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CAP Ch. 9
| Question | Answer |
|---|---|
| a person's awareness of personal attributes, abilities, possessions, preferences, attitudes, and values, that define them as a person | self-concept |
| a bias by young children to view themselves in a positive light; young children's self-awareness of their abilities and personality traits that are often characterized by an overconfidence | positivity bias |
| the degree to which a child feels a sense of overall self-worth | self-esteem |
| a person's inner sense of their gender that's required by age 3 | gender identity |
| the outward expression of one's gender expressed through clothing, interests, mannerisms, and language | gender expression |
| term for a person whose gender identity is different from the sex they were assigned at birth | transgender |
| a term for a person whose gender identity is consistent with the sex they were assigned with | cisgender |
| List steps of children's understanding of gender | self-labeling, gender stability and gender constancy |
| the positive reinforcement of one kind of behavior and not another, or the reinforcement of a particular response under one condition and not another; modeling gender-stereotyped roles, praising gender typical play | differential reinforcement |
| a tendency for girls and boys to play in same-sex groups; one primary way gender expression is socialized in American society | gender segregation |
| a set of beliefs, observations, and expectations about male and female roles; children's attention and behavior are guided by an internal motivation to conform to gender-based standards | gender schema |
| recognition that the race of a person doesn't change over time or if skin tone is altered; children ages 6-7 can answer questions about race, including identification, stability, and consistency | racial constancy |
| a cognitive understanding in which entities belonging to a category have an underlying shared essence that is not necessarily visible | essentialism |
| characteristics that distinguish one group from another based on cultural background, nationality, religion, language, and social practices | ethnicity |
| physical characteristics such as skin color and facial characteristics | race |
| Adults believe that children are ______ and don't notice racial differences until they are pointed out. Children won't develop racial biases unless they are ____. | Color-blind, taught to have them by adults |
| How do children "pick up" racial biases? | inter-group biases, essentialism, verbal and nonverbal behavior of adults as sources of bias |
| How can parents help raise antiracist children? | talk about race positively, avoid microaggressions and negative statements, encourage cross-race friendships, examine children's books for positive and negative portrayals of various racial and ethnic groups |
| nervous smile, gaze aversion, and touching face or body | evaluative embarrassment |
| casting eyes downward, shoulder slumping, and turning the corners of the mouth downward, felt as a personal or moral failure, avoidance and social withdrawal | shame |
| involves a child's realization that they have harmed or disappointed another person, attempts to make reparations | guilt |
| Preschoolers regulate their emotions by | reassuring themselves, reinterpreting the situation so that it is not so upsetting, or suppressing or hiding undesirable emotions |
| shifting child's attention away from the source of the negative emotion | attention refocusing |
| changing the child's interpretation of the situation so that it is no longer negative | cognitive reframing |
| children with characteristically ______ negative emotions face an emotional challenge, because there are so many situations that upset them. Their parents are more helpful when they.... | strong, act warmly and sympathetically to their child and provide verbal advice about how to cope with distressing emotions |
| characteristic patterns of thinking, feeling, and behaving; helps predict behavior | personality |
| tend to be socially outgoing, cooperative, compliant, high in emotion regulation, and adaptive in stressful situations (Mable) | resilient children |
| are generally shy, anxious, dependent, and compliant, internalizing problems (clinging to an adult, anxiety/depression, shyness) | overcontrolled children |
| tend to be active, aggressive, and noncompliant, and have difficulties with emotion regulation, externalizing behavior (disobedience, hyperactivity, antisocial behavior) | undercontrolled children |
| parents who criticize their children's personalities ("you are naughty") tend to have children who act ______ when they break rules; also provoked by shame, disgust, anger, and general disapproval | ashamed |
| Parents who comment on the child's behavior ("hitting is bad"_ tend to have children who act ______, and are more eager to make up for their mistake; also provoked by disappointment, pain, and fear | guilty |
| play with peers allows children to gain experience in (list three) | forming and maintaining relationships, negotiating topics of play, taking on different roles in an activity |
| age 2 - initially involve role reversals or turn-taking, such as tag or hide-and-go-seek | playing simple games |
| ages 2.5 - 3 - children share fantasy such as playing house or pretending to be animals, or take on complementary pretend roles such as mommy/baby or superhero/villain, but w/out much planning or discussion of how roles will be enacted | cooperative pretend play |
| cooperative play in which children plan and assign roles to each other | sociodramatic play |
| viewed sociodramatic play as one of the primary contributors to development of executive functioning and self-regulation (pay attention and control behavior during clean-up periods or group time) | vygotsky |
| individuals of about the same age and developmental level | peers |
| What kind of emotions are common? | self-conscious |
| When children feel embarrassment and shame because they are sensitive to disappointing adults, cortisol and stress _____. | increase |
| The number of fears peak between ages | 2 and 4 |
| Children decline in fears of ____, ____, ____ and _____ and are most likely to have fears about ___, ___, ___, and ____ | loud noises, falling, sudden movement, strangers; animals, imaginary creatures, the dark, personal safety |
| Name four goals of discipline | teach child to regulate own behavior, keep child safe, enhance child's cognitive, socioemotional, and executive functioning skills, and reinforce behavioral patterns |
| List seven reasons to avoid spanking | ineffective in long-term, increased aggression, risk of mental health disorders, and negative outcomes, model aggression, child forms negative view of parents, focused on distress and not listening, tells a kid what not to do, reinforces parents' behavior |
| List two reasons to avoid verbalizations that shame or humiliate children | damages children's trust in parents and reinforces expected behaviors |
| Name four healthy discipline techniques | Positive reinforcement, redirection, time out, withdrawing privileges |
| When disciplining, there must be what three things? | consistency, warm parent-child relationship, and explanations/reasoning |
| Name eight additional tips for making discipline more effective | Tell and reinforce appropriate behavior, minimize situations for BB, use punisher that's punishing, it occurs right after behavior or every time it occurs, remain calm when punishing, make time-outs effective, and verbal reprimands toward behavior |
| Name five functions of play | affiliation with peers, releases tension, increases exploration, advances in cognitive development, and a safe haven to explore and learn |
| increased understanding and ability to talk about emotions (others and self) | emotional understanding |
| What is the most common pathway for gender identity? | gender stability |
| social and societal expectations associated with gender | gender type |
| Youth's perception of gender identity has ____ categories | more than two |
| Left and right hemispheres are more specialized in ___ when both are better recruited by ___. | men, women |
| a genetic defect that leads to abnormally high levels of androgen; more masculinized genitalia, high testosterone and aggression levels, and preference for masculine behaviors and play | CAH |
Created by:
alumesi