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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personality development is intertwined with social relationships | show 🗑
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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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What are highlights of a child’s psychosocial development at 6 to 9 months? | show 🗑
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show | Preoccupied with caregiver, afraid of strangers, communicate emotions, show moods, gradations of feelings.
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What are highlights of a child’s psychosocial development at 12 to 18 months? | show 🗑
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What are the highlights of a child’s psychosocial development at 18 to 36 months? | show 🗑
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show | Crying.
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show | Hunger cry, angry cry, pain cry, frustration cry.
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a rhythmic cry, which is not always associated with hunger | show 🗑
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show | anger cry
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a sudden onset of loud crying without preliminary moaning, sometimes followed by holding the breath | show 🗑
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2 or 3 drawn out cries, with no prolonged breath holding | show 🗑
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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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Why do smiles during REM sleep cycles become less frequent during the 1st 3 months? | show 🗑
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show | 2nd week-smile after feeding, 3rd week-smile when alert and paying attention to caregiver, 1 month-smiles are more frequent, social, 2 months-smile at visual stimuli, 4 months-laugh out loud when kissed or tickled
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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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show | self-conscious emotions.
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show | self-awareness.
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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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Self conscious emotions only arise after children have developed _. | show 🗑
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show | Between 15 and 24 months.
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Self-awareness is necessary before children can be aware of what kinds of things? | show 🗑
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show | About age 3.
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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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When did the self-conscious emotions begin to develop? | show 🗑
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show | Not self evaluative-being the object of attention, evaluated embarrassment-mild form of shame.
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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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show | altruistic.
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show | “Put oneself in another person's place.”
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True or false: emotional experiences can have long-lasting effects on the structure of the brain. | show 🗑
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What is the first major shift of brain organization that roughly corresponds to changes in emotional processing? | show 🗑
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show | Around 9 or 10 months, frontal cortex, hypothalamus, limbic system process sensory information-may facilitate relationship between cognitive and emotional spheres; as connections become denser; infant can experience and interpret emotions at same time
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show | During the 2nd year, infant develops self-awareness, self-conscious emotions, able to better regulate emotions and activities; may be related to myelination of the frontal lobes
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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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show | By the brain maturing, and an infant gaining self-awareness
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show | Crying, smiling, cooing, reaching out.
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show | Crying, show interest/curiosity, smile, reach out
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show | Child develops self-awareness, recognize identity separate and different from rest of world, can wish they had something someone else has
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Explain a typical sequence of evaluative emotions. | show 🗑
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show | Parts of the brain mature and can act, allowing a child to experience and interpret emotions.
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characteristic disposition or style of approaching and reacting to situations | show 🗑
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show | temperament.
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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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_ is relatively consistent and enduring. | show 🗑
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show | Developing personality.
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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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show | “slow to warm up” children.
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show | No, yes.
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Describe an “easy” child. | show 🗑
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show | Intense, negative moods, cries often and loud, responds poorly to change, irregular eat/sleep schedule, accepts new food slowly, suspicious of strangers, adapts slowly to new situations, reacts to frustration with tantrums, adjust slowly to new routines
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Describe a “slow to warm up” child. | show 🗑
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show | goodness of fit.
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show | Temperament.
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Does temperament persist? | show 🗑
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What can change a person's temperament? | show 🗑
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show | goodness of fit.
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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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How can a parent help a temperamental child? | show 🗑
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show | Shyness.
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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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show | Seemed to maintain that pattern to some degree.
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show | Genes and psychological traits.
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How can experience change the tendency of a child to be shy? | show 🗑
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What happened when mothers responded and sensitively to children, who behaved inhibited? | show 🗑
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show | Mother's sensitivity, birth order, race/ethnicity, culture, relationships with teachers and peers, unpredictable events.
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show | Easy child, difficult child, slow to warm up child.
