Chapter 8 (EXAM 2, PART 2)

Cognitive-developmental

A perspective on moral development; Children as active thinkers about social rules.

Social learning

A perspective on moral development; Modeling moral behavior. Punishment (Threat of punishment- children tend to display high levels of fear and anxiety. They have trouble behaving because they can't think clearly enough what they can or should be doing. Can't problem solve social situations.) outward behaviors that give us a sense of morality.

Gender Schema

A theory of gender identity; Combines social learning and cognitive-developmental features. how these different gender roles are developing. First pick up gender type preference from watching other and being reinforced and then organize their experiences in gender schemes (cognitive boxes we have to organize our way of thinking) and use that to interpret the information they are seeing in the world around them. Use these and apply them to themselves;

Social learning

A theory of gender identity; Gender-typed behavior leads to gender identity. modeling and reinforcement, organize into gender-linked ideas about themselves

Cognitive development theory

A theory of gender identity; Self-perceptions (gender constancy) precede gender-typed behavior. gender constancy, full cognitive understanding that fact that gender is biologically based and it's a permanent thing, they use that knowledge to guide their behavior. we see gender appropriate behaviors so early in life that is must be the result of social learning not gender constancy

Associative play

A type of peer sociability in play; Engages in separate activities. Exchanges toys and comments

Cooperative play

A type of peer sociability in play; Orients with peers toward a common play goal

Parallel play

A type of peer sociability in play; Plays near other children with similar materials Does not try to influence them. two kids playing at blocks and are not interacting with eachother.

Nonsocial activity

A type of peer sociability in play; Unoccupied, onlooker behavior. Solitary play

Moral imperatives

Actions that protect people's rights and welfare

Emotional Self-Regulation

By age 3-4, aware of strategies for adjusting emotional arousal Affected by temperament: effortful control warm parents who use verbal guidance. Adjust emotions to a more comfortable level and be more socially appropriate. Parents prompt children to come up with their own strategies, the more they contribute

Functional play, Constructive play, and Make-believe play.

Cognitive play categories in order?

Parents can increase effectiveness of punishment

Consistency Warm parent-child relationship Explanations

Self-Concept

Consists largely of: observable characteristics (appearance, possessions, behavior) typical emotions and attitudes ("I like/ don't like ..."). Does not yet reference personality traits ("I'm shy")

Social conventions

Customs determined solely by social consensus

Reducing Gender Stereotyping

Delay exposure to stereotyped messages. Limit traditional gender roles. Provide nontraditional models. Encourage flexible beliefs. Most are not genetically biologically determined through human nature, so we can reduce this. Parents can provide alternatives to their gender roles. Teachers can encourage children to play with other genders. Parents can make a conscious effort to avoid language that promotes this. Allow children to be exposed to adults who take on gender roles that are atypical in society

Matters of personal choice

Do not violate rights Not socially regulated Up to the individual

Self-Understanding

Emerging language skills enable children to discuss inner mental states. Self-awareness supports development of self-concept.

Consequence of child maltreatment

Emotional: poor emotional self-regulation impaired empathy/sympathy depression Adjustment: substance abuse violent crime Learning: impaired working memory and executive function low academic motivation

Initiative

Erikson's Theory; New sense of purposefulness. Eagerness to try new tasks, join activities. Play permits trying out new skills Strides in conscience development. if parents are extremely critical or use too much punishment, can lead to development of an overly strict ego or conscious.

Guilt

Erikson's Theory; Overly strict superego, or conscience, causing too much guilt. Related to: parental threats criticism punishment

Self-conscious emotions

Examples: Shame Embarrassment Guilt Pride Depend on adult feedback Vary across cultures Are increasing during preschool period. Can be positive or negative. A balance of these emotions are necessary. Negative emotions is how we learn to regulate our emotions. Depends on adult feedback on how to improve behavior and performance rather than just labeling the child's behavior (promote shame and guilt). Children are learning from adults around them to understand when they should feel certain feelings, which these emotions children will experience at different times.

Child Maltreatment

Exist in all human societies, but especially common in larger industrialized nations. Mothers tend to be more in neglect, while father are more associated with sexual abuse. During younger ages, are at greater risk for neglect. Preschool and school aged kids are at a high risk for emotional and sexual abuse

Temperament and Parenting

Factors that encourage empathy, sympathy, and prosocial behavior?

Sympathy

Feeling concern or sorrow for another's plight. is feeling sadness, sorrow or concerned for another person.

Empathy

Feeling same or similar emotions as another person. motivator for prosocial behavior, without expecting reward for yourself. usually leads to sympathy which promotes prosocial behavior.

