
Attitude
Feeling of duty and accomplishment (industry) Master skills that are culture expects children of this age to master Acquire the ability to take responsibility for personal actions and behaviors |
|
|
What type of attitude should parents and schools expect children to have?
|
A positive attitude toward work assignments and routine jobs leading to the development of a positive work ethic
|
|
|
What are the general developmental
characteristics of school-age children? |
Becomes increasingly independent
Tends to be sensitive to criticism Enjoys privacy at times Become increasingly critical of adults Becomes more peer oriented |
|
|
What are the physical/motor developmental characteristics of school-age children? |
Likes group activities and games Gender differences are observable physical skills Well-established hand – eye ordination High energy level Appearance of permanent teeth Changing body configuration |
|
|
What are the social/mental developmental characteristics of school-age children? |
Prefers activities with same-sex peers Enjoy light competition Curious about the world at large Develops a series of close friendships Improves with regard to group participation May construct self-concepts based on social comparisons Develops breeding and calculation skills Changes from intuitive to concrete thought processes |
|
|
What are the developmental interest characteristics of school age children? |
Enjoys collections Enjoys silly jokes and humor Enjoy video and computer games and activities Likes adventure stories, movies, and biographies Likes creative activities and making things Acquire skills that display individual talents and abilities Enjoys sports, including organized and team sports |
|
|
What are some developmental skills in middle childhood? |
Refinement in social skills, exhibiting and increased ability to cooperate with adults and other children Increased sophistication of information processing skills as reflected in their school work Assume responsibility for assignments without adult supervision, and complete the according to standards set by adults |
|
|
What do parents have supervising and care of preschoolers? |
Greater expectations More serious approach |
|
|
What are given the longer period that children are suffering from their parents and families? |
Detachment of dependency Increasing orientation toward peers |
|
|
Concrete operations stage |
Children think is very concrete, solid ways They tend to see the world in terms of right and wrong, black and white |
|
|
What don't children realize during the concrete operational stage? |
There are gray areas ordered that there are circumstances that affect our understanding of things |
|
|
What is the difference between concrete and formal operations stage? |
Struggle with deductive reasoning |
|
|
What are concrete operational children unable to do? Why? |
Think abstractly because they tend to solve problem in a simplistic ways |
|
|
What can concrete operational children do? |
Think more logically and come to understand the relationship between objects Become increasingly decentered Are more objective in their observations and they are very interested in understanding the mechanics or principles of how things operate |
|
|
Why do concrete operational children become increasingly decentered? |
They are less focused on their own perceptions and more involved in the qualities and functional properties of what they observe |
|
|
What type of tasks are children interested in the Erickson's industry versus inferiority stage? |
The child is interested and that are purposeful and have meaning Enjoys contributing members of whatever group they are in |
|
|
Give examples of the activities children are contributing members of during the industry versus inferiority stage. |
Home environment School Playground Scouting groups Sporting activities |
|
|
What is the parents for role during the industry versus Inferiority stage? |
The encouraging of the child's efforts and providing opportunity for the child to feel good about their contributions |
|
|
Give an example of how the parents encouraged.s the child's efforts and provide opportunity for the child feel better about their contribution. |
when the child helps wash the car... Rather than saying, "Thanks, but you know you missed several spots over there and you forgot to watch the tires, I'm going to have to do it all over again." You should say, "Thanks for helping with the car. You made the job go much quicker." |
|
|
What should be In mind when parents encourages child efforts to provide the opportunity for child to feel good about their contributions during the industry versus inferiority stage? |
As the child grows and develops, their abilities will grow and develop |
|
|
What do children develop instead of a sense of inferiority?
|
A healthy sense of industry
|
|
|
What are the other developmental tasks that arise?
|
Those that complement the child's emerging sense of self and development of self-esteem
|
|
|
What is the child's self-concept sensitive to?
|
Psychological bruises
|
|
|
How must the parenting behavior/style be
modified during this period? |
Earlier strategies are no longer effective or
efficient that parents must become more psychological helpers rather than physical helpers |
|
|
How do parents promote competent eating?
|
Food intake should ideally be internally
regulated in response to true hunger Shared family meal help support appropriate eating patterns |
|
|
What are the health and safety concerns of
school age children? |
Vaccinations
Dental and orthodontic care Vision Accidents and injuries |
|
|
What do children have during middle childhood which require parents to alter the response style or interaction patterns that was appropriate when they were younger?
|
New accomplishments
Emerging abilities Psychological versus physical helpers |
|
|
What is the parents focus when parenting school-age children?
|
Fostering increased self-control (self-discipline) in children
|
|
|
What is there greater sharing of?
