Human Development
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| show | Psychosocial Development in Early Childhood
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| show | self concept.
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| show | self concept.
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| cluster of characteristics used to describe oneself | show 🗑
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| show | Self concept.
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| How does the sense of self have a social aspect? | show 🗑
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| show | Toddlerhood, as children develop self-awareness.
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| the way a child describes themselves | show 🗑
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| When does the child's self-definition typically change and why? | show 🗑
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| How do most early childhood. Children describe themselves? | show 🗑
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| show | Describe in generalize traits, recognize they have conflicting emotions, be self-critical while holding positive overall self concept.
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| What specific changes make up this “age 5 to 7 shift” about describing one’s self? | show 🗑
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| show | Single representations.
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| the self one actually is | show 🗑
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| the self one would like to be | show 🗑
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| in neo-Piagetian terminology, 2nd stage in development of self-definition, in which a child makes logical connections between aspects of the self but still sees these characteristics in all or nothing terms. | show 🗑
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| the judgment a person makes about his or her self worth | show 🗑
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| Which definition of the age 5 to 7 shift is: statements about self are one dimensional, thinking jumps from one thing to another, no logical connections, can't imagine having two emotions at once, cannot consider different aspects of self at same time. | show 🗑
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| show | Single representation.
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| Which definition of the age 5 to 7 shift is: make logical connections between one aspect of self and another, completely positive, all or nothing terms, cannot see how one might be good at some things and not others | show 🗑
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| neo-Piagetian terminology, 3rd stage development of self-definition, in middle childhood, in which child begins to integrate specific features of self into general, multidimensional concept and self descriptions will become more balanced and realistic. | show 🗑
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| show | Representational systems.
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| show | Compliance with authority, appropriate conduct, humility, sensible longing to community, Chinese.
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| How do parents transmit how to define the self? | show 🗑
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| What are independent aspects of the self? Which culture encourages it? | show 🗑
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| At what age do children absorb differing cultural styles of self-definition? | show 🗑
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| How do European-American children tend to describe themselves? | show 🗑
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| How do Chinese children tend to describe themselves? | show 🗑
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| show | Self-esteem.
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| What is self-esteem based on? | show 🗑
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| show | Positive or negative self-perceptions, self-perceptions and socioemotional functioning.
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| Before the child's age 5 to 7 shift, is their self-esteem, based on reality? | show 🗑
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| show | Middle childhood.
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| What causes personal evaluations of confidence to become more realistic in middle childhood? | show 🗑
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| When self-esteem is high, a child is motivated to do what? | show 🗑
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| What is self-esteem contention on? | show 🗑
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| show | Helpless pattern.
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| show | Become demoralized when fail, attribute poor performance to personal deficiencies, don't try new strategies.
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| show | Attribute failure to factors outside cells, need to try harder, try new strategies.
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| Trace early self concept development. | show 🗑
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| Discuss cultural influence on early self concept development. | show 🗑
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| show | Changes children's self-definition, how they describe themselves
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| show | Ability to describe self, realistically describing self.
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| How does the helpless pattern arise? | show 🗑
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| show | Give specific, focused feedback rather than criticize child.
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| What is one of the key advances of early childhood? | show 🗑
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| How can emotional self regulation help children? | show 🗑
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| What do preschoolers understand about emotions? | show 🗑
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| show | Do not understand they can experience contrary emotional reactions at same time.
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| When do children acquire a more sophisticated understanding of conflicting emotions? | show 🗑
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| When do emotions directed toward the self typically develop? | show 🗑
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| Are children able to recognize what brings on emotions directed towards the self? | show 🗑
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| Describes the progression of the 5 to 7 shift in ages 4 to 5. | show 🗑
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| show | Said parents would feel ashamed or proud, but did not acknowledge these emotions themselves.
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| show | Would feel proud or ashamed but only if observed.
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| show | Would feel ashamed or proud even if no one saw them.
