Human Development
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| show | psychosocial development during the 1st 3 years.
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| The relatively consistent blend of emotions, temperament, thought and behavior that makes a person unique | show 🗑
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| show | psychosocial development.
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| subjective reactions to experience that are associated with psychological and behavioral changes | show 🗑
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| show | Smiling, cooing, reaching out, going to person.
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| show | Open to stimulation, show curiosity, interest, smile.
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| show | Can anticipate, become angry, be weary, smiled, coo, laugh.
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| When does the time of “social awakening” and early reciprocal exchanges between baby and caregiver? | show 🗑
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| show | Play social games, tried to get responses from people, talked, touch, express differentiated emotions, showed joy, fear, anger, surprise.
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| show | Preoccupied with caregiver, afraid of strangers, communicate emotions, show moods, gradations of feelings.
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| show | Explorer, use people they are attached to as a secure base, mastered the environment, more calm bedding, more eager to assert themselves.
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| What are the highlights of a child’s psychosocial development at 18 to 36 months? | show 🗑
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| What is the most powerful and sometimes the only way infants commit can communicate their needs? | show 🗑
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| show | Hunger cry, angry cry, pain cry, frustration cry.
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| show | hunger cry
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| a variation of the rhythmic cry, in which excess air is forced through the vocal cords | show 🗑
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| show | pain cry
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| show | frustration cry.
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| What is the best way to handle a babies crying? | show 🗑
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| show | Spontaneously after birth until about the 3rd month, involuntary smile during periods of REM sleep.
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| show | Cortex matures.
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| Explain the cycle of waking smiles during the first 4 months. | show 🗑
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| When babies laugh at the unexpected, what does it show? | show 🗑
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| show | Unfold from simpler ones.
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| show | Content Mae, interest, distress.
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| What emotions start to show in the 1st 6 months? | show 🗑
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| emotions, such as embarrassment, empathy, and envy, that depend on self-awareness | show 🗑
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| realization that one's existence and functioning are separate from those of other people and things | show 🗑
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| emotions, such as pride, shame and guilt, that depend on both self awareness and knowledge of socially accepted standards of behavior. | show 🗑
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| show | Self awareness.
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| show | Between 15 and 24 months.
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| show | Being the focus of attention, identify with what other “selves” are feeling, wish they have what someone else has.
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| At what age do children become better able to evaluate their own thoughts and desires against what is considered socially appropriate? | show 🗑
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| When are children able to demonstrate self-evaluative emotions? | show 🗑
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| When do emotions begin develop? | show 🗑
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| show | From 15 to 24 months.
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| show | From 2 1/2 to 3 years.
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| show | In the 2nd year.
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| What are the 2 kinds of embarrassment? | show 🗑
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| ability to put oneself in another person's place and feel what the other person feels | show 🗑
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| acting out of concern for a stranger with no expectation of reward | show 🗑
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| The ability to _ seems to arise during the 2nd year and increases with age. | show 🗑
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| show | True.
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| show | During first 3 months, differentiation of basic emotion begins as cerebral cortex becomes functional, bringing cognitive perceptions into play
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| What is the second major shift of brain organization that roughly corresponds to changes in emotional processing? | show 🗑
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| What is the third major shift of brain organization that roughly corresponds to changes in emotional processing? | show 🗑
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| What is the fourth major shift of brain organization that roughly corresponds to changes in emotional processing? | show 🗑
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| part of the autonomic system that prepares the body for action | show 🗑
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| the part of the autonomic system that is involved in excretion and sexual excitation | show 🗑
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| How do emotions develop? | show 🗑
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| How do babies show emotion? | show 🗑
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| Explain a typical sequence of emergence of basic emotions. | show 🗑
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| Explain a typical sequence of emergence of self-conscious emotions. | show 🗑
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| show | Have developed self-awareness, gained knowledge about societies accepted standards and rules, figure out what is considered socially appropriate
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| Explain emotions connection with cognitive and neurological development. | show 🗑
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| characteristic disposition or style of approaching and reacting to situations | show 🗑
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| sometimes defined as a person's characteristic, biologically based way of approaching and reacting to people and situations | show 🗑
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| Temperament has been described as the _ of behavior: not _ people do, but _ they go about doing it. | show 🗑
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| Temperament may affect not only the way children approach and react to the world, but the way they regulate their _, _ and _ functioning. | show 🗑
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| show | Temperament.