Harsh punishment

Frequent what has negative side effects on children?

Influence on Gender Typing

Genetic: evolutionary adaptiveness hormones Males have high activity levels and aggression, while females have high emotional levels. Environmental: family- influence how intense these are displayed. Refering children with certain toys and have different expectations for kids. Language: parents unconsciously use language that highlights different. teachers- emphasize this, pay more attention to boys than girls and use more disciplinary behaviors due to boys being more active. peers- boys tend to be more this than girls. single gender groups, increases this. Boys develop demand behaviors while girls develop requent behaviors. broader social environment

Gains in Emotional Competence

Improvements in emotional understanding emotional self-regulation. Increase in self-conscious emotions (shame, guilt) and empathy. Better able to talk about their own feelings. Better at coping their own intense emotions (negative emotions).

helping children control aggression

Improving parenting: Incredible Years approach Encouraging children to attend to nonhostile social cues Promoting perspective taking Teaching conflict-resolution skills Limiting exposure to media violence and home stressors

Risks of media violence

Increases hostile thoughts and emotions and aggressive behavior Creates short-term and long-term behavior problems

Gender and temperament

Individual difference in aggression?

Preventing child maltreatment

Intervening with high-risk parents Social supports for families: Parents Anonymous home visitation—Healthy Families America When parents cannot change, separating parent from child

Gender Aschematic

Is not thinking about gender when doing things.

Common Fear of Early Childhood

Monsters Ghosts Darkness Preschool/child care Animals Phobias are possible.

a cycle

Once abuse begins it becomes a what? and self-sustaining behavior.

Factors Related to children Maltreatment

Parent characteristics- more common with parents who have psychological or social issues. But these is no such thing as a specific related characteristic. Parents feel powerless in parenting when handling challenging situations, so they lash out. Tend to be socially isolated, no social support and more likely to live in very unstable, rundown neighborhoods. Parents have difficult self-managing their emotions. Child characteristics Family characteristics Community Culture- may view violence as an appropriate way to solve problems, more likely to have high levels of this. (America)

Direct

Parental Influence on Early Peer Relations; Arranging informal peer activities. Guidance on how to act toward others

Indirect

Parental influences on early peer relations; Secure attachment. Emotionally expressive, sensitive communication. Parent-child play

Warm, sensitive parents who show empathic concern and encourage emotional expressiveness.

Parenting that encourage empathy, sympathy, and prosocial behavior?

Induction

Part of new evidence in psychoanalytic theory; are way adults help the development of a conscience by pointing out the children's behaviors effects on others. Preschoolers whose parents use this are more likely to not engage in misbehaviors and when they do they are more likely to confess and want to prepare what they have done.

Empathy-based guilt

Part of new evidence in psychoanalytic theory; influence childrens behavior without trying to bribe them to behave correctly. Talking to them in the way to ask the child to think if their behavior may be harmful for someone, and how that certain behavior makes the parents feel disappointed. Guilt in empathy based.

Psychoanalytic theory

Perspective on moral development; Freud: superego and guilt. New evidence: induction, empathy-based guilt. emotional. Freud- developing superego from parents standards. Want to avoid guilt, because behavior they are thinking of is not good, so they would feel a sense of guilt and not want to do it.. You would develop your moral conscious or not and that was the end of it. Criticize: we continue to develop morally after this stage.

Emotional Understanding

Preschoolers correctly judge causes of emotions consequences of emotions behavioral signs of emotions. Challenged by situations offering conflicting emotional cues. Parents, siblings, peers, and make-believe play contribute to understanding. o Behaviors in themselves don't just happen, there are things that are contributing to what someone decides to do. The more adults help explain what emotions mean, giving them the word and then talking about it in a warm sensitive way, helps foster this during this period

Male more likely to show aggression and violent behavior due to gender stereotyping

Results from the study on childhood television viewing and adolescent aggression?

Self-Esteem

Self-judgments and associated feelings. Influences: Emotional experiences, Future behavior, Long-term psychological adjustment

Early Childhood Friendships

Someone who "likes you," plays with you, shares toys. Change frequently. Benefits include: social support: reinforcement, cooperation, emotional expressiveness, favorable school adjustment. Importance in social and emotional skills. Doesn't have enduring emotional quality, not based on strong bond. Children with more social skills, tend to do better when they reach school age in academics.

media violence

Source of aggression; children can be exposed to at a young age?

Family

Source of aggression; harsh, inconsistent discipline. cycles of such discipline, whining/giving in

Gender stereotyping

Strengthen and operate as blanket rules in early childhood Preschoolers associate toys, clothing, household items, occupations, behavior, and more with gender Young children's rigid these are a joint product of the environment and cognitive limitations Children become aware of this and notice boys and girls are different and identify with the same sex parent. Very rigid beliefs. Children will shy away from children who violate this.