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| Erikson's 3rd stage and psychosocial development, in which children balance the are cheaper sequels with reservations about doing so. | show 🗑
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| What virtue is associated with initiative versus guilt? | show 🗑
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| The courage to envision and pursue goals without being unduly inhibited by guilt or fear of punishment | show 🗑
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| How do children show self-esteem? | show 🗑
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| How do children show emotional growth? | show 🗑
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| show | Going out and trying new things without feeling guilt
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| Trace two typical developments in understanding of emotions. | show 🗑
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| Explain the significance of Erikson's 3rd stage of personality development. | show 🗑
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| show | Gender identity.
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| What is an important aspect of the developing self concept? | show 🗑
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| show | gender differences.
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| show | True.
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| show | Boys-superior motor performance, physical aggression, more active, more intense pleasure in physical activity; girls-better able to pay attention, inhibit inappropriate behavior.
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| show | Girls-perform better on tests of verbal fluency, mathematical computation, memory for location of objects; boys-better verbal analogies, mathematical word problems, memory for sparkle configurations.
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| show | gender roles.
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| socialization process whereby children, at an early age, learn appropriate gender roles | show 🗑
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| What are the 3 related aspects of gender identity? | show 🗑
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| show | Women take care of children, men are providers and protectors.
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| show | Western cultures.
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| show | gender typing.
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| show | gender stereotypes.
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| What are the 5 theoretical perspectives on gender development? | show 🗑
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| What are the basic beliefs of the biological approach? | show 🗑
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| What are the basic beliefs of the evolutionary approach? | show 🗑
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| What are the basic beliefs of the psychoanalytic approach? | show 🗑
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| What are the basic beliefs of the cognitive approach (cognitive developmental theory)? | show 🗑
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| What are the basic beliefs of the cognitive approach (gender schema theory)? | show 🗑
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| show | Child mentally combines observations of gendered behavior and creates behavioral variations.
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| The existence of similar gender roles in many cultures suggested some gender differences may be why? | show 🗑
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| show | Genetic, hormonal, neurological.
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| _ in the bloodstream before or about the time of birth may affect the developing brain | show 🗑
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| show | Females with high prenatal levels of male sex hormones, tends to develop into tomboys.
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| What might suggest that gender identity may be rooted in chromosomal structure and cannot be easily changed? | show 🗑
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| show | theory of sexual selection.
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| show | Biologically based with a purpose.
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| show | Spread his seed, pass on genetic inheritance, value physical prowess, compete for mates, control of resources and social status.
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| What does Darwin believed about females in the evolutionary approach? | show 🗑
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| show | Male competitiveness and aggressiveness, female nurturance.
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| show | Should be universal, resistant to change.
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| show | Women of all cultures tend to be primary caregivers.
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| show | Society and culture also determine gender roles, some women in societies are main or equal providers.
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| What do some evolutionary theorists see the evolution of gender roles as? | show 🗑
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| in Freudian theory, the process by which a young child adopts characteristics, beliefs, attitudes, values, behaviors of the parent of the same sex | show 🗑
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| What other theorists use the term gender identity? | show 🗑
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| show | When child represses wished to possess the parent of the other sex and identifies with the parent of the same sex.
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| Do most developmental psychologists favor the psychoanalytic approach in which Freud developed? | show 🗑
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| According to the cognitive approach, how do children come to realize their gender? | show 🗑
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| show | Gender knowledge precedes gendered behavior.
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| show | “I am a boy, so I like to do boy things.”
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| What are the basics of Kohlberg’s cognitive developmental theory? | show 🗑
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| awareness that one will always be a male or female. | show 🗑
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| show | Sex category consistency.
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| At what 3 stages does gender consistency development? | show 🗑
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| awareness of one's own gender and that of others | show 🗑
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| show | Age 2 and 3.
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| occurs when a child realizes that they will grow up to, boy a man and a girl a woman, that gender does not change | show 🗑
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| show | Age 3 to 7.
