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lifespan.chap8
development.tri-c
| Question | Answer |
|---|---|
| Erik Erikson - | psychosocial development |
| psychosocial development | encompasses changes - in way children see themselves as members of society & in their comprehension of the meaning of others' behavior |
| Erikson - 18 mos. -3 yrs | autonomy vs. shame & doubt |
| Erikson 3 yrs. - 6yrs. p 253 | initiative vs. guilt |
| initiative vs. guilt | conflict between independence of action and sometimes negative results of action |
| Erikson, parents who discourage child's efforts to seek independence | contribute to sense of guilt-affect child's self-concept |
| self-concept p. 253 | a person's identity, or set of beliefs about what one is like as an individual |
| collectivistic orientation | a philosophy that promotes the notion of interdependence (Asian) |
| individualistic orientation | philosopy that emphasizes personal identity and the uniqueness of the individual |
| by age 2 p255 | children label those about male or female |
| girls play with other girls | by age 2, boys with boys by age 3 |
| biological basis p 256 | hormones - girls get male androgens are more male |
| p. 256 gender serves biological goal of survivval | evolutionary approach |
| psychoanalytic approach | phallic stage-Freud-Oedipus complex they love mothers & want to kill fathers--castration anxiety |
| identification - p256 | children attempt to be similar to same-sex parent |
| Freud - girls | penis envy when they feel attraction to their fathers |
| social learning | sex roles are learned |
| cognitive approaches | gender is organized into |
| gender identity p257 | the perception of oneself as male or female |
| gender schema | cognitive framework that organizes information relevant to gender |
| gender constancy p 258 | belief that people are permanently male or females, depending on fixed, unchangeable biological factors |
| androgynous p 258 | a state in which gender roles encompass characteristics thought typical of both sexes |
| Gender development - biological | ancestors behaved in ways which guaranteed reproduction |
| gender development -p258 - psychoanalytic | gender development is result of identification of same sex parent, by moving through stages of biological urges |
| social learning p. 258 | children learn gender-related behavior from observations |
| cognitive | gender schemas, developed early, "rules" about male-female behavior |
| functional play | simple, repetitive play - age 3 |
| constructive play p261 | age 4- manipulate objects to produce something |
| parallel play | use similar toys, but do not interact-typical early preschool years |
| onlooker play | watch others-common-child may also want to join group |
| asociative play | two or more children interact-sharing - but they do not do the same thing |
| cooperative play | children play-taking turns, playing games |
| Vygotsky | pretend play is practicing social skills |
| theory of mind | knowledge and belief about how the mind operates |
| false belief problems p 262 | 3-year olds don't know that something was moved; 4-yr. olds know that you have to look for objects |
| emergence of theory of mind-biological | myelination within frontal lobes; hormonal changes |
| theory of mind-language skills | "think" and "know" - understand these words |
| theory of mind-social | older siblings teach |
| autoritarian parents p265 | children withdrawn |
| permissive parents p265 | children moody, withdrawn |
| parenting coaches p267 | not licensed |
| cultural differences chinese | "chiao shun" parents strict, firm, incontrol-push hard academically |
| no spanking -p 269 | (blank) |
| privacy leads to abuse in US p 269 | (blank) |
| cycle of violence | parents were abused as children - but only one-third abuse their own childre |
| psychological maltreatment | abuse occurs when parents or caregivers harm behavioral, cognitive or physical conditioning |
| abuse harms brain p 270 | permanent changes to limbic system-hippocampus and amygdala |
| resilience p270 | ability to overcome circumstances that place a child at high risk for psychological or physical damage |
| use time-out for punishment | p272 |
| use routines p 270 | (blank) |
| piaget- moral development | stages- |
| heteronomous morality p. 273 | age 4-7 subject to external controls and impositions - immanent justice |
| moral development | people's sense of justice-right and wrong |
| incipient cooperation stage p. 273 | age7-10-children learn rules & follow "right way" to play |
| autonomous cooperation stage | age 10 - game rules can be modified if people agree |
| p.274-childbreaks 15 cups vs. 1 cupy | punish 15 cups even though it was accident |
| immanent | indwelling |
| piaget-cricism | too late-children understand intentionality by about age 3 |
| lying | by age 4, intentional lying is wrong |
| prosocial behavior | helping behavior that benefits other |
| social learning | good deeds are reinforced; models show behavior; high-prestige models a |
| abstract modeling | the process in which modeling paves the way for the development of more general rules and principles |
| empathy | understanding what another individual feels- |
| empathy-age | by age 2or3 toddlers offer gifts-share toys |
| negative emotions promote moral development | Freud superego-represents society's do's & don'ts - avoid shame |
| aggression | intentional injury or harm to another person |
| emotional self-regulation p276 | capability to adjust emotions to a desired state and level of integrity |
| relational agression | nonphysical aggression that is intended to hurt another person's pyschological well-being - girls use it |
| does instinct explain aggression? | Konrad Lorenz says animals fight to preserve territory, food & weed out weaker animals |
Created by:
walterina4327