Peer Sociability in Play: Nonsocial activity, Parallel play, Associative play, and Cooperative play

These three forms do emerge and develop in this order, but once they develop child will go from one type to another depending on their preference. (what are they in order?)

Authoritative approach

This child-rearing approach leads to positive outcomes across cultures.

Alternatives to harsh punishment

Time out Withdrawing privileges Positive discipline

Proactive

Type of aggression; (instrumental): meant to help the child get something he or she wants self-initiated

Sexual abuse

Type of child maltreatment; Fondling, intercourse, pornography, and other forms.

Physical abuse

Type of child maltreatment; assault resulting in physical injury.

Neglect

Type of child maltreatment; failing to meet children's basic needs

Emotional abuse.

Type of child maltreatment; social isolation, unreasonable demands, humiliation, intimidation, and other forms.

Authoritative

Type of child-rearing style; generally the most successful approach. High in acceptance and involvement. High in adaptive control techniques, exert control over child but also adaptive in those techniques, reasonable. Grant children an appropriate amount of independence or autonomy. Linked to aspects of positive development competence. Outcome- self-control, moral maturity, high self-esteem

Permissive

Type of child-rearing style; high in acceptable, but too low or too high in involvement. Low in control and high in autonomy. Children tend to be more impulsive, disobedient. Outcome- impulsivity, poor school achievement

Uninvolved

Type of child-rearing style; low acceptance and involvement. Low in control and indifferent in autonomy. Children tend to have poor emotional regulations skills, do poorly in school, and less control over anger. Outcome- depression, anger, poor school achievement

Authoritarian

Type of child-rearing style; low in acceptance and involvement. Tend to be low in granting kids autonomy and high in control. Children more likely to be anxious and have low self-esteem, be more defiant. Psychological control, intrude on kids verbal expressions, individuality and manipulate those things. Outcome- anxiety, unhappiness, low self-esteem, anger, defiance

Functional play

Type of cognitive play category; 0-2 years, Simple, repetitive motor movements, with or without objects

Make-believe play

Type of cognitive play category; 2-6 years, Acting out everyday and imaginative roles

Constructive play

Type of cognitive play category; 3-6 years, Creating or constructing something

Chinese

Type of culture in child rearing; Shame, withholding praise in context of reasoning and affection

Low SES African American

Type of culture in child-rearing; Strictness; immediate obedience Warmth and reasoning

Collectivist cultures

Type of cultures beliefs in play; stress group harmony, discourage self-assertion, stress the cultural values.

Relational

Type of hostile aggression; social exclusion, malicious gossip, and friendship manipulation. Can be direct of indirect.

Physical

Type of hostile aggression; the harm is caused by physical injury and can be direct or indirect.

Verbal

Type of hostile aggression; threats of physical aggression, name-calling, and teasing. Always direct.

Sociable, assertive, and good as emotional self-regulation

Type of temperament that encourage empathy, sympathy, and prosocial behavior?

Positive Discipline

Use transgressions as opportunities to teach. Reduce opportunities for misbehavior. Provide reasons for rules.Have children participate in family duties and routines. Try compromising and problem solving. Encourage mature behavior.

Cultures

Vary in beliefs about the importance of play?

Effective Models of Moral Behavior

Warmth and responsiveness, Competence and power, and Consistency between words and behavior. are acquired like any other behavior through reinforcement and modeling. Reinforcement: approval, affection, or more concrete rewards. Reinforcement alone is not enough to learn moral responses because they don't happen enough. Seeing warmth and consistent in words and action, children are more likely to show those behaviors

Even parents who try to consciously try to reduce gender typing, they still use gender references in their language (like story book conversations)

What did the results show of the study Mothers and children's use of generic reference to gender?

Gender typing

any sort of association of really anything that is associated with either one gender or another in ways that conform to the cultural stereotypes about genders

Gender Schema theory

combining cognitive developmental theory and another theory and concentrate on gender

Gender Identity

how a child identifies themselves with gender typing (psychological adjustment, high self-esteem with those who identify more with masculine traits). rate themselves on personality traits to determine children's this. Some will score high on both masculine and feminine traits and its normally girls.--> tend to be much more adaptable

No

is it true that children who are abused will most likely grow up and abuse their kids?

Reactive

type of aggression; (hostile): meant to hurt someone defensive response to provocation

Hispanic/ Asian Pacific Islander/ Caribbean

type of culture in child-rearing; Firm respect for parental authority High parental warmth