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| Individual differences in temperament, which are thought to derive from a person's basic biological makeup, form the core of the _. | show 🗑
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| What are the 3 temperamental patterns of people? | show 🗑
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| show | “easy” children.
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| show | “difficult” children.
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| children whose temperament is generally mild, but who are hesitant about accepting new experiences | show 🗑
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| show | No, yes.
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| Describe an “easy” child. | show 🗑
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| Describe a “difficult” child. | show 🗑
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| show | Mild intense reactions, both positive and negative, responds slowly to change, regular to irregular eat/sleep schedule, mildly negative initial response to new stimuli, gradually develops liking for new stimuli after repeated, unpressured exposures
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| show | goodness of fit.
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| show | Temperament.
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| show | To some degree, but it is not fully formed at birth.
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| What can change a person's temperament? | show 🗑
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| the match between a child's temperament and the environmental demands and constraints the child must deal with | show 🗑
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| show | Active child expected to sit still, persistent child taken away from absorbing project, slow to warm up child pushed into new situations.
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| What are ways parents can feel less guilty, anxious, hostile, loss of control, rigid or inpatient about a child's reactions? | show 🗑
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| show | Help child adapt.
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| What is another name for inhibition to the unfamiliar? | show 🗑
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| show | inhibition to the unfamiliar.
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| a part of the brain that detects and reacts to unfamiliar events and is involved in emotional responses | show 🗑
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| In the Kagan study, is a child was inhibited or uninhabited, how did that affect them in childhood? | show 🗑
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| show | Genes and psychological traits.
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| show | Parents encourage children to venture into new situations, the children tend to be less inhibited.
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| What happened when mothers responded and sensitively to children, who behaved inhibited? | show 🗑
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| What can reinforce or soften a child's original temperamental bias? | show 🗑
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| What are the 3 patterns of temperament identified by the New York longitudinal study? | show 🗑
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| show | Fairly stable, it can be modified, but can also revert back to old ways.
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| show | The child's temperament and what is demanded of them must match to some degree or problems can arise.
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| show | reactivity and inhibited or uninhabited behavior.
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| show | Temperament can affect how children respond to situations and behave in those situations
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| How do infants show temperamental differences? | show 🗑
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| show | Seem to be lifelong, can start out at one extreme and become more neutral, but it can also revert back to old ways.
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| show | No, it is different across all cultures.
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| show | Infant monkeys were placed with wire or terrycloth covered surrogate monkey mothers, monkeys even after a year separation preferred the terrycloth covered monkey mother even to their own mother.
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| What are the needs of an infant from its mother? | show 🗑
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| When babies have responsive mothers, what did they show greater increases in? | show 🗑
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| show | Frequent and positive.
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| What roles do mothers play in early personality development? | show 🗑
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| What roles do fathers play in early personality development? | show 🗑
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| show | gender.
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| What does being male or female affect? | show 🗑
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| show | Between ages 1 and 2, preference in toys, play activities, playmates of the same sex.
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| By using age-appropriate tasks, when have cognitive psychologists found that infants begin to perceive differences between males and females? | show 🗑
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| At what age can infants begin to tell the difference between a male and female face? On what basis? | show 🗑
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| show | Dolls, match face with correct gender.
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| show | gender-typing.
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| show | Gender-typing.
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| show | Fathers.