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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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Is all adult and infant interaction in the world the same? | show 🗑
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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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show | Social, emotional, communicative, cognitive competence.
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show | Frequent and positive.
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show | Nurturing, responsive, communicative
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show | Increasingly important, as much or as little as they want.
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significance of being male or female | show 🗑
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show | How people look, how they move, how they work, how they play, what they think about themselves, what others think about them.
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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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show | 9 to 12 months, the basis of hair and clothing.
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show | Dolls, match face with correct gender.
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socialization process by which children, at an early age, learn appropriate gender roles | show 🗑
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the process by which children learn behavior that their culture considers appropriate for each sex. | show 🗑
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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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show | Rough play is not a function of male biology, but is instead culturally influenced.
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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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show | Same at birth except for length and weight, start behaving differently around age 1 to 2 in preference for toys, playmates, activities
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show | Mothers-talk more and more supportive to daughters, fathers-play more roughly with the sons, show more sensitivity to daughters
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show | Around age 1 to 2
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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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show | trust.
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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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What is the importance of basic trust? | show 🗑
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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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laboratory technique used to study infant attachment | show 🗑
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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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show | Anxious before mother leaves, when mother returns seek out contact but resist by kicking or squirming, do little exploration, hard to comfort.
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How are the 3 attachment patterns across all cultures? | show 🗑
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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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show | Premature, autism, down syndrome, mothers abuse alcohol or drugs.
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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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How would a child with an ambivalent attachment behave in a strange situation? | show 🗑
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How would a child with a disorganized-disoriented attachment behave in a strange situation? | show 🗑
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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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show | Trust, mutual interaction, stimulation, positive attitude, warmth, acceptance, emotional support.
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Do mothers tend to be the secure base across all cultures? | show 🗑
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show | irritability on an infant’s part may prevent the development of a secure attachment, neurological or psychological conditions, heart rate.
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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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Is separation anxiety common? Among what age group? | show 🗑
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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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As the attachment theory proposes, security of attachment seems to affect what? | show 🗑
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show | Securely attach toddler, more positive interactions with peers, more joyful
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What are some long-term effects of attachment in secure attachment children? | show 🗑
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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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What can a parent attachment history affect? | show 🗑
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Describe for patterns of attachment. | show 🗑
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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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Discuss factors affecting stranger anxiety and separation anxiety. | show 🗑
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Describe intergenerational transmission of attachment. | show 🗑
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show | with mutual regulation, they can read each other's signals and respond appropriately
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process by which infant and caregiver communicate emotional states to each other and respond appropriately | show 🗑
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show | interact with others
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show | mutual regulation
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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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seeking emotional information to guide behavior | show 🗑
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Give an example of social referencing. | show 🗑
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one person forms an understanding of how to act in an unfamiliar situation by seeking another person's perception | show 🗑
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show | 12 months
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show | rise of self conscious emotions (embarrassment, pride), development of sense of self, process of socialization and internalization
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show | infant and caregiver communicate emotional states and respond to each
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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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show | when given a new toy or in a new situation, they look to the parent to see how to respond
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show | 14.5% of new mothers
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show | within 4 weeks of giving birth
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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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What 3 things might put infants of depressed mothers at risk for getting depression? | show 🗑
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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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show | Zoloft, nortriptyline, listen to music, visual imagery, aerobics, yoga, relaxation, massage therapy
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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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infant's realization that they can control external events | show 🗑
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When does the sense of self arise? | show 🗑
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sense of being a physical whole with boundaries separate from the rest of the world | show 🗑
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show | self-awareness
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When does self-awareness begin to develop? | show 🗑
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At what age do infants pay attention to their mirror images? When do they show more interest in others' images than themselves? | show 🗑
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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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Erikson's 2nd stage and psychosocial development, in which children achieve a balance between self-determination and control by others | show 🗑
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When does Erikson’s 2nd stage of personality development, autonomy versus shame and doubt, occur? | show 🗑
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What is the 2nd stage of Erikson's psychosocial development marked by? | show 🗑
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show | Will.
