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| The theoretical perspective that asserts that social and personality development in early childhood are related to improvements in the cognitive domain |
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| a discipline strategy in which parents explain to children why a punished behavior is wrong |
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| a social network of grandparents, aunts, uncles, cousins, and so on |
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| a set of behaviors that usually lead to being accepted as a play partner or friend by peers |
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| behavior expected for males and females in a givin culture |
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| the ability to focus cognitive activity on the important elements of a problem or situation |
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| body weight that is 20% or more above the normal weight for height, or a body mass index higher than most children of similar age |
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| a test designed to assess specific information learned in school |
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| problems in reading or the inability to read |
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| tendency to ignore the details of a task in order to focus on the "BIG PICTURE" |
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| the 1st stage of Piaget's stages of moral development, in which children believe that rules are INFLEXIBLE. |
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| 2nd stage of Piaget's stages, in which children understand that many rules can be changed through social agreement |
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| aggression aimed at damaging another person's self-esteem or peer relationships, such as by ostracism or threats of ostracism, cruel gossiping, or facial expressions of disdain |
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| a child's classification as popular, rejected or neglected |
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| a global evaluation of one's own worth |
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Young children (ages 5&6) possess more developed social skills than toddlers and infants
True or False |
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Typical healthy young child development entails developing relationships with individuals of various ages
TRUE OR FALSE? |
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| 2 TYPES OF RELATIONSHIPS CHILDREN HAVE IN EARLY CHILDHOOD |
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SYMMETRIC- BALANCED, SAME AGES
ASYMMETRIC- UNBALANCED, DIFFERENT AGES |
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INVOLVES RELATIONSIPS WITH INDIVIDUALS WHO POSSESS SIMILAR AMOUNTS OF KNOWLEDGE, INFLUENCE, AND/OR ACCESS TO RESOURCES
EXAMPLE- SIBLINGS OR OTHER CHILDREN |
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INVOLVES RELATIONSIPS WITH INDIVIDUALS WHO POSSESS GREATER KNOWLEDGE, INFLUENCE AND/OR ACCESS TO RESOURCES.
EXAMPLE=-PARENT-CHILD |
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| WHAT ENHANCES THE CHILD'S UNDERSTANDING OF INTERPERSONAL RELATIONSHIPS AND INCREASES THE LIKELYHOOD THAT THE CHILD WILL DEVELOP EFFECTIVE SOCIAL SKILLS? |
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| LEARNING HOW TO DEVELOP AND MANAGE BOTH SYMMETRIC AND ASYMMETRIC RELATIONSHIPS |
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AUTHORITARIAN
PERMISSIVE
AUTHORITATIVE
UNINVOLVED |
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PARENTING THAT IS LOW IN NURTURANCE AND COMMUNICATION, BUT HIGH IN CONTROL AND MATURITY DEMANDS
ADVANTAGE=KIDS DEMONSTRATE HIGH SELF CONTROL
DISADVANTAGE=-LOWER SELF ESTEEM, PERFORM LESS WELL IN SCHOOL, AND ARE LESS SKILLED THAN PEERS
EXAMPLE-DO IT BECAUSE I SAID SO. |
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HIGH IN NURTURANCE AND LOW IN MATURITY DEMANDS, CONTROL AND COMMUNICATION.
ADV.-NOT CLEAR
DISADV-TYPICALLY MISBEHAVE, MATURE SLOWLY, AND PERFORM LESS WELL IN SCHOOL DURING ADOLESCENCE. |
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HIGH IN NURTUTANCE AND COMMUNICATION, BUT HIGH IN CONTROL AND MATURITY DEMANDS
ADVANTAGE-=HIGH SELF-ESTEEM, INDEPENDENT, AND MORE LIKELY TO COMPLY W/PARENTAL REQUESTS.
DISADVANTAGE- NOT CLEAR. |
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LOW IN NURTURANCE, MATURITY DEMANDS, CONTROL AND COMMUNICATION
ADVANTAGE-NOT CLEAR
DISADVANTAGE-MANY; LIKELY TO HAVE DYSFUNCTIONAL SOCIAL RELATIONSHIPS LATER IN LIFE. |
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| PRIMARY REASON DIVORCE IS EXTREMELY STRESSFUL FOR CHILDREN |
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| IT DISRUPTS THE FAMILY STRUCTURE |
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-ADULTS WHOSE PARENTS DIVORCED ARE MORE LIKE TO DIVORCE.
-ONCE SOMEONE DIVORCES, THEY ARE MUCH MORE LIKELY TO DIVORCE AGAIN |
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WHAT CAN COUNSELING HELP PROVIDE?