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| Do mothers or fathers treat boys and girls more differently, even during their 1st year? | show 🗑
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| What have cross-cultural variations suggested about rough play “in the male biology”? | show 🗑
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| show | African fathers are very hands-on with children, Chinese fathers almost never hold infants. African fathers are very gentle with children, US fathers are rough with children.
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| Compare the roles of fathers and mothers in a meeting infants needs. | show 🗑
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| Discuss gender differences in infants and toddlers. | show 🗑
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| How do parents influence gender typing? | show 🗑
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| When do gender differences appear? | show 🗑
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| How do gender differences appear? | show 🗑
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| show | basic trust versus basic mistrust.
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| show | Food, protection, for lives.
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| let's people form intimate relationships | show 🗑
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| enables people to protect themselves | show 🗑
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| show | Hope.
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| What happens if mistrust predominates in Erikson's theory? | show 🗑
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| What happens if trust dominates in Erikson's theory? | show 🗑
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| show | Sensitive, responsive, consistent caregiving.
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| show | To develop a sense of reliability of people and objects.
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| Identify the critical element in trust. | show 🗑
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| reciprocal, enduring tie between 2 people-especially between infant and caregiver-each of whom contributes to the quality of the relationship | show 🗑
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| show | strange situation.
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| show | Ethnological theory, promotes baby’s survival.
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| show | takes less than half an hour, mother leaves baby with the stranger and comes back, mother leaves baby alone and comes back after stranger, monitoring babies response each time the mother returns.
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| show | Babies response each time the mother returns
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| What are the 4 main patterns of attachment? | show 🗑
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| pattern in which an infant cries or protests when the primary caregiver leaves and actively seeks out the caregiver on his or her return | show 🗑
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| pattern in which an infant rarely cries when separated from the primary caregiver and avoid contact on his or her return | show 🗑
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| show | Ambivalent (resistant), attachment.
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| show | Use mother a secure base, explore but return occasionally for reassurance, cooperative, relatively free of anger.
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| show | Avoids mother on return, angry, do not reach out in time of need, dislike being held but dislike being put down even more.
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| Describe tendencies an ambivalent attachment child. | show 🗑
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| show | Universal.
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| show | disorganized-disoriented attachment.
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| show | Organize strategy.
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| What kind of behaviors do disorganized-disoriented attachment babies show? | show 🗑
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| Why might a child have a disorganized-disoriented attachment? | show 🗑
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| show | Plays when mother is nearby, responds enthusiastically when mother returns.
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| How would a child with an avoidant attachment behave in a strange situation? | show 🗑
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| show | Hovers close to mother, does not greet her in reunion, instead is angry and upset.
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| show | Inconsistent, contradictory behavior, fall apart, overwhelmed by stress.
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| show | Baby build a working model of what can be expected, as long as mother acts the same, the model holds up, if behavior changes baby may revise the model, security of attachment may change.
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| What factors are important in a baby's attachment? | show 🗑
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| Do mothers tend to be the secure base across all cultures? | show 🗑
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| In what ways does temperament influence attachment? | show 🗑
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| wariness of strange people and places, shown by some infants during the second half of the first year | show 🗑
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| distress shown by some people, typically an infant, when a familiar caregiver leaves | show 🗑
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| show | The mother.
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| show | Yes, 6 to 12 month old babies.
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| show | Gradually get used to stranger in a familiar setting, cuddling baby before they cried, stability of care.
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| show | Emotional, social, cognitive competence.
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| Is a securely attached toddler or an insecurely attached toddler more likely to have a larger, more varied vocabulary? Why? | show 🗑
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| show | more curious/empathetic/self-confident, get along better with other children, interact more positively with parents/teachers/peers, better able to resolve conflicts, better self-image, socially well-adjusted, quality of attachment in romantic partner
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| show | Intimacy of friendship, quality of attachment in a romantic partner.
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| show | Inhibitions, negative emotions, hostility, dependency.
