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