SFL 210 Human Development BYU Exam 3
Realism in moral understanding
(Piaget) Piaget's first stage of morality when children become aware of rules and view them as sacred and unalterable. Moral absolutes Moral Realism or Heteronomous Morality (ages 5-10) Rules are external features of reality rather than cooperative (modifiable) principles Moral absolutes =Consequences matter more than intent (Piaget's stories) Moral relativism or autonomous morality: Piaget's second stage of morality in which children have a more flexible view of rules, believing that rules are self-chosen rather than simply imposed upon them. Intent is key (ages 10-11 and onward)
Stages of Erickson's Theory of Psychosocial Development
1. Trust vs. mistrust Birth to 12-18 months A sense of trust and security 2. Autonomy vs. shame & doubt 18 months to 3 years Feelings of independence lead to belief in yourself and your abilities 3. Initiative vs. guilt 3 to 5 years Self-confidence; the ability to take the initiative and make decisions 4. Industry vs. inferiority 5 to 12 years Feelings of pride and accomplishment 5. Identity vs. confusion 12 to 18 years A strong sense of identity; a clear picture of your future 6. Intimacy vs. isolation 18 to 40 years Safe relationships filled with commitment and love 7. Generativity vs. stagnation 40 to 65 years The desire to give to family and community, and to succeed at work 8. Integrity vs. despair Over 65 years Pride in what you've achieved leads to feelings of satisfaction
Happiness development trends
6-10 weeks: a broad grin, or social smile, is evoked by face-to-face interaction 3-4 months: Laughter appears Infants smile and laugh most with familiar people, thereby supporting and strengthening attachment bonds
Shading
A change of topic is initiated gradually rather than abruptly by modifying the focus of discussion
interactional synchrony
A form of communication in which the caregiver responds to infant signals in a well-timed, rhythmic, appropriate fashion and both partners match emotional states, especially positive ones. Interactional synchrony relates to the timing and pattern of the interaction. The interaction is rhythmic and can include infant and caregiver mirroring each other's behavior and emotion. The infant and caregiver's behaviors and affect are synchronized because they are moving in the same, or a similar, pattern.
Deprivation Dwarfism
A growth disorder observed between 2 and 15 years of age caused by severe emotional deprivation Romainan orphanage
Nonorganic Failure to Thrive
A growth disorder usually present by 18 months of age that is caused by lack of affection and stimulation
Empathy & Sympathy
A prosocial response or a personally distressed, self-focused response? Parenting is profoundly influential
Secure attachment
About two-thirds of infants in middle-class samples display a secure attachment in the Strange Situation Infants who are securely attached display stranger anxiety and separation protest. The infant greets the mother enthusiastically and seeks comfort during reunion sessions. Once comforted, he or she returns to individual play. The infant uses the mother as a secure base as he or she plays and explores but returns regularly to check in with the mother (e.g., brings her a toy). About 60% to 65% of North American infants are classified as securely attached
ideal self
Adolescents identify a self that they aspire to be, the ideal self , which is characterized by traits that they value.
Ainsworth Strange Situation
Ainsworth's Strange Situation Procedure a means of assessing early attachment quality. Do the social and emotional events of infancy exert influence on future development? Main ideas: ALL children form attachments, but the nature of the attachment varies considerably: Secure attachment (65% of American children) Insecure attachment Resistant (10%) Avoidant (20%) Disorganized/Disoriented (5-10%) Ainsworth's Caregiving Hypothesis: quality of attachment depends on the kind of attention the infant has received Ditched the child in the room with a stranger
Phonology
An accent refers to the pronunciation, or phonology, aspect of a dialect. Phonology Rules govern the structure and sequencing of speech sounds
goodness of fit
An important influence on socioemotional development is the goodness of fit Infants with difficult temperament are more likely than others to later experience difficulties with externalizing behaviors, such as aggression and conduct problems, and internalizing behaviors, such as anxiety and depression. For example, if an infant who is fussy, difficult, and slow to adapt to new situations is raised by a patient and sensitive caregiver who requires that the infant comply with rules but provides time for him or her to adapt to new routines, the infant may become less cranky and more flexible over time. In preschool, a good fit between the teacher-child relationship and the child's temperament predicts prosocial behavior A particular temperamental profile may fit well with environmental demands and opportunities at one age (e.g., low persistence or attention span in infancy) but may be a poor fit later (e.g., the same characteristics in the school years). In this way, the temperament-environment fit is developmentally dynamic, and this is likely to influence the stability of temperamental attributes over time as well as relations to later personality
Reactive Attachment Disorder
An inability to bond securely or otherwise, even with caregivers who have secure working models of attachment relationships
temperament
An individual's characteristic modes of emotional and behavioral responding to the environment (reactivity and self regulation): Consists of: Activity level Irritability/Negative Emotionality Soot ability Fearfulness Sociability
Pragmatics
Appropriate use of language in different contexts The communicative side of language Pragmatics is understanding how to use language to communicate effectively Begin to show some competence in pragmatics in infancy, but develops well into adolescence and is refined during adulthood. Ex: Five-year-old Destiny knows, for example, that she must speak using different words and structure, when talking to her 2-year-old sister and when talking to her older brother. She learns to tailor and edit her speech in light of her audience. Eleven-year-old Marques asks to share a cookie with his friend ("Yo! Gimme a cookie!") using very different language and intonation than he does when asking his grandmother for a cookie ("May I please have a cookie?").