2 TYPES OF COUNSELING |
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-COUSELING CAN HELP PROVIDE COUPLES W/INSIGHT INTO THEIR RELATIONSHIP
-COUNSELING CAN INVOLVE 2 INDIVIDUALS, WHERE AS FAMILY SYSTEMS COUNSELING INVOLVES THE ENTIRE FAMILY |
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| THE EXTENT TO WHICH CHILDREN ADOPT THE ROLE OF A SAME-SEX PARENTAL FIGURE |
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| DIFFERENT PATTERNS OF BEHAVIOR EXHIBITED BY BOYS OR GIRLS. |
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| WHAT DO PSYCHOLOGIST OFTEN DISAGREE ABOUT GENDER BEING DRIVEN? |
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| THE EXTENT WHICH GENDER IS BIOLOGICALLY OR ENVIRONMENTALLY (CULTURALLY OR SOCIALLY) DRIVEN |
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| ONE RESEARCHER HAS DESCRIBED YOUNG GIRLS SEX TYPE BEHAVIOR PATTERNS AS _________, CONVERSLY, THE SAME RESEARCHER DESCRIBES YOUNG BOYS BEHAVIOR PATTERNS AS _________________. |
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ENABLING
CONSTRICTING/COMPETITIVE |
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| DEVELOPMENTAL PSYCHOLOGIST DEFINE MIDDLE CHILDHOOD AS |
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| CHILDREN IN MIDDLE CHILDHOOD HAVE MORE _____________________________AND _________ THAN YOUNG CHILDREN. |
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| MORE DEVELOPED LINGUISTIC SKILLS AND EXTENSIVE VOCABULARIES |
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| ACCORDING TO PIAGET, THE COGNITION OF CHILDREN IN MIDDLE CHILDHOOD USUALLY.... |
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| EVOLVES, BECOMES CONCRETE. |
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PIAGETS' CONCRETE OPERATIONAL STAGES:
CHILDREN IN MIDDLE CHILDHOOD DISCOVER PROCESSES SUCH AS... |
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REVERSABILITY
MATHEMATICAL OPERATIONS
SERIAL ORDERING
CAUSE AND EFFECT RELATIONSHIPS |
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| FREUD BELIEVED SEXUAL ENERGY REMAINED DORMANT DURING MIDDLE CHILDHOOD |
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| ERIKSON BELIEVED THAT CHILDREN DEVELOP A .... |
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| SENSE OF COMPETENCE THROUGH MASTERY OF CULTUALLY DEFINED LEARNING TASKS |
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| BELIEVES THAT CHILDREN LEARN MORE FROM OBSERVING OTHERS THAN FROM REWARDS OR PUNISHMENT |
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| RESEARCH SUGGESTS THE NOTION THAT MORAL REASONING DEVELOPS IN STAGES. |
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| CHILDREN IN MIDDLE CHILDHOOD USUALLY DEFINE FRIENDSHIP AS |
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| -MIDDLE CHILDHOOD, ALL ACTIVITIES ARE PHYSICAL, AND ALL ACTIVITIES ARE WITH SAME-SEX PEERS |
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| HOW DID THEY EXPECT OTHER CHILDREN TO BEHAVE? |
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PEOPLE ARE EXPECTED TO ADHERE TO CERTAIN SOCIAL RULES--EXAMPLE-ALL BOYS PLAY BALL
SEX ROLES OF BOYS AND GIRLS IN THE MOVIE ARE CLEARLY DEFINED.
--NO GIRLS ON THE TEAM |
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| WAYS THE KIDS EXPLAINED THINGS THEY HAD NOT DIRECLTY SEEN? |
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EXAGGERATE THROUGH STORY TELLING, INFORMATION THAT CONFIRMS THEIR SUSPICIONS REINFORCES THEIR BELIEFS, WHEREAS INFO THAT CONTRADICTS THEIR SUSPICIONS IS DISREGARDED.
SUSPICIOUS OF OUTGROUPS AND IN THE UNKNOWN
RELATE TO ABSTRACT CONCEPTS SUCH AS LEGEND AND FOREVER IN CONCRETE WAYS |
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| SOCIALLY DOMINANT, ACTION-ORIENTED, ORGANIZES ENVIRONMENT, MORE LIKELY TO CHANGE THEIR MIND IF NEGATIVE CONSEQUENCES ARE POINTED OUT |
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| INTORSPECTIVE, NEEDS A GOOD REASON TO CHANGE, QUIET AND MATTER OF FACT, MORE OUTGOING WITH PEOPLE THEY KNOW WELL |
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| SPONTANEOUS AND ADAPTABLE, RESISTS COMMITMENTS AND LIKES OPTIONS, ENJOYS SOCIAL INTERACTIONS BUT HAS LOW NEED TO CONTROL FLOW OF INTERACTIONS |
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| OFTEN FLEXIBLE, BUT STONG INTERNAL BELIEFS-BECOMES RIGID WHEN VALUES ARE NOT RESPECTED, GENTLE AND EASY GOING, COMFORTABLE WITH OPEN ENDED SCHEDULING, MARCHES TO THE BEAT OF THEIR OWN DRUMMER |
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