|
Social power
Coregulation |
|
|
What can parents exercise when parenting school-age children as the children gain and
moment to moment self-regulation? |
General supervision
|
|
|
What are the psychological methods to
parenting? |
Reassuring children
Helping them recover from social blunders Getting a positive reinforcement for efforts to learn new skills |
|
|
What should parents of school-aged children
expect children will do? |
Gain were fine social skills that reflect an
increasing ability to cooperate with adults and other children Show more sophisticated information processing skills that are reflected in school work Be able to begin assignments and tasks that direction from an adult and complete the to a level of competence and satisfaction determined by an adult |
|
|
What are the 6 major areas that parents can
assist a child educational achievement? |
Responding to being parented
Communicating Volunteering Learning at home Decision-making Collaborating |
|
|
What is also important in parenting school-age children?
|
Conducting home environment
|
|
|
Give an example of parents providing structure and nurture.
|
Encouraging the expression of feelings and
responding respectably |
|
|
What do parents need to consider when they create a safe and respectful school
environment? |
Bullying
Cyber bullying |
|
|
What should parents remember when
promoting peer relations? |
Peer groups
|
|
|
What should parents consider when promoting cognitive skills?
|
Concrete operations
Cognitive conceit Increased cognitive abilities |
|
|
What must parents prepare their children for?
|
School adjustment
|
|
|
Teaching about sexuality
|
Children with questions about bodies and sexual matters
Preparation for puberty |
|
|
What should parents do when introducing their
children to the computer and the Internet? |
Should be allowed use for educational purposes
Computer and Internet access should be supervised Use filters and blocks |
|
|
Facilitating a sense of industry
|
Development of positive attitude toward work and mastery of the tools/skills
|
|
|
Give examples of the tools/skills to be mastered.
|
Academic
Social |
|
|
Promoting peer relationships
|
Children experience one of the first and most important subcultures
|
|
|
Subculture
|
Childhood peer group
|
|
|
How does the child's primary social setting change?
|
From the family/home situation to the
neighborhood and school Their arena of activity is widened They will have more experiences, see how people from other families handle situations and think about things These new experiences and the larger environment will have an influence on their behavior, attitudes, and beliefs |
|
|
What is a difficult thing for parents as their
children enter the school age years? |
There will be other people you have as strong an influence on the child as the parent themselves
|
|
|
What are the benefits derived from interactions with their peers?
|
Learn and develop social skills
Obtain information by comparing themselves with others Engaged in interactions that foster a sense of group belonging Gain better understanding of social events Learn self-control Learn how to get along in the world Develop relationships that can last a lifetime Develop relationships that are a precursor to later romantic relationships |
|
|
When is the groundwork for good peer
relationships laid? |
Early
|
|
|
How do parent assist in the groundwork for peer relationships for their children?
|
Provide children with experiences that foster
appropriate development will most likely children to other people want to be around |
|
|
What type of toddlers will parents have who
engendered a sense of trust for the child as an infant? |
Those who are not afraid to assert some
independence and development economy Will become preschoolers to approach eagerly and with confidence They learn to handle their emotions and are learning how to get along with people |
|
|
What does your acceptance seem to begin with?
|
Secure attachment to parents
|
|
|
What tends to happen when babies are securely attached during infancy when they get older?
|
They approach peers eagerly rather than
hesitantly They are more likely to take on a leadership role with peers They are more confident and surer of themselves with the peer group |
|
|
What do friends do?
|
Encourage and discourage certain behaviors in children
|
|
|
What may a child whose parents have
encouraged androgyny find? |
That doesn't really work with most of the
children they come in contact with |
|
|
What is important for a child to have friends?
|
Conformity
Children like people who are like them and tend to reject children who are the least bit "different" |
|
|
What are children you become friends with one another doing? How?
|
Taking a risk
By sharing themselves with another person, they run the risk of being accepted or rejected |
|
|
Why is acceptance or rejection of children by peers of major importance?
|
Problems with peers are a predictor of later
social and emotional maladjustment |
|
|
What are some factors that influence who
children become friends with? |
? |
|
|
When looking at the type of children the other children seek out as friends, what are the things found to be common to children during the school age years?
|
Children gravitate to children who are similar to them in appearance
|
|
|
For which sex is physical attractiveness most
important? |
Girls
|
|
|
When do stereotypes of beauty become
established? |
Middle childhood
|
|
|
Stereotypes of beauty
|
Pretty girls are nice
Children with cool clothes are popular |
|
|
What else are children attracted to when
choosing their friends? |
Are outgoing
Have good conversational skills Excel in valued activities such as sports Are lavish in dispensing praise and approval |
|
|
What are later born children more likely to be? Why?
|
Popular than firstborn children
They generally develop superior skills and relating to peers rather than to adults |
|
|
Who the children relate to?
|
Others who share their interests
|
|
|
What are the 3 other aspects of friends that
children choose their friends by? |
Race
Sex Achievement |
|
|
Which sex is most likely to have the tendency to be friends with others of the same sex than with the opposite sex?