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show | Toilet training, language.
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Why do adults need to set limits for toddlers? What can help them realize those limits? | show 🗑
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What is a normal sign of the drive for autonomy? | show 🗑
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the tendency to shout, saying no just for the sake of resisting authority | show 🗑
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show | Self control, contribute to sense of competence, avoid excessive conflicts.
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show | Discourage negativism, encourage socially acceptable behavior.
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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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show | Compliance with parental expectations.
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How do children behave when they have made society standards their own? | show 🗑
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show | self-regulation.
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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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Trace the early development of the self concept. | show 🗑
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self-government or personal freedom | show 🗑
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show | A child wants to govern themselves and be in control, but society has standards
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Explain why the terrible twos are considered a normal phenomenon. | show 🗑
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show | Self-regulation.
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What domains of development does self-regulation linked to? | show 🗑
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show | Cognitive awareness, emotional control.
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What gives children a strong desire to please their parents? | show 🗑
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enables children to develop will power and cope with frustration | show 🗑
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The growth of self-regulation parallels the development of what emotions? | show 🗑
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What is self-regulation correlated with? | show 🗑
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show | No.
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What explains the cultural contrast of the terrible twos stage? | show 🗑
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show | Conscience.
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Konchanska’s term for wholehearted obedience of a parent orders without reminders or lapses | show 🗑
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Konchanska’s term for obedience of a parent orders only in the presence of signs of ongoing parental control | show 🗑
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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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What does conscience dependent upon? | show 🗑
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show | Gentle guidance rather than force, threats, other forms of negative control.
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What cooperation goes beyond committed compliance, a child's eager willingness to cooperate harmoniously with a parent not only in disciplinary situations, but in a variety of daily interactions. | show 🗑
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How does attachment affect cooperation? | show 🗑
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show | How parents try to socialize, child's temperament, quality of parent-child relationship, security is attachment, observational learning, mutual responsiveness of parent and child, socioeconomic factors, cultural factors.
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show | Committed compliance and conscious development.
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What are the 2 types of compliance? And what does it affect? | show 🗑
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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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Children who were judged to have mutually responsive relationships with their mothers tended to show what 3 moral things? | show 🗑
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show | constructive conflict.
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show | Enabling them to see another point of view.
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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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Distinguish between committed compliance, situational compliance and receptive cooperation. | show 🗑
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How does temperament affect socialization? | show 🗑
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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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show | try to start doing things on their own, observe standards and self-regulation and watch how others behave
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show | gain trust from being able to rely on mother, for attachments through trust
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Who influences children’s lives? | show 🗑
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show | sibling conflicts
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show | sibling relationships
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Can a baby’s attachment to a parent affect their relationship with siblings? | show 🗑
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When does sibling conflict dramatically increase? Why? | show 🗑
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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
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show | imitating one another, games like follow the leader, more verbal communication, helps peers coordinate joint activities
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How does cooperative activity develop during the second and third years? | show 🗑
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What benefits can disagreements with other children have? | show 🗑
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What makes some children more sociable than others? | show 🗑
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Explain how sibling relationships can play a part in socialization. | show 🗑
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Describe changes in sibling interactions during childhood. | show 🗑
|
||||
Trace changes in sociability during the first three years. | show 🗑
|
||||
show | imitation, cooperative activity
🗑
|
||||
show | 57.5%.
🗑
|
||||
show | High quality home environment, high-quality child care, maternal sensitivity.
🗑
|
||||
show | Type of substitute care a child receives.
🗑
|
||||
show | Type, amount, quality, stability of care, family's income, age at which children start receiving non-maternal care.
🗑
|
||||
What makes a child sensitive to child care? | show 🗑
|
||||
quality of care, which can be measured by staff training and the ratio of children to caregivers | show 🗑
|
||||
show | process characteristics.