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| What are some long-term effects of attachment in disorganized attachment children? | show 🗑
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| What may affect a parent’s emotional well-being and influenced the way they respond to their own children? | show 🗑
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| show | Perceptions of their baby’s temperament, parent-child relationship.
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| show | Secure attachment, avoidant attachment, ambivalent attachment, disorganized-disoriented attachment.
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| show | Baby has working model of mother and puts trust in to consistency of her behavior, role of temperament-irritability may prevent the development of a secure attachment.
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| show | Baby can get anxious of being separated from parents or being near someone new, but when stranger and separation are slowly introduced in familiar setting, infant may react more positively, and if stability of care is competent.
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| show | however the parent was treated, they will have the tendency to treat the child the same way.
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| show | with mutual regulation, they can read each other's signals and respond appropriately
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| show | mutual regulation
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| What do infants have a strong drive to do? | show 🗑
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| The ability of both infant and caregiver to respond appropriately and sensitively to each other's mental and emotional states is _. | show 🗑
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| What can infants do that influences the way caregivers behave towards them? | show 🗑
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| show | healthy interaction
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| What does mutual regulation help babies to learn? | show 🗑
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| show | social referencing
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| show | social referencing
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| show | baby receives new toy, looks at caregiver for guidance in behavior
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| show | social referencing
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| How old might social referencing begin? | show 🗑
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| Social referencing and the information gained from it, may play a role in what developments in toddlerhood? | show 🗑
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| How does mutual regulation work? | show 🗑
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| show | when baby is cared for appropriately, it is happy, when baby is not cared for appropriately, may feel frustrated or sad
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| How do infants use social referencing? | show 🗑
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| show | 14.5% of new mothers
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| When does postpartum depression occur? | show 🗑
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| show | drop in estrogen and progesterone following childbirth, significant emotional changes, significant lifestyle changes, first time mother
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| show | yes, cognitive and emotional development
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| How might a mother with postpartum depression treat a baby differently than a mother without? | show 🗑
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| How might a baby be affected by a mother with postpartum depression? | show 🗑
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| show | genetics, prenatal factors, environmental factors
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| What are some withdraw emotions? | show 🗑
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| True or false: a woman's depression during pregnancy can contribute to her newborn's neurological and behavioral functioning. | show 🗑
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| What kind of attachment do infants with depressed mothers tend to have? | show 🗑
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| show | grow poorly, perform poorly on cognitive and linguistic measures, behavior problems, trouble suppressing frustration and tension, at risk for violent behavior
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| What are some safe techniques for treating postpartum depression? | show 🗑
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| How can treating a mother for postpartum depression help the mother-baby relationship? | show 🗑
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| sense of self | show 🗑
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| descriptive and evaluative mental picture of one's abilities and traits | show 🗑
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| Our _ is our image of ourselves. | show 🗑
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| show | personal agency
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| show | age 4 to 10 months
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| sense of being a physical whole with boundaries separate from the rest of the world | show 🗑
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| conscious knowledge of the self as a distinct, identifiable being | show 🗑
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| show | about 3 months
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| show | 3 months, 4 to 9 months
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| When does conceptual self awareness develop? | show 🗑
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| show | self- coherence, self awareness, conceptual self awareness
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| At 20-24 months toddlers begin to use first-person pronouns showing what? | show 🗑
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| show | autonomy versus shame and doubt.
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| show | 18 months to 3 years.
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| What is the 2nd stage of Erikson's psychosocial development marked by? | show 🗑
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| What virtue emerges during the autonomy versus shame and doubt stage? | show 🗑
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| show | Toilet training, language.
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| show | Unlimited freedom is neither safe nor healthy, shame and doubt.
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| show | “Terrible twos,” negativism.
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| the tendency to shout, saying no just for the sake of resisting authority | show 🗑
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| Caregivers who view children's expressions of self will as a normal, healthy striving for independence can help what? | show 🗑
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| How can parents help toddlers in dealing with the terrible twos? | show 🗑
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| What can parents do to deal with the terrible twos? | show 🗑
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| show | Harder to comply with do’s.