|
Girls are more likely to be friends with other girls than with boys
|
|
|
Which ethnicity has the tendency to be more likely to become friends with the same ethnicity than with another?
|
African-Americans are more likely to be friends with other African-American men with white
children |
|
|
Who do children who excel in sports have a
tendency to most likely to be friends with? |
With other kids who excel in sports and with unathletic children
|
|
|
What are the ways in which children you are
rejected by peers are more likely to show aggressive behavior? |
Sometimes children connect leadership behavior with aggressive behavior
While most groups of children will have someone in the group at the leader, being bossy or pushy is actually a turnoff for children The child who is aggressive is often left out the group |
|
|
What are rejected children most likely to have difficulties with?
|
Social skills
|
|
|
What children are at a disadvantage of making friends?
|
Children whose parents have not modeled appropriate social skills
Children whose parents have not given their children opportunities to practice social skills |
|
|
Give examples of social skills that children should see modeled by their parents and given opportunities to practice.
|
Saying "thank you" or "excuse me"
Being kind and courteous to others |
|
|
How does being kind and courteous to others do?
|
Help a child to be more attracted to other
children and be sought out as a friend |
|
|
What happens with rejected children?
|
They tend to remain alone or on the fringes of a group
|
|
|
What happens with some children?
|
A have a hard time figuring out how to get along don't seem to ever "fit in" with their peers and are rarely chosen to play
|
|
|
What parents need to do when they see their child having a hard time making friends?
|
They need to be proactive and help their child learn what to do to get along
They need to realize that not every child need to have many friends and for some children, having 1 or 2 friends is fine with them |
|
|
What have studies found when examining peer relationships with school-age children?
|
One study of 10 and 11-year-old look at what type of children they prefer and what type of children were not likely to be chosen as friends.
They were shown pictures and asked to rank their preferences |
|
|
What was the outcome of this study? What was the order of preference of friends?
|
Normal child
Child on crutches Child with facial disfigurement Obese child |
|
|
What do the findings indicate?
|
During middle childhood children have adopted society's attitude about being overweight
They see obese children as undesirable Being overweight is seen by some children as a reason not to be friends with someone |
|
|
What do other studies look at?
|
Groups of children to ask the children to name which children they consider to be friends
|
|
|
In these studies, what percent of children are never cited by anyone and being their friend?
|
5% and 10%
|
|
|
What are the 6 things parents do to help their children be socially acceptable?
|
Give them opportunities to play with other children
Help them acquire play skills Help them acquire language skills Encourage association with well accepted children Take care with their appearance Eliminate annoying behavior |
|
|
When is giving children opportunities to play with other children easy for parents?
|
When children live in a neighborhood with lots of children
|
|
|
When is giving children opportunities to play with other children more difficult for parents?
|
When children live in the areas
When children live in areas where it is not safe to be outside |
|
|
What may parents need to do to ensure that their children have opportunities to play with other children?
|
They may need to get acquainted with other
parents at the child's school to set up play date or scheduled activities This might be more driving on the part of the parent to get the child to and from activities where their children can play and interact with other children |
|
|
What can parents do to help their children
acquire play skills? |
Playing with their children help them gain skills that can translate in the skills they can use with their peers and help their children see how to understand and negotiate roles of those games
|
|
|
What does helping children acquire language skills require?
|
Parents interacting and talking with their child
Giving children opportunities to tell parents stories Giving the children opportunities to read to parents |
|
|
When parents curse a lot or scream when they are angry, what should they not be surprised about?
|
When the child imitates their language usage
|
|
|
Parents can't completely control who their children are friends with, but what can they do to encourage association with well accepted
children? Why? |
They can encourage friendships that they feel would have a positive influence on their child by inviting the child over for dinner and trying to get to know them even when parents do not
approve of the child's choice of friend The child may just have a reputation that is underserved or has been misrepresented |
|
|
What is a good idea for parents to do in general?
|
To get to know who their children are friends with, and get to know the child's parents as well.
|
|
|
What do parents need to be careful about when they are trying to get their child to care for their appearance?
|
Not to give their child weird haircuts or dress them in odd clothing
|
|
|
What can be a problem when parents try to teach their children to take care of their parents? Why is this important to consider?
|
Sometimes parents and children have a very different view of what is on clothing versus what is "normal" clothing
The bottom line is that children want to fit in with their peers |
|
|
How far should parents go in making sure their children take care of their appearance?
|
Parents don't have to buy their child the most expensive sneakers at designer label clothing,
they should pay attention to the child's wishes as far as what sort of appearance helps them to fit in with their peers |
|
|
What should parents do if a child has annoying habits or behaviors?
|
Parents should be aware of this
Parents should determine ways to help the child overcome those Make the child aware of those behaviors Help them figure out what to do to improve them |
|
|
Give examples of how a child can have annoying behavior or habits.