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| the realization that a girl is still a girl even if she has a short haircut and plays with trucks and a boy remains a boy even if he has long hair and earrings. | show 🗑
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| children at this stage may base judgments about gender on superficial appearances, such as clothing or hair style and share stereotyped behaviors | show 🗑
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| children realize that the behavior or dress does not affect their gender, they may become less rigid in their adherence to gender norms | show 🗑
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| show | Gender concepts influence behavior.
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| show | gender consistency does not need to precede gender typing, gender typing may be heightened by more sophisticated understanding that gender consistency brings.
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| What might the achievement of gender identity motivate children to do? | show 🗑
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| show | gender schema theory.
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| Which gender development approach combines elements of cognitive developmental and social learning theory? | show 🗑
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| _ seeks to describe a cognitive mechanism through which gender learning and gender typing can occur | show 🗑
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| mentally organized network of information that influences a wide for any of behaviors | show 🗑
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| show | Children categories people and events, organize observations around schema of gender, once children know gender they are, take on roles by developing concept of what it means to be gender in their culture, match behavior to cultures gender schema.
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| In gender schema theory, how do gender schemas promote gender stereotypes? | show 🗑
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| show | Experiencing pressure of gender conformity.
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| What are arguments against the gender schema theory and Kohlberg's theory? | show 🗑
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| show | Ages 5 and 6.
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| At what age do schemas become more complex as children begin to take in and integrate contradictory information, such as the fact that many girls have short hair? | show 🗑
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| At what age do children develop more complex beliefs about gender and become more flexible in their views about gender roles? | show 🗑
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| show | Explore how children think about gender, what they know about it at various ages.
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| What is the disagreement about cognitive approaches to gender development? | show 🗑
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| In traditional social learning theory, how do children acquire gender roles? | show 🗑
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| show | Social cognitive theory.
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| show | Behavioral feedback, direct teaching by parents and other adults.
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| show | social cognitive theory.
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| show | Social cognitive theory.
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| show | How children differentiate between boys and girls before they have a concept of gender, what initially motivates children to acquire gender knowledge, how gender norms become internalized.
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| show | socialization.
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| According to social cognitive theorist what plays a central part in gender development? | show 🗑
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| According to the social learning approach or social cognitive theory, what occurs between the ages of 3 and 4, in regards to gender development? | show 🗑
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| show | Family influences, peer influences, cultural influences.
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| True or false: experience in the family seems to reinforce gender typical preference is an attitude. | show 🗑
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| Which gender tends to be more strongly gender socialized concerning flavor preferences? | show 🗑
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| Which gender seems to have more freedom in their clothes, games and choice of playmates? | show 🗑
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| show | Same-sex.
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| show | major.
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| show | Sex segregated, reinforced gender typed behavior.
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| show | Influences by peers and media, it not as much models children see at home.
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| show | Television.
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| What does social learning theory predict about children who watch television and their gender typing? | show 🗑
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| True or false: children's books, especially illustrated ones, are not a source of gender stereotypes. | show 🗑
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| show | Breadth, multiplicity of processes it examines, go for individual differences it reveals.
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| show | Biological, evolutionary, psychoanalytic, cognitive, social learning.
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| What are the basics of the biological approach to the study of gender development? | show 🗑
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| What are the basics of the evolutionary approach to the study of gender development? | show 🗑
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| show | Child identifies with the same sex.
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| show | Child learns their gender, sorts information about gender and acts accordingly.