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| When will children have less self control? | show 🗑
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| development of habits, skills, values, and motives shared by responsible, productive members of a society | show 🗑
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| during socialization, process by which children accept societal standards of conduct as their own | show 🗑
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| Why can be seen as a 1st step towards compliance with societal standards of behavior? | show 🗑
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| show | No longer obey rules or commands merely to get rewards or avoid punishment.
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| a child's independent control of behavior to conform to understood social expectations | show 🗑
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| control of infants behavior to conform to a caregivers demands or expectations, even when the caregiver is not present | show 🗑
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| show | Child starts to put finger and socket, father shouts no, next time child starts to put finger and socket, remembers parents said no, doesn't do it.
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| show | Began to realize you are an individual, self coherence, self-awareness, conceptual self-awareness.
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| show | autonomy
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| Describe the conflict of autonomy versus shame and doubt. | show 🗑
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| Explain why the terrible twos are considered a normal phenomenon. | show 🗑
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| What is the foundation of socialization? | show 🗑
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| What domains of development does self-regulation linked to? | show 🗑
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| Restraining oneself requires what 2 things? | show 🗑
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| show | Want to do what their parents approve of, children process/store/act on information.
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| show | attention regulation.
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| show | Self conscious and evaluate of emotions, such as empathy, shame, guilt.
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| What is self-regulation correlated with? | show 🗑
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| Are the terrible twos a universal trait of 2-year-olds in the world? | show 🗑
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| show | What age children can be held responsible for their actions.
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| internal standards of behavior, which usually control one's conduct in produce emotional discomfort when violated. | show 🗑
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| Konchanska’s term for wholehearted obedience of a parent orders without reminders or lapses | show 🗑
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| show | situational compliance.
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| Konchanska’s term for eager willingness to cooperate harmoniously with a parent in daily interactions, including routines, chores, hygiene and play | show 🗑
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| _ includes both emotional discomfort about doing something wrong and the ability to refrain from doing it | show 🗑
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| What do children need to have before they can develop a conscience? | show 🗑
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| show | Willingness to do the right thing, because child believes it is right, not just because someone else said so.
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| show | Gentle guidance rather than force, threats, other forms of negative control.
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| show | Receptive cooperation
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| How does attachment affect cooperation? | show 🗑
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| What are factors in the success of socialization? | show 🗑
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| Secure attachment and a warm, mutually responsive, parent-child relationship seem to foster what? | show 🗑
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| show | Committed compliance, situational compliance, receptive cooperation.
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| show | moral emotions.
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| show | moral conduct.
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| judged by child's response to hypothetical, age-appropriate moral dilemmas | show 🗑
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| show | Moral emotions, moral conduct, moral cognition.
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| show | constructive conflict.
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| How can having constructive conflicts help a child develop moral understanding? | show 🗑
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| show | mothers who requested, compromised or bargained.