Attachment
Attachment behaviors provide comfort and security to infants because they bring babies close to adults who can protect them. By the second year of life, styles of responding to situations and people are better established and temperament becomes more stable. a close emotional relationship between two persons, characterized by mutual affection and a desire to maintain proximity Parents' attachment to the infant Great expectations Infants are highly sociable Desire and sensitivity Interactional Synchrony
Chapter 12 YAY!!
Basically done
HALF WAY (11)
Chapter 11
fast mapping
Children can connect a new word with an underlying concept after only a brief encounter Be able to pick up words when they hear them in a context
Emotional contagion
Children's emotions often match the emotional states of others, even when the children are not actively involved in the situation that produced the emotion
Nativist Perspective
Chomsky Children must assume much responsibility for their own language learning Humans are born with a Language Acquisition Device (LAD), an innate module for picking up language which is triggered by verbal input The LAD includes a universal grammar—all the rules that apply to all human languages
Categorical self
Classification of self along socially significant dimensions such as age, sex, physical characteristics and goodness/badness Ex: "I am a big boy"
Emerging self concepts Concrete descriptions
Concrete descriptions (physical attributes, actions) are predominant in early childhood, and personality traits become key features only after age 11 (and become more sophisticated with time)
expansion (forms of indirect feedback)
Expansions—expanding the complexity of the child's statement "Mommy, I got new shoes." "Yes, you got a pair of new RED shoes." enriched versions of the children's statements.
Fear Development trends
Fear is rare at first; increases with cognitive maturity Stranger anxiety is one of the most common fears
shyness
Fear positively related to shyness more consistently at 18 months positive relation between mother-reported fearfulness and shyness was strongest for sons of insensitive mothers but was not significant for daughters of sensitive, average, or insensitive mothers. positive relation between mother-reported shyness was strongest for sons of insensitive mothers and for daughters of sensitive mothers. 18-month mother-reported fearfulness continued to interact with sex and sensitivity to predict 30-month shyness; however, the positive relation between Time 1 and Time 2 shyness was consistent across sex and levels of sensitivity.
stress and depression generational trends
From the 1950s to the 1970s, the rate of depression in the United States increased TENFOLD Has become the common cold "sandwich generation": Middle generation parents with parents may find themselves putting their own needs aside while they're busy taking care of their parents and children. middle-aged adults experience more daily stresses than adults of any other age but are more optimistic High ability to cope which leads to good problem solving abilities young adults are more likely to report depressive feelings (new changes, lots of decisions) than are middle-aged adults, who tend to show more career and financial stability and better coping skills
Jean Twenge's research on why Gen Z has less life experience (and exhibits less resilience) Originator of Igen
Gen Z has less life experience (growing up slowly) Delay getting a driver's license Less likely to drink alcohol or use drugs Less likely to have a paying job Less likely to date regularly Less likely to engage in teen sexuality Devices took over their lives in middle school, rather than later (contrast with Millennials) Average teen spends 9 hours a day on media 6.5 out of 9 hours with a screen Safteyisnm --how you don't want to offend anyone
Harter's Self Perception Profile for Adolescents
Harter's Theory Self-Perceptions Domain-specific evaluations of one's competence or adequacy Self-esteem (or global self worth) The overall value that one places on the self as a person Increasingly more complex with development For college students: Domains: Scholastic competence, intellectual ability, creativity, job competence, athletic competence, physical appearance, romantic relationships, peer social acceptance, close friendship, parent relationships, sense of humor, and morality Global self-worth (average of above) How you measure worth? Looks, academics
identity diffusion
Has neither committed to an identity nor explored alternatives Characteristics: Avoidance, tending to not solve personal problems in favor of letting The least mature status characterized by pervasive uncertainty with little motive for resolution
Two aspects of self I-self me-self
I-Self: sense of self as subject, or agent, who is separate from but attends to and acts on objects and people Me-Self: A reflective observer who treats the self as an object of knowledge and evaluation. Contains all of the qualities that make the self unique—material, psychological, and social characteristics
moratorium
In Erikson's theory, a period in which the individual is free to explore identity possibilities before committing to an identity. High exploration low commitment
insecure-resistant attachment
Infants show a mixed pattern of responses to the mother. The infant remains preoccupied with the mother throughout the procedure, seeking proximity and contact, but the infant's behavior during reunions suggest resistance as well as signs of anger and distress. The child experiences difficulty settling down and simultaneously seeks proximity and pushes away or hits. They may show anger or be passive. About 15% of infants fall into this category
insecure-avoidant attachment