|
A child who is aggressive with his friends
A child who likes to boss their friends around |
|
|
In the negative example of how parents should not help make the child aware of the behaviors.
|
Not in a critical
A punitive way |
|
|
What are 3 typical behavior problems in middle childhood?
|
Noncompliance
Antisocial behavior Learning disorders |
|
|
Noncompliance
|
Failure to comply and cooperate
Testing of limits and patience in parents One of the most common complaints of parents of school-aged children |
|
|
What are some interventions parents can use for noncompliance?
|
Give the child 5 seconds to comply and then
reward for appropriate behavior Using timeout for separating a child from an activity to be alone for an appropriate amount of time for their age Provide clear, concise, directions that communicate expectations |
|
|
What are examples of antisocial behaviors in middle childhood?
|
Lying
Stealing |
|
|
What are some interventions that parents can use for children that lie?
|
Parents being a good role model for honesty
Telling the child lying is socially inappropriate and explaining why |
|
|
What do children steal?
|
Lack of training and/understanding of personal property rights
May be trying to bribe a friend or gain approval Coping with a feeling of inferiority are being different from others in some manner Simply cannot resist the temptation |
|
|
What are 2 different types of learning disorders that are normal problems of middle adulthood?
|
Attention Deficit Disorder (ADD)
Specific reading disabilities |
|
|
Give an example of a reading disability.
|
Dyslexia
|
|
|
What is Attention Deficit Disorder (ADD)?
|
Have a strong neurobiological and genetic bases
High risk of failure in education Unable to concentrate for long periods Often hyperactive Have difficulties processing information |
|
|
What are the available treatments for Attention Deficit Disorder?
|
Drugs
Family therapy |
|
|
Give an example of a drug used to treat
Attention Deficit Disorder (ADD). |
Ritalin
|
|
|
What percent of children with special needs make up of the student population?
|
Approximately 13%
|
|
|
What types of problems do children with special needs/exceptional children have?
|
Seeing
Hearing Talking Climbing Lifting In providing self-care |
|
|
What is another way in which people refer to providing self-care?
|
Activities of daily living (ADLs)
|
|
|
What other types of problems can children with special needs or exceptional children have?
|
Chronic, life-threatening illnesses
|
|
|
Give examples of the chronic, life-threatening
illnesses that children with special needs/exceptional children may have. |
AIDS
Diabetes Cancer |
|
|
How are these health problems represented in their lives? What is required?
|
A crisis
Stressor Adjustment to this newly recognized status of the affected child |
|
|
What are the factors that may play a role in scholastic achievement?
|
Ability deficits
Emotional disorders Biological factors Ecological factors Adequate knowledge |
|
|
Give examples of emotional disorders that can affect children with special needs/exceptional children.
|
Anxiety
Depression Unhealthy self-esteem |
|
|
Give examples of biological factors that can
affect children with special needs/exceptional children. |
Maternal intake of alcohol or cocaine
Oxygen deprivation Accidents that affect the central nervous system Infections Inadequate protein in the diet |
|
|
Give examples of ecological factors that can
affect children with special needs/exceptional children. |
Labeling a child as troublesome
Labeling family a child as a slow learner |
|
|
What do these labels do?
|
Influence their behavior and learning skills
|
|
|
Supports for families with exceptional children
|
The characteristics of children with special needs
Family reactions Support for families with exceptional children Community services Respite care Educational programs Other services Federal legislation |
|
|
What are some examples of community services available to support families with exceptional children?
|
Daycare centers
Public school programs Head start programs Programs offered through colleges and universities |
|
|
Give examples of educational programs there to support families with exceptional children.
|
Regular classroom
Resource room experiences Consulting teacher Day school Residential schools Hospital or home bound programs |
|
|
Give examples of other services available to
support families with exceptional children. |
Informal counseling Psychotherapeutic methods Group therapy |
|
|
What does federal legislation state to support
families with exceptional children? |
All children with special needs have a rightful place in the public school system
Schools must provide Individualized Education Program (IEP) Must provide Individualized Family Service Plan (IFSP) |
|
|
What are the 3 parts to the family
developmental snapshot? |
First generation (grandparents)
Second-generation (young adult parents) Third-generation (school-age children) |
|
|
What are the effects on adults in maternal
employment and child rearing? |
Role enhancement
Role strain |
|
|
Role enhancement
|
Gaining more positive self-esteem, personal competence, and economic security while being employed
|
|
|
Role strain
|
The difficulty of bearing the principal household maintenance responsibilities in addition to
holding a job outside the home |
|
|
What are the effects of maternal employment and child-rearing on school aged male and
female children? How are females |
They can both benefit from the mother's
employment influence The girls may be especially influence in positive ways They tend to have higher levels of emotional maturity and achievements, perhaps because of the roles that their mothers model |