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| show | discussion of emotions in conflict situations, let to conscious development
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| Tell when and how self-regulation develops. | show 🗑
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| show | if a child can regulate themselves, they can do what is socially appropriate and get along with people better through self restraint
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| show | committed-obey parent’s orders without lapses, situational-obey parent’s orders when being watched, receptive cooperation-cooperate with parent in daily activities
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| show | if a child has a bad temperament, they will have trouble making friends
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| How does attachment affect socialization? | show 🗑
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| show | infant of a warm, mutually responsive parent showed moral emotions and conduct sooner
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| How do toddlers exercise autonomy and develop standards for socially acceptable behavior? | show 🗑
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| How do infants gain trust in their world and form attachments? | show 🗑
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| show | parents, other children in and out of home
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| _ can become a vehicle for understanding social relationships. | show 🗑
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| _ can play a distinct role is socialization. | show 🗑
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| show | yes
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| show | Younger child reaches 18 months, younger child begins to more around and becomes more assertive
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| show | helps children recognize each other’s needs, wishes, point of view, helps them learn how to fight, disagree, compromise
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| show | first few month-look, smile, coo at other babies; 6-12 months-smile, babble at, touch other babies; 1 year-learn to walk, pay less attention to others; 1 ½ to 3 years-interest in other children, learn how to deal with others
🗑
|
||||
| show | imitating one another, games like follow the leader, more verbal communication, helps peers coordinate joint activities
🗑
|
||||
| show | social understanding grows
🗑
|
||||
| show | children learn how to negotiate and solve disputes
🗑
|
||||
| show | temperament, readiness to accept new people, ability to adapt to change, experience
🗑
|
||||
| show | can help children learn how to deal with conflict, recognize other people’s points of view
🗑
|
||||
| show | older child helps when younger child is little, when younger child reaches 18 months rivalry starts
🗑
|
||||
| Trace changes in sociability during the first three years. | show 🗑
|
||||
| show | imitation, cooperative activity
🗑
|
||||
| show | 57.5%.
🗑
|
||||
| What can less than but not eliminate the negative effects of a mother working more than 30 hours per week? | show 🗑
|
||||
| What is a factor in the impact of the mothers working outside the home? | show 🗑
|
||||
| What factors may impact the quality of child care? | show 🗑
|
||||
| What makes a child sensitive to child care? | show 🗑
|
||||
| show | structural characteristics.
🗑
|
||||
| warmth, sensitivity, responsiveness of caregivers and the developmental appropriateness of back to these | show 🗑
|
||||
| show | Well-trained caregivers, low child staff ratios, better cognitive and social outcomes.
🗑
|
||||
| show | Caregiver, stimulating interactions with responsive adults, low staff turnover, stability of care.
🗑
|
||||
| show | Infants need consistent caregiving in order to develop trust and secure attachments.
🗑
|
||||
| What are some key factors in choosing a good child care facility? | show 🗑
|
||||
| show | Amount of care, quality of care, type of care, stability of care.
🗑
|
||||
| What have long days in child care been associated with? | show 🗑
|
||||
| show | Scored higher on tests of language comprehension, cognition, readiness for school, better vocabulary scores, fewer behavioral problems.
🗑
|
||||
| Which is more influential, child care or family characteristics? | show 🗑
|
||||
| show | Income, home environment, amount of mental stimulation the mother provides, mother sensitivity to her child.
🗑
|
||||
| show | No effect no matter what age the child started child care.
🗑
|
||||
| What effect does child care have on interaction with peers? | show 🗑
|
||||
| How can the amount of child care be counteracted? | show 🗑
|
||||
| Evaluate the impact of the mothers employment on infants well-being. | show 🗑
|
||||
| List 5 criteria for good child care. | show 🗑
|
||||
| show | As long as the infants had a stimulating home environment and sensitive mother they seemed to do okay.
🗑
|
||||
| How does early childcare affect infants and toddlers development? | show 🗑
|
||||
| show | physical abuse.
🗑
|
||||
| failure to meet a dependant’s basic needs | show 🗑
|
||||
| show | sexual abuse.
🗑
|
||||
| show | emotional maltreatment.
🗑
|
||||
| action or inaction that may cause behavioral, cognitive, emotional or mental disorders | show 🗑
|
||||
| show | maltreatment.
🗑
|
||||
| show | Physical abuse, neglect, sexual abuse, emotional maltreatment.
🗑
|
||||
| What are examples of physical abuse? | show 🗑
|
||||
| show | Not providing child with food, clothing, medical care, protection, supervision.
🗑
|
||||
| an apparently healthy, well fed babies failure to grow often as a result of emotional neglect | show 🗑
|
||||
| show | shaken baby syndrome.
