Term
| Bronfenbrenner’s Ecological model |
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Definition
| development reflects influence of several environmental system |
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Term
| Bronfenbrenner’s structure of environment: The microsystem |
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Definition
setting where individual lives. (family, peers, school, neighborhood.
most direct interactions, child is not passive but helps construct settings |
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Term
| Bronfenbrenner’s structure of environment: The mesosystem |
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Definition
refers to relations between microsystem or connections.
ie. child with father that rejects them develops problem relationship with teacher |
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Term
| Bronfenbrenner’s structure of environment: The exosystem |
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Definition
links social setting with individual (who does not have an active role)
ie. childs life is effected moms job |
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Term
| Bronfenbrenner’s structure of environment: The chornosystem |
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Definition
pattern of enviromental events or life transitions.
ie. divorce, women joining workforce |
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Term
Bandura
social cognitive learning theory |
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Definition
| behavior, environment and learning are key factors in learning |
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Term
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Definition
| cognitive links have important links with environment and behavior, both elements interact with cognition |
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Term
Bandura
SCLT Observational learning |
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Definition
imitation of modeling
learning by modeling what other people do
ie. dad yells a people in anger, child yells at peers in anger |
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Term
| Piaget’s theory and stages |
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Definition
| child actively construct their understanding of the world and go thru 4 stages |
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Term
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Definition
birth to about age 2
understands world thru sensory and motor actions. reflexes to the beginning of symbolic thought |
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Term
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Definition
2-7 years
begins to represent world with words and images which reflect symbolic thinking. ie. 2 +2 sticks =must move sticks |
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Term
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Definition
7- 11
can reason logically about concrete objects
can classify objects into categories |
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Term
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Definition
11-adulthood
abstract reasoning, in idealistic or logical ways |
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Term
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Definition
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Term
| Bowlby believed that there are four distinguishing characteristics of attachment |
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Definition
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Term
| Securely attached children |
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Definition
positive relationship view, easy to get close to others, not overly concerned about relationships
children use caregiver as secure base to explore world |
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Term
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Definition
| hesitant about relationships, or distant in such relationships |
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Term
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Definition
demand closeness in relationships, lack trust, emotional jealous possesive
babies avoid mothers because of insecurity
or cling and then resist |
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Term
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Definition
What happens to children who do not form secure attachments? Research suggests that failure to form secure attachments early in life can have a negative impact on behavior in later childhood and throughout the life. Children diagnosed with oppositional-defiant disorder (ODD), conduct disorder (CD), or post-traumatic stress disorder (PTSD) frequently display attachment problems, possibly due to early abuse, neglect, or trauma. Clinicians suggest that children adopted after the age of six months have a higher risk of problems with attachment.
While attachment styles displayed in adulthood are not necessarily the same as those seen in infancy, research suggests that early attachments can have a serious impact on later relationships. For example, those who are securely attached in childhood tend to have good self-esteem, strong romantic relationships, and the ability to self-disclose to others. |
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Term
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Definition
| Anxiety that occurs in the absence of the attachment figure. |
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Term
| Baumrind’s parenting styles |
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Definition
• Warmth and nurturance
• Communication styles
• Expectations of maturity and control
• Disciplinary strategies
Based on these dimensions, Baumrind suggested that the majority of parents display one of three different parenting styles. Further research by also suggested the addition of a fourth parenting style (Maccoby & Martin, 1983). |
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Term
| Baumrind’s Authoritarian Parenting |
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Definition
| restrictive, punitive, follow directions, firm limits . child allowed little verbal exchange. |
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Term
| Baumrind’s Authoritative Parenting |
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Definition
place limits, controls childs actions
but encourages independence, verbal give and take, warmth and nuture |
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Term
| Baumrind permissive parenting |
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Definition
| very involved in child's life, set few demands or controls. |
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Term
| Baumrind Uninvolved parenting |
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Definition
| parent very univolved in childs life |
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Term
| The Impact of Parenting Styles |
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Definition
Authoritarian-unhappy, fearful, anxious, aggression
Authoritative- happy, selfcontrol, self reliant good relationships
Permissive- expect thier own way never gaining self control
Uninvolved- low self esteem immature alienated deliquent |
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Term
Kohlberg's theory and stages
Level 1. Preconventional Morality |
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Definition
No internalization
• Stage 1 - herteronomous morality
obey because parents say so, fear of punishment
Stage 2 individualism, purpose & exchange
pursue own interest, let others do the same. equal exchange |
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Term
| Kohlbergs Level 2 Conventional Morality |
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Definition
Intermediate internalization
stage 3 mutual interpersonal expectations, relationships and conformity
trust, caring, loyalty to others based on moral judgments
stage 4 social system morality
moral judgements based on social order, law, justice or duty |
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Term