🗑
|
||||
show | Well-trained caregivers, low child staff ratios, better cognitive and social outcomes.
🗑
|
||||
What are the most important elements in quality of care? | show 🗑
|
||||
Why is low staff turnover and important in a daycare facility? | show 🗑
|
||||
show | Licensed facility, meet state standards, clean and safe, adequate space, adult to child ratio, involved staff, staff trained in development, staff receptive and responsive, promote good health, structured activities and free play, educational toys.
🗑
|
||||
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.
🗑
|
||||
show | Child becomes more responsive and competent and play with other children.
🗑
|
||||
How can the amount of child care be counteracted? | show 🗑
|
||||
Evaluate the impact of the mothers employment on infants well-being. | show 🗑
|
||||
show | Trained staff, sensitive staff, low staff-child ratio, promotes good health habits, clean and safe facility.
🗑
|
||||
How does parental employment affect infants and toddlers development? | show 🗑
|
||||
show | As long as the child care is high quality and the mother is sensitive, there seems to be no major impact, poor child care quality and long amounts of time spent in child care can have a negative impact.
🗑
|
||||
show | physical abuse.
🗑
|
||||
show | neglect
🗑
|
||||
physically or psychologically harmful sexual activity or any sexual activity involving a child and an older person | show 🗑
|
||||
rejection, terrorism, isolation, exploitation, and the degradation, ridicule or a failure to provide emotional support, love and affection | show 🗑
|
||||
action or inaction that may cause behavioral, cognitive, emotional or mental disorders | show 🗑
|
||||
deliberate or unavoidable endangerment of a child | show 🗑
|
||||
What are the 4 types of maltreatment? | show 🗑
|
||||
show | Enter to the body, punching, beating, kicking, shaking, burning.
🗑
|
||||
show | Not providing child with food, clothing, medical care, protection, supervision.
🗑
|
||||
show | failure to thrive.
🗑
|
||||
show | shaken baby syndrome.
🗑
|
||||
show | Decrease.
🗑
|
||||
show | 60%.
🗑
|
||||
What percentage of children identified as maltreated are physically abused? | show 🗑
|
||||
show | 10%
🗑
|
||||
show | 7%.
🗑
|
||||
show | More than one third.
🗑
|
||||
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 🗑
|
||||
Why my a caregiver shake a baby? | show 🗑
|
||||
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 🗑
|
||||
What percentage of shaken babies died? What damage can survivors of shaken baby syndrome be left with? | show 🗑
|
||||
In the_ out of 10 cases of maltreatment the perpetrators are the child's parents, usually the _. | show 🗑
|
||||
What can maltreatment by parents be a symptom of? | show 🗑
|
||||
Where do most neglected cases occur? | show 🗑
|
||||
show | Parent who is anxious, depressed, hostile tries to take control of child physically but loses self-control and ends up shaking or beating child, having marital problems, right physically, disorganized household, stressful events.
🗑
|
||||
show | Substance abuse.
🗑
|
||||
show | Physical abuse, emotional maltreatment, substance abuse, family violence.
🗑
|
||||
What kind of community can make abuse more likely to happen? | show 🗑
|
||||
Even when poorer, what kind of community can make abuse less likely to happen? | show 🗑
|
||||
show | Societal violence, physical punishment of child.
🗑
|
||||
show | State and local child protective services agencies.
🗑
|
||||
What kinds of services are available for children and parents who have been abused? | show 🗑
|
||||
show | 19%.
🗑
|
||||
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.
🗑
|
||||
show | Become homeless, commit crimes, become teenage mothers.
🗑
|
||||
show | Misread emotional signals on bases.
🗑
|
||||
What are some long-term consequences of maltreatment? | show 🗑
|
||||
show | Heightened risk of poor academic achievement, delinquency, teenage pregnancy, alcohol and drug use, suicide.
🗑
|
||||
show | 1/3.