🗑
|
||||
| show | Decrease.
🗑
|
||||
| What percentage of children identified as maltreated are neglected? | show 🗑
|
||||
| show | 18%
🗑
|
||||
| show | 10%
🗑
|
||||
| What percentage of children identified as maltreated are emotionally maltreated? | show 🗑
|
||||
| What amount of child fatalities are attributed to neglect? | show 🗑
|
||||
| What factors can cause failure to thrive? | show 🗑
|
||||
| _ is a form of maltreatment found mainly in children under 2 years, most often in infants. | show 🗑
|
||||
| show | Frustrated, angered by infants crying, unable to handle stress, has unrealistic expectations for infant behavior, may lose control.
🗑
|
||||
| show | Fragile brain bounces back and forth inside's call, causes bruising, bleeding, swelling, permanent and severe brain damage, paralysis, death.
🗑
|
||||
| _ is the leading cause of death in child abuse cases in the US. | show 🗑
|
||||
| show | 20%, disabilities, learning and behavioral disorders, neurological injuries, retardation, paralysis, blindness, permanent vegetative state.
🗑
|
||||
| show | 8, mother.
🗑
|
||||
| show | Extreme disturbance in child rearing, aggravated by family problems, poverty, lack of education, alcoholism, depression, antisocial behavior, large, poor, single-parent families.
🗑
|
||||
| show | Very poor families.
🗑
|
||||
| What are characteristics of an abusive household? | show 🗑
|
||||
| show | Substance abuse.
🗑
|
||||
| Sexual abuse often occurs along with other family disturbances such as what? | show 🗑
|
||||
| show | High abuse community, criminal activity, dreary facilities.
🗑
|
||||
| show | Robust social support networks, well known community services, strong political leadership.
🗑
|
||||
| What are 2 cultural factors associated with child abuse? | show 🗑
|
||||
| Who should be told about possible maltreatment? | show 🗑
|
||||
| show | Shelters, education and parenting skills, therapy, foster care.
🗑
|
||||
| In 2004, about what percent of victims of maltreatment were placed in foster homes? | show 🗑
|
||||
| show | Removes child from immediate danger, but is often unstable, further alienates the child from the family, may turn out to be another abusive situation.
🗑
|
||||
| Children who have been in foster care are more likely than other children to do what? | show 🗑
|
||||
| show | Misread emotional signals on bases.
🗑
|
||||
| show | Poor physical, mental, emotional health; impaired brain development; cognitive, language, academic difficulties; problems in the attachment and social relationships; memory problems.
🗑
|
||||
| show | Heightened risk of poor academic achievement, delinquency, teenage pregnancy, alcohol and drug use, suicide.
🗑
|
||||
| About _ of adults who were abused and neglected in childhood victimize their own children. | show 🗑
|
||||
| show | More disturbed behavior, lower self-esteem, depressed, anxious, unhappy.
🗑
|
||||
| show | Anxious, depressed, angry, hostile, mistrust, isolated, more likely to abuse alcohol or drugs.
🗑
|
||||
| Why might some abuse children have problems as an adult and others do not? | show 🗑
|
||||
| What kind of resilience do many maltreated children show? | show 🗑
|
||||
| show | Abusive or neglectful parent, childhood and possibly adult trauma
🗑
|
||||
| show | Children can be placed in foster care, parents can be shown a proper way to treat children.
🗑
|
||||
| When and how do emotions develop? | show 🗑
|
||||
| How do babies show emotions? | show 🗑
|
||||
| How do complex emotions develop? | show 🗑
|
||||
| show | True.
🗑
|
||||
| What are early signs of emotion, both behaviorally and physically? | show 🗑
|
||||
| show | Emotional.
🗑
|
||||
| Self-conscious and self evaluate of emotions arise after the development of _. | show 🗑
|
||||
| show | They can be easy, difficult, slow to warm up
🗑
|
||||
| show | Pretty stable, but can be modified by experience
🗑
|
||||
| show | Easy, difficult, slow to warm up.