| Kohlbergs Postconventional Morality |
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Definition
Full Internalization
Stage 5 - Social Contract and Individual Rights
values rights and principles support or transcend laws
• Stage 6 - Universal Principles
based on universal rights. Law vs Conscience = Conscience |
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Term
| Criticisms of Kohlberg's Theory of Moral Development: |
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Definition
emphasis on moral thoughts not moral behavior
immoral actions can be excused by moral thoughts
jihad, abortion bombings |
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Term
| Vygotsky’s Social Development Theory |
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Definition
| children actively construct their knowledge but found culture and social interaction to be very important |
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Term
| Vygotsky's major themes: 1. Social interaction |
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Definition
| childs dev cant be separable from social and cultural activities |
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Term
| Vygotsky theme: The more knowledgeable other |
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Definition
| The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers |
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Term
| Vygotsky's theme: The zone of proximal development |
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Definition
| tasks too difficult for children to master alone , can be mastered with guidance from adults or more skilled children (MKO) |
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Term
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Definition
| Culture and social interaction guide cognitive development |
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Term
| Applications of the Vygotsky’s Social Development Theory |
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Definition
| Many schools have traditionally held a transmissionist or instructionist model in which a teacher or lecturer ‘transmits’ information to students. In contrast, Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher. |
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Term
Freudian theory regarding development
stages of development |
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Definition
| guilt and desire to avoid guilt are the foundations for moral behavior |
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Term
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Definition
| This occurs from birth to about 1 1/2year. infant pleasure centers on mouth |
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Term
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Definition
| This period occurs about age 1 1/2 to 3 yrs. pleasure on anus |
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Term
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Definition
This period starts about age 3-6 years.
pleasure genitals |
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Term
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Definition
6 to puberty
sexual interest an develops social and intellectual skills |
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Term
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Definition
puberty onward
sexual reawakening focused outside family |
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Term
| Eriksons Psychosocial Stage 1 - Trust vs. Mistrust |
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Definition
birth-1 1/2
trust requiring physical comfort, minimal fear
basic needs met responsive, sensitive caregivers |
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Term
| Ericksons Psychosocial Stage 2 - Autonomy vs. Shame and Doubt |
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Definition
after gained trust of caregiver, discover a will of their own. If not allowed some autonomy and restrained or punished too harshly
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shame and doubt |
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Term
| Eriksons Psychosocial Stage 3 - Initiative vs. Guilt |
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Definition
3-5 yr
challenged by widening world they need to develop purposeful bhaviors and assume more responsibility
no responsibility = anxiety from guilt |
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Term
| Eriksons Psychosocial Stage 4 - Industry vs. Inferiority |
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Definition
6-puberty
direct energy toward mastering knowledge and intellect. danger = feelings of incompetence |
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Term
| Eriksons Psychosocial Stage 5 - Identity vs. Confusion |
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Definition
10-20
who am I ? what am I doing with life? |
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Term
| Eriksons Psychosocial Stage 6 - Intimacy vs. Isolation |
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Definition
middle adulthood 20-30
intimate relationships develop. trying to find oneself/while losing oneself in another |
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Term
| Eriksons Psychosocial Stage 7 - Generativity vs. Stagnation |
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Definition
40-50
assist younger generation in leading useful lives |
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Term
| Thomas and Chess studied nine behaviors in children in order to understand temperment |
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Definition
• activity level
• rhythmicity (regularity)
• approach or withdrawal
• adaptability
• threshold of responsiveness
• intensity of reaction
• quality of mood
• distractibility
• attention span and persistence |
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Term
| Thomas and Chess : The easy child |
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Definition
| regular eating, sleeping, elimination cycles, a positive approach response to new situations, and could accept frustration with little fuss. They adapted to change, such as new food or a new school quickly. They showed a good mood most of the time, and smiled often. |
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Term
| Thomas and Chess: The difficult child |
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Definition
| irregular eating, sleeping, and elimination cycles. They displayed a negative approach response to new situations, for example frequent and loud crying or throwing tantrums when frustrated. They are slow to adapt to change, and need more time to get used to new food or people. Most of the problems reported with these children centers around socialization patterns, expectations of family, school, and peer groups.If pushed to become immediately involved in a situation, these children were more likely to exhibit loud refusal and sometime oppositional and aggressive behavior. |
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Term
| Thomas and Chess : The slow to warm child |
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Definition
this child showed negative responses of mild intensity when exposed to new situations, but slowly came to accept them with repeated exposure. They have fairly regular biological routines. low activity levels
Problems with these children varied depending on the other characteristics they showed.
• If the child was high activity, problems developed when the child had insufficient space, highly rigid schedules, or few constructive activities for motor activity. |
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Term
| Bronfenbrenners's macrosystem |
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Definition
culture individuals live in.
ie. developing coutries, socioeconomic system, ethinicity |
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Term
| Eriksons Intergrity vs Despair |
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Definition
60 onward
looks back/evaluates life. positive = intergrity negative = despair |
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