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| What are the basics of the cognitive approach to the study of gender development, according to the gender schema theory? | show 🗑
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| What are the basics of the social learning approach (social cognitive theory) approach to the study of gender development? | show 🗑
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| show | Through their culture and environment
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| What explains the difference in behavior between the sexes? | show 🗑
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| show | has a purpose, both current and long term
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| How is play important? | show 🗑
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| show | simulate senses, exercise muscles, hand-eye coordination, mastery of body, make decisions, acquire skills, lay foundation for math concepts, negotiation, conflict resolution
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| What does the evolutionary theory say about play? | show 🗑
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| show | may be valuable in learning, but not if it affects child-directed play
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| Describe physical play in infancy. | show 🗑
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| show | as gross motor skills improve, exercise by run, jump, hop, skip, throw
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| Describe physical play in middle childhood. | show 🗑
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| show | cognitive complexity, social dimension
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| show | functional play
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| show | constructive play
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| play involving imaginary people or situations | show 🗑
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| What are the 4 categories of cognitive play (cognitive complexity)? | show 🗑
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| show | pretend play, fantasy play, imaginative play
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| show | functional play
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| What is another name for functional play? | show 🗑
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| show | object play
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| Describe constructive play and give an example. | show 🗑
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| What percent of children's time is spent in constructive play? | show 🗑
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| Describe dramatic play and give an example. | show 🗑
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| show | during the last part of the second year
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| show | ability to use symbols that stand for people or things
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| show | peaks, increase in frequency, complexity, declines in school age
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| show | school-age
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| show | organized games with procedure and penalties, hopscotch and marbles
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| What domains of development does play contribute to? | show 🗑
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| What might limit the amount of pretend play children participate in? | show 🗑
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| Describe the change in dramatic play from age 2 to age 3 and 4. | show 🗑
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| What might dramatic play strengthen? | show 🗑
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| What occurs in the peak period of early childhood? | show 🗑
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| show | 1) takes up time and energy, 2) characteristic age progression, 3) encouraged by parents, 4) occurs in all cultures
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| show | peak-childhood, decline-with sexual maturity
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| what benefits does play have for children? | show 🗑
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| What do animal study suggests about evolution and a link to intelligence? | show 🗑
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| Early _ play is common among all mammals and may support brain development. | show 🗑
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| show | Exercise.
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| show | Play with objects.
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| show | Social.
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| _ play seems to be almost exclusively human activity, practice adult skills for later in life. | show 🗑
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| How is dramatic play encouraged by higher SES families? | show 🗑
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| How many types of play did Mildred Parten claimed there were? What do researchers think about this? | show 🗑
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| show | Unoccupied behavior, onlooker behavior, solitary independent play, parallel play, associative play, cooperative or organize supplementary plane.
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| show | 6 levels of social play.
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| show | Child may develop social, psychological, educational problems, no.
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| What do researchers looked at in regards to children playing together? | show 🗑
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| What might be positive reasons a child plays alone? | show 🗑
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| show | Shyness, anxiety, fearfulness, social rejection.
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| _ play, a combination of Parten’s unoccupied and onlooker categories and is often a manifestation of shyness. | show 🗑
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| show | Unoccupied behavior.
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| Which category of Parten’s social and nonsocial play is: child watches other children play, talks, ask questions, make suggestions, does not interplay, observe specific children. | show 🗑
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| Which category of Parten’s social and nonsocial play is: child plays alone with toys that are different from those used by nearby children, makes no effort to get close to them. | show 🗑
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| show | Parallel play.
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| show | Associative play.
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| Which category of Parten’s social and nonsocial play is: group organized for goal, make something/play formal games/dramatize, one or 2 children control who belong in group, direct activities, division of labor. | show 🗑
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| How does dramatic play become more social during preschool years? | show 🗑
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| Which type of play has imaginary companions? | show 🗑
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| show | More imaginative, more cooperative, do not lack for friends, better on theory of mind tasks, greater emotional understanding.
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| How does sex segregation come about? | show 🗑
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| How are boys and girls play different? | show 🗑
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| show | Environment adults at that for children, frequency of specific forms of play.