Infants show little interest in the mother and busily explore the room during the Strange Situation. The infant is not distressed during the Strange Situation and is not enthusiastic upon reuniting with the mother. The infant ignores or avoids the mother on return or shows subtle signs of avoidance, such as failing to greet her. Infants with avoidant attachment resist attempts to be comforted by turning away. About 20% of samples of North American infants reflect this style of attachment
Difficult child
Intense and frequent unpleasant moods, cries often Responds poorly to novelty in food, situations, routines, and strangers Irregular in sleep and feeding schedules Reacts to frustration with crying and tantrums
Semantics
Meaning of words and sentences Vocabulary how concepts are expressed in words and word combinations (meanings)
Dealing with Fears
Monsters, ghosts, and darkness Reduce exposure to frightening stories in books and on TV until the child is better able to sort out appearance from reality. Make a thorough "search" of the child's room for monsters, showing him that none are there. Leave a night-light burning, sit by the child's bed until he falls asleep, and tuck in a favorite toy for protection. Preschool or child care If the child resists going to preschool but seems content once there, then the fear is probably separation. Provide a sense of warmth and caring while gently encouraging independence. If the child fears being at pre-school, find out what is frightening--the teacher, the children, or perhaps a crowded, noisy environment. Provide extra support by accompanying the child and gradually lessening the amount of time you are present. Animals Do not force the child to approach a dog, cat, or other animal that arouses fear. Let the child move at her own pace. Demonstrate how to hold and pet the animal, showing the child that when treated gently, the animal is friendly. If the child is larger than the anima, emphasize this: "You're so big. That kitty is probably afraid of you" Intense fears If a child's fear is intense, persists for a long time, interferes with daily activities, and cannot be reduced in any of the ways just suggested, it has reached the level of a phobia. Sometimes phobias are linked to family problems, and counseling is needed to reduce them. At other times, phobias diminish without treatment as the child's capacity for emotional self-regulation improves.
Fathers and Mothers differ in Attachment (??)
Mothers are the main care givers and thus form the stronger attachments and are the main receivers of attachment Infants become securely attached to mothers who are sensitive and responsive to their signals, who accept their role as caregiver, are accessible and cooperative with infants, are not distracted by their own thoughts and needs, and feel a sense of efficacy Mothers of securely attached infants provide stimulation, warmth, and consistently synchronize or match their interactions with their infants' needs Infants become attached to their fathers, although fathers tend to have different interaction styles than mothers. Father-infant interaction tends to be play-oriented, with high intensity stimulation and excitement, such as tickling, providing opportunities for babies to practice arousal management)
Predicted Correlates
NO IDEA???
anger and sadness
Newborns are not hesitant to let you know when there is a problem These reactions increase with cognitive maturity
OCEAN (Temperament)
Openness to Experience Intellect, eagerness to learn new ideas, imagination, creativity, curiosity Conscientiousness Focus attention, constrain impulses, engage in planning, and meet social norms Orderliness, dependability, achievement motivation Extraversion Activity, sociability, positive emotionality, risk seeking, assertiveness Agreeableness Kind, considerate, empathic, prosocial, and cooperative Neuroticism Susceptibility to stress and negative emotions (anxiety, anger, frustration, depression, moodiness) Predicts both externalizing and internalizing behavior shyness in infancy was linked to social anxiety in adulthood, Follow your temperament patterns if not corrected You can be multiple traits at the same time just at different levels Temperament will decide how much of each
Ainsworth parenting trends
Parenting trends Secure attachments associated with: Sensitivity (prompt, appropriate, and consistent responding) Positive Attitude (warmth and positive affect) Synchrony (smooth, reciprocal interactions) Mutuality (attending to the same thing together) Support (close attention and emotional support) Stimulation (frequent one-on-one interaction) Insecure Attachment/RESISTANT attachment associated with: Inconsistent parenting—sometimes enthusiastic, sometimes indifferent and unresponsive AVOIDANT attachment associated with: Impatient, unresponsive, self-centered, rejecting mothers Overzealous parents who chatter endlessly and provide high levels of stimulation, even when unwanted DISORGANIZED/DISORIENTED attachment associated with: Neglect and physical abuse
Child rearing and self esteem
Parenting: Pursue the positive Warmth, acceptance, reasonable expectations, Eliminate the negative Conditional support (psychological control) Only when its convient Coercive parenting Overly tolerant, indulgent parenting (be in the middle can't be too crazy about making choices and vice versa. They will either learn or get discouraged)
Contributions to Development of Self Regulation
Parents who "read" and respond contingently and sympathetically to a baby's emotional cue Acquiring emotional display rules Cognitive advancement
self-concept
People are motivated to try to become the hoped-for ideal self and avoid becoming the feared self the self that they hope never to become. Adjustment is influenced by the match between the real self the adolescents personal characteristics and their aspirational, ideal self. As they approach middle adulthood, people compare their real self and the lives they have achieved with their hoped-for ideal self; the degree of match between the two influences life satisfaction.
