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23 Cards in this Set
- Front
- Back
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Self Concept |
set of attributes, abilities, attitudes, and values that an early childhood kid believes define who she/he is |
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Self Esteem |
the judgments children make about their own worth and the feelings associated with the judgments |
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Emotional Self Regulation |
between ages 2 and 6, children start to better understand their own emotions and others’ feeling and emotions |
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Self-Conscious Emotions |
they start to show understanding of the causes, consequences, and behavioral signs of basic emotions |
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empathy and sympathy |
serves as an important motivator for prosocial or altruistic behaviors. these are actions taken to benefit another person without any expected rewards for self (selfless acts) feelings of pity and sorrow for someone else's misfortune. |
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emotional development keyword |
morality |
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Peer Sociability |
non-social activity parallel play associative play cooperative play |
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non social |
solitary play time |
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parallel |
sit near other children, play by themself |
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associative
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separate toys and activities, comment on each other |
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cooperative |
play with a common goal |
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types of aggression |
proactive - children act to fulfill a need or desire reactive - defensive response to provocation physical - pushing, shoving verbal - yelling, screaming relational - damage through exclusion |
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factors of aggressive behavior |
conflict family ineffective discipline media violence lack of conflict resolution strategies |
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gender typing |
refers to the association of objects/toys, activities, roles, and traits with one sex or the other in ways that conform to cultural stereotypes about a specific gender |
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developmental theories |
Social Learning modeling and reinforcement, see in the home Cognitive Development thinking, what does it mean to be a boy/girl stereotype Gender Schema sort out behaviors and activities associated with specific genders based on cd and sl |
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gender identity |
an image of one's self as relative to masculine or feminine characteristics traditional and androgynous |
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child rearing types |
authoritative (balanced discipline, just and fair) authoritarian (highly strict, overboard on punishments) permissive (give way too much allowance) don’t understand discipline and norms uninvolved (ignore, distant) |
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child rearing cultural variations |
asian - warmth and authoritarian white - authoritative to permissive other variations based on cultural norms |
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origins of maltreatment (ecological systems theory) |
family - more challenging to rear based on characteristics can lead to abuse, biased thinking community - isolated from support systems culture - restrictions on norms, religion, law |
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types of maltreatment |
physical - maltreatment resulting from physical injuries sexual - fondling, intercourse, production of pornography, and other sexual exploitations neglect - failure to meet the child’s basic needs for food, clothing, medical attention, education, emotional support and well-being, safety, and lack of supervision emotional - acts that could cause serious mental or behavioral disorders including social isolation, ridicule, humiliation, intimidation, and terrorizing (typical of middle class, undetected |
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consequences of maltreatment on development |
maltreated children are impaired in emotional self regulation, empathy, sympathy, self-concept, social skills, and academic motivation (socioemotional) cns damage/brain development cognitive deficit (language, numbers, communication, comprehension) severe depression in early childhood (withdrawal, lack of interest, appetite) aggressive behaviors peer difficulties (playing, maintaining friendships, interactions) substance abuse (food, sugar, eat non-food items) |
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moral sense covers: |
Physical harm Psychological harm Fairness and rights |
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moral development starts with |
family, community |