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| show | To gather or on their own, socially or nonsocial he, functional, constructive, dramatic, games with rules
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| How does play contribute to and reflect development? | show 🗑
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| show | Functional play, constructive play, dramatic play, formal games with rules
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| show | Unoccupied behavior, onlooker behavior, solitary independent play, parallel play, associative play, cooperative or organize supplementary play
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| show | Regardless of whether a child plays with others, they may be just as smart as others
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| How can gender influence the way children play? Give examples. | show 🗑
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| show | Can be taught to be independent or interdependent, whether preschool children play or are taught, type of play engaged in, competitiveness.
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| Methods of molding children's character and of teaching them to exercise self-control and engage in acceptable behavior | show 🗑
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| show | Instruction or training.
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| Use of physical force with the intention of causing pain, but not injury so as to correct or control behavior | show 🗑
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| show | Reinforcement, punishment.
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| Why do parents punish children? | show 🗑
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| Do children learn better from reinforcement or punishment? | show 🗑
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| show | external reinforcement.
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| Eventually extern all reinforcement should become an _ reinforcement-a sense of pleasure. | show 🗑
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| What is an effective punishment? | show 🗑
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| How can a harsh punishment be harmful to a child? | show 🗑
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| use of physical force with the intention of causing pain, but not injury so as to correct or control behavior | show 🗑
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| What are examples of corporal punishment? | show 🗑
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| What can be risks of corporal punishment? | show 🗑
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| show | Positive reinforcement, brief timeouts, removal of privileges.
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| show | psychological aggression.
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| show | 1) yelling or screaming, 2) threatening to hit or spank, 3) swearing or cursing, 4) threatening to send child away or take out of house, 5) calling child dumb or lazy.
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| disciplinary techniques designed to induce desirable behavior by appealing to a child's sense of reason and fairness | show 🗑
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| show | power assertion.
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| show | withdrawal love.
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| Describe inductive techniques. | show 🗑
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| Which technique of discipline is the most effective method for getting children to accept parental standards? | show 🗑
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| Describe power assertion. | show 🗑
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| Describe withdrawal love. | show 🗑
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| show | Power assertion, withdrawal love, may be harmful.
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| What may affect how well a child except a disciplinary method? | show 🗑
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| show | Reinforcement-very, punishment-not much, inductive reasoning-very, power assertion-not much, withdrawal love-ineffective.
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| What might affect a child's response to the same situation? | show 🗑
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| parenting style emphasizing control and obedience | show 🗑
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| parenting style emphasizing self-expression and self regulation | show 🗑
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| parenting style blending respect for a child's individuality with an effort to instill social body is | show 🗑
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| show | Authoritarian, permissive, authoritative, uninvolved (neglectful)
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| show | Children conform to standard of contact, punish arbitrarily, forceful for violation.
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| What kind of parents use authoritarian parenting? How does this make the child feel? | show 🗑
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| Describe permissive parenting. | show 🗑
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| show | Parents-warm, noncontrolling, undemanding; children-immature, leased self-controlled, least exploratory.
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| Describe authoritative parenting. | show 🗑
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| What kind of parents use authoritative parenting? How does this make the child feel? | show 🗑
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| Described uninvolved parenting. | show 🗑
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| show | Sensible expectations, realistic standards, consistent rules, independent choices, guided, no-win meeting expectations, cell commitments, participate actively in family duty, responsible.
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| show | Internalization of broader skills.
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| What are the 4 aspects of early support of parenting? | show 🗑
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| What innate factors did Baumrind’s parenting styles not consider? | show 🗑
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| What are some differences between Western and non-Western parenting styles? | show 🗑
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| How can parents’ way of resolving conflicts with young children contribute to the success of authoritative child-rearing? | show 🗑
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| show | Right way to raise a child, does not show cause and effect, parenting styles can change, temperament, children's competence.
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| How do you parenting practices influence development? | show 🗑
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| show | Promote altruism, curb aggression, deal with fears.
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| show | altruism
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| What may involve self-denial or self-sacrifice? | show 🗑
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| show | prosocial behavior.
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| show | Altruism.