🗑
|
||||
| _ appear to be largely inborn and have a biological basis. | show 🗑
|
||||
| Are temperamental patterns stable? How can they be modified? | show 🗑
|
||||
| show | Child's temperament, environmental demands.
🗑
|
||||
| True or false: cross-cultural differences in temperament may reflect child raising practices. | show 🗑
|
||||
| show | How a child will behave, become attached
🗑
|
||||
| What roles can vary around the world? | show 🗑
|
||||
| show | Maternal closeness, warmth, responsiveness, physical care.
🗑
|
||||
| show | Social construction.
🗑
|
||||
| show | True.
🗑
|
||||
| show | Appear after infancy, promoted through early gender-typing, especially by fathers.
🗑
|
||||
| How do infants gain trust in their world and form attachments? | show 🗑
|
||||
| How do infants and caregivers read each other's nonverbal signals? | show 🗑
|
||||
| According to Erikson, what is the 1st stage of personality development, and at what age does it occur? | show 🗑
|
||||
| show | Sensitive, responsive, consistent caregiving.
🗑
|
||||
| According to the strange situation, what are the 4 patterns of attachment? | show 🗑
|
||||
| _ measure attachment in natural settings and in cross-cultural research. | show 🗑
|
||||
| show | Babies temperament, quality of parenting
🗑
|
||||
| show | Yes, parents memory may influence their child's attachment
🗑
|
||||
| When may stranger anxiety and separation anxiety began to arise? What can they be relayed it to? | show 🗑
|
||||
| show | Mutual regulation.
🗑
|
||||
| At what age have social referencing been observed? | show 🗑
|
||||
| show | Yes, especially if severe or chronic.
🗑
|
||||
| show | Between 4 and 10 months, infants begin to perceive a difference between self and others, experience a sense of agency and self coherence
🗑
|
||||
| How do toddlers exercise autonomy? | show 🗑
|
||||
| How do toddlers develop standards for socially acceptable behavior? | show 🗑
|
||||
| show | Between 15 and 24 months, with a emergence of self-awareness and self recognition.
🗑
|
||||
| What is Erikson’s 2nd stage of personality development? | show 🗑
|
||||
| show | Negativism.
🗑
|
||||
| show | With self-regulation.
🗑
|
||||
| show | Socialization.
🗑
|
||||
| A _ is committed to compliance to caregivers demands. | show 🗑
|
||||
| Toddlers who show _ compliance tend to internalize adult roles more readily than those who show _ compliance. | show 🗑
|
||||
| Children whose show _ can be active partners in their socialization. | show 🗑
|
||||
| _ play a distinct role in socialization. | show 🗑
|
||||
| True or false: what children learn from let relations with sibling carries over to relationships outside the home. | show 🗑
|
||||
| show | More interest in other children, increasing understanding of how to deal with others.
🗑
|
||||
| show | Okay as long as the child care is high-quality
🗑
|
||||
| How does parental employment affect infants and toddlers development? | show 🗑
|
||||
| show | Caregiver.
🗑
|
||||
| True or false: substitute child care can vary in quality. | show 🗑
|
||||
| show | Quality, quantity, stability, type of care.
🗑
|
||||
| Does child care or family characteristics greater influence in infants and toddlers development? | show 🗑
|
||||
| show | .
🗑
|
||||
| show | .
🗑
|
||||
| What are 4 forms of maltreatment? | show 🗑
|
||||
| What age group are most victims of maltreatment? | show 🗑
|
||||
| show | Characteristics of abuser or neglect her, family, community, culture
🗑
|
||||
| What can maltreatment interfere with mentally? | show 🗑
|
||||
| Can emotional effects of maltreatment continue into adulthood? | show 🗑
|
||||
| show | Multifaceted, coordinated community efforts
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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Popular Psychology sets