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12 Cards in this Set
- Front
- Back
Central Child Needs
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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 |
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Central Concepts of Parenting
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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 |
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Parenting in Infancy
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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 |
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Parenting Toddlers
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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 |
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Parenting in Middle Childhood
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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 |
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Parenting Styles
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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 |
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Parenting Adolescents
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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) |
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Central Question
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Relation of the availability o parents'/family personal, social and economic capital to sustained efforts to engage in skillful parenting.
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Infancy: Central Dev. issues
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Central Development Issues: 168 hr/week job, intensive
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Toddlers: Central Dev. Issues
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Walk, talk, assert independence and autonomy, increased awareness of self and others
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Childhood: Central Dev. Issues
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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
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Adolescent: Central Dev. Issues
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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.
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