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| What may contribute to individual differences in prosocial behavior? | show 🗑
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| How can prosocial behavior being urged? | show 🗑
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| show | instrumental aggression.
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| aggression that is openly directed at its target | show 🗑
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| aggression aimed at damaging or interfering with another person’s relationships, reputation or psychological well-being | show 🗑
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| show | Children struggling over toys and control of space.
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| show | Instrumental aggression.
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| show | True.
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| show | Aggression.
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| show | Physically, verbally.
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| show | Subtle aggression, damaging or interfering with relationships, reputation, psychological well-being; often through teasing, manipulation, bids for control, rumor spreading, name-calling, excluding someone, overt or covert.
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|
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| What can influence aggression? | show 🗑
|
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| show | Manipulative behavior, make child feel guilty or ashamed. What are some of the most common fears in preschool children?
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|
||||
| show | Intense fantasy life, confuse appearance with reality
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|
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| which are young children more likely to be scared of something that looks scary. Or something capable of doing harm? | show 🗑
|
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| show | Realistic, self evaluated, know they are being evaluated by others.
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|
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| show | Personal experience, hearing about other people's experiences, triggered by events.
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|
||||
| show | Instilling sense of trust, normal caution, not too protective, overcoming own fears, reassurance, encouragement, open expression of feelings.
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|
||||
| What will not help a child get over their fears? | show 🗑
|
||||
| show | Genes, environment, parent’s behavior.
🗑
|
||||
| What can influence aggression? | show 🗑
|
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| show | Child's mind, how parent handles fear, parents fear, personal experience.
🗑
|
||||
| Why do young children help or hurt others? | show 🗑
|
||||
| Why do children develop fears? | show 🗑
|
||||
| Wednesday relationships with siblings and playmates become more important? | show 🗑
|
||||
| What are the most frequent, earliest and most intense disputes among siblings? | show 🗑
|
||||
| How can sibling disputes be viewed as socialization opportunities? | show 🗑
|
||||
| True or false: sibling rivalry is the main pattern between brothers and sisters in early life. | show 🗑
|
||||
| What things are prevailing at and sibling relationships? | show 🗑
|
||||
| Which boy-girl pair plays better together? | show 🗑
|
||||
| How can the quality of sibling relationships carry over to relationships with other children? | show 🗑
|
||||
| How do older and younger siblings tend to behave in regards to each other? | show 🗑
|
||||
| What are some positive factors of being an only child versus having siblings? | show 🗑
|
||||
| show | Playgroups, child care, preschool.
🗑
|
||||
| show | Higher levels of fear, anxiety, depression.
🗑
|
||||
| show | Parents have more time for them, greater attention, stimulation, hopes, expectations.
🗑
|
||||
| show | Age 3.
🗑
|
||||
| How do children learn how to get along with others? | show 🗑
|
||||
| show | learn that being a friend is a way to have a friend, how to solve problems in relationships, put itself in another person's place, moral values, gender role norms, practices adult roles.
🗑
|
||||
| What are traits the young children look for in a friend? | show 🗑
|
||||
| What are her traits that young children rejected in a friend? | show 🗑
|
||||
| How do young children get along with or without siblings? | show 🗑
|
||||
| show | People to play with, learn to get along, reject, demanding or aggressive children.
🗑
|
||||
| How does the resolution of sibling disputes contribute as socialization? | show 🗑
|
||||
| How can birth order and gender affect typical patterns of sibling interaction? | show 🗑
|
||||
| show | Only children do the same if not a little better because parents can be dedicated to only them.