🗑
|
||||
show | More disturbed behavior, lower self-esteem, depressed, anxious, unhappy.
🗑
|
||||
show | Anxious, depressed, angry, hostile, mistrust, isolated, more likely to abuse alcohol or drugs.
🗑
|
||||
show | Genetic, some genotypes may be more resistant to trauma.
🗑
|
||||
show | Optimism, self-esteem, intelligence, creativity, humor, independence.
🗑
|
||||
What are the causes and consequences of child abuse and neglect? | show 🗑
|
||||
What can be done about child abuse and neglect? | show 🗑
|
||||
show | From birth, simpler emotions develop into complex emotions
🗑
|
||||
How do babies show emotions? | show 🗑
|
||||
show | From earlier, simpler emotions.
🗑
|
||||
show | True.
🗑
|
||||
What are early signs of emotion, both behaviorally and physically? | show 🗑
|
||||
Brain development is closely linked with _ development. | show 🗑
|
||||
Self-conscious and self evaluate of emotions arise after the development of _. | show 🗑
|
||||
show | They can be easy, difficult, slow to warm up
🗑
|
||||
How enduring are temperamental differences? | show 🗑
|
||||
show | Easy, difficult, slow to warm up.
🗑
|
||||
_ appear to be largely inborn and have a biological basis. | show 🗑
|
||||
show | Yes, by experience.
🗑
|
||||
What can aid a child's adjustment and goodness of fit? | show 🗑
|
||||
show | True.
🗑
|
||||
show | How a child will behave, become attached
🗑
|
||||
show | Child raising practices, caregiving roles.
🗑
|
||||
What do infants have strong needs out? | show 🗑
|
||||
show | Social construction.
🗑
|
||||
show | True.
🗑
|
||||
How and when do gendered differences appear? | show 🗑
|
||||
How do infants gain trust in their world and form attachments? | show 🗑
|
||||
show | Mutual regulation
🗑
|
||||
show | Basic trust versus basic mistrust, birth to 18 months.
🗑
|
||||
What is the key to successful revolution of the basic trust versus basic mistrust conflict? | show 🗑
|
||||
show | Secure, avoidance, ambivalent (resistant), disorganized-disoriented.
🗑
|
||||
show | Newer instruments.
🗑
|
||||
show | Babies temperament, quality of parenting
🗑
|
||||
Can attachment patterns have long-term implications for development? How? | show 🗑
|
||||
show | Around age 1 1/2, related to temperament and circumstances.
🗑
|
||||
_ enables babies to play an active part in regulating their emotional states. | show 🗑
|
||||
show | 12 months.
🗑
|
||||
show | Yes, especially if severe or chronic.
🗑
|
||||
When and how does the sense of self arise? | show 🗑
|
||||
show | Self-regulation, children began to take it over self control
🗑
|
||||
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 🗑
|
||||
In the US culture, _ is a normal manifestation of the shift from external control to self control. | show 🗑
|
||||
When does socialization begin? | show 🗑
|
||||
_ rests on internalization of societally approved standards. | show 🗑
|
||||
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 🗑
|
||||
show | True.
🗑
|
||||
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
🗑
|
||||
show | Little impact on development, but cognitive development may suffer when a mother works 30 or more hours a week.
🗑
|
||||
show | Caregiver.
🗑
|
||||
True or false: substitute child care can vary in quality. | show 🗑
|
||||
With child care, why can influence psychosocial and cognitive development? | show 🗑
|
||||
Does child care or family characteristics greater influence in infants and toddlers development? | show 🗑
|
||||
What are the causes and consequences of child abuse and neglect? | show 🗑
|
||||
What can be done about child abuse and neglect? | 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
🗑
|
||||
show | Physical, cognitive, emotional, social development.
🗑
|
||||
show | Yes.
🗑
|
||||
How can maltreatment be prevented or stopped? | show 🗑
|
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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