self-esteem vs. narcissism
People with high self-esteem are satisfied with themselves and do not feel a sense of superiority over others (can acknowledge short-comings without getting discouraged) Narcissistic people feel superior to other people in their abilities College students' scores on a popular measure of narcissism have increased from 1982 to 2008 studies of college students have linked Twitter, selfies, and Instagram usage with narcissism Other researchers counter that today's young people are no more narcissistic than prior generations. (Trzesniewski)
Self recognition
Perception of the self as a separate being, distinct from other people and objects
self-recognition
Perception of the self as a separate being, distinct from other people and objects
slow-to-warm-up child
Positive and unpleasant moods Responds slowly to novelty in food, situations, routines, and strangers Moderately regular in sleep and feeding schedules Slow to accept frustrations
Stages of attachment
Preattachment phase (0-6 weeks) "Attachment-in-the-making" phase (6 weeks-7 months) Specific attachments phase (6-8 months to 18-24 months) The Secure Base Separation Anxiety Stranger Anxiety Formation of a reciprocal relationship (18-24 months and on) look at pics for characteristics
recast (forms of indirect feedback)
Recasts—recasting the incorrect features of a child's statement into appropriate form "Mommy come home right now?" "Yes, Mommy is coming home right now." recast
Behaviorist Perspective
Skinner Language is acquired through operant conditioning and imitation (blank slate) Operant is rewards and punishment
social comparison
Social comparison refers to a behavior where we compare certain aspects of ourselves (e.g., our behavior, opinions, status, and success) to other people so that we have a better assessment of ourselves Permits children to evaluate their own performance in relation to their peers and influences children's views of their ability and overall sense of competence Children receive feedback about their abilities from parents, teachers, and peers, and this contributes to their growing sense of self-esteem Perceived disapproval by peers, for example, is associated with concurrent declines in self-esteem (about validation)
Holophrases & telegraphic speech
Sometime between 1½ and 2½ years, shortly after the vocabulary spurt and when more verbs have been added to the single-word vocabulary, first sentences (two-words) appear Moving from holophrases to telegraphic speech a single word expressing a complex of ideas. For example, the child may say "go" to mean "I want to leave now," or "mine" to say "This is my toy and I don't want you to play with it."
turnabout
Speaker not only comments on what has just been said but also adds a request to get the partner to respond again
Attachment theories
Spitz's studies of institutionalized children: Through his research in the 1930s, Spitz discovered infants and children could die if they were not connected with or touched: they could receive adequate nutrition and health care, but fail to thrive from lack of loving contact. Harlow's studies of isolated monkeys Isolated Monkeys engaged in behaviors, such as clutching their own bodies and rocking compulsively. The babies were scared of other monkeys and became aggressive towards them. They were unable to communicate or socialize with other monkeys. They began to tear their hair out, scratch, and bite themselves. Both groups of monkeys spent more time with the cloth mother, even when she had no milk. The babies who received milk from the wire mother only went to her when hungry. After eating, they would return to the cloth mother for the rest of the day.
Attachment related fears
Stranger Anxiety (peaks at 8-10 months) A wary or fretful reaction that infants and toddlers often display when approached by an unfamiliar person Separation Anxiety (peaks at 14-18 months) A wary or fretful reaction that infants and toddlers often display when separated from the person(s) to whom they are attached
Grammar
Syntax- Rules by which words are arranged into sentences (Yoda) Morphology- The use of grammatical markers that indicate number, tense, case, person, gender, active or passive voice, etc. Ex: Skip, Skipping, Skipped (Congregation)
Referential Communication Skills
The ability to produce clear verbal messages as well as recognize when messages we receive are unclear so you can ask for more information
maturity principle of personality development
The biological, social, and psychological transitions from childhood to adolescence appear to be accompanied by temporary dips in some aspects of personality maturity, lending credence to the stereotype of adolescent moodiness Young adults, as a group, tend to experience increases in emotional stability, conscientiousness, and agreeableness, a pattern referred to as the maturity principle of personality development.
Development of self conscious emotions
The development