🗑
|
||||
| show | Get along with, same age and sex, positive experiences, like and care for each other, share and help one another, like same things
🗑
|
||||
| How do preschoolers behave with friends? | show 🗑
|
||||
| How do preschoolers benefit from friendships? | show 🗑
|
||||
| How does the self concept develop during early childhood? | show 🗑
|
||||
| In early childhood, can young children see the difference between the real self and the ideal solve? | show 🗑
|
||||
| Can culture affect the self-definition? | show 🗑
|
||||
| How do children show self-esteem? | show 🗑
|
||||
| show | Understanding of emotion directed toward the self and simultaneous emotions develops gradually
🗑
|
||||
| show | They want to do more and more, learned that some things don't meet social approval
🗑
|
||||
| show | Initiative versus guilt, purpose.
🗑
|
||||
| show | Gender identity.
🗑
|
||||
| What is the main difference between genders in early childhood? | show 🗑
|
||||
| show | Gender typing.
🗑
|
||||
| Windows gender typing pique? | show 🗑
|
||||
| show | Biological, evolutionary, psychoanalytic, cognitive, social learning.
🗑
|
||||
| What does the evidence suggests about some gender differences? | show 🗑
|
||||
| What does the evolutionary theory see children's genders roles as? | show 🗑
|
||||
| show | A child identifies with the same sex parent after giving up the wish to possess the other parent.
🗑
|
||||
| show | Develops from thinking about once gender.
🗑
|
||||
| show | Gender consistency.
🗑
|
||||
| show | Observing what males and females do in their culture.
🗑
|
||||
| show | Socialization, parents, peers, media, cultural influence gender typing.
🗑
|
||||
| show | According to the perspective of gender development they are looking at, biologically, environmentally, culturally, observing.
🗑
|
||||
| What explains differences in behavior between the sexes? | show 🗑
|
||||
| show | Functional play, constructive play, dramatic play, formal games with rules
🗑
|
||||
| show | Shows cognitive and social development
🗑
|
||||
| What benefits does play have? | show 🗑
|
||||
| show | Cognitive and social development.
🗑
|
||||
| According to Smilanky, how do children progress cognitively through play? | show 🗑
|
||||
| When does dramatic play become common? How does it help children? | show 🗑
|
||||
| What types of play emerge in early childhood? | show 🗑
|
||||
| According to Parten, when does play become more social? What does research say about this? | show 🗑
|
||||
| show | Others of the same sex.
🗑
|
||||
| show | Culturally approved environment adults create.
🗑
|
||||
| show | Can affect a child's respect, cognitive development, how the child behaves.
🗑
|
||||
| show | Discipline.
🗑
|
||||
| What can be appropriate tools of discipline? What does the parent-child relationship have to be like? | show 🗑
|
||||
| What are the 3 categories of discipline? | show 🗑
|
||||
| show | Negative.
🗑
|
||||
| show | Reasoning, power assertion.
🗑
|
||||
| What are the 4 parenting styles? | show 🗑
|
||||
| show | Authoritative parents.
🗑
|
||||
| show | No.
🗑
|
||||
| show | Altruism, prosocial behavior, inborn disposition, parental modeling, encouragement.
🗑
|
||||
| show | Instrumental aggression, 1st physical then verbal.
🗑
|
||||
| What kind of aggression do boys tend to have? | show 🗑
|
||||
| What kind of aggression do girls tend to have? | show 🗑
|
||||
| Why do young children hurt others? | show 🗑
|
||||
| show | Past events were scary looking things.
🗑
|
||||
| show | Real and imaginary objects and events.
🗑
|
||||
| Describe older children's fear. | show 🗑
|
||||
| show | Positive.
🗑
|
||||
| Describe older siblings and younger siblings activities. | show 🗑
|
||||
| Which sibling pairs get along best? | show 🗑
|
||||
| show | Basis of moral principles.
🗑
|
||||
| True or false: the kind of relationship children how with siblings often carries over into other peer relationships. | show 🗑
|
||||
| True or false: only children develop at least as well as children with siblings. | show 🗑
|
||||
| show | Friends who are like them, with whom they have positive experiences.
🗑
|
||||
| show | Aggressive children.
🗑
|
||||
| What kinds of children are most popular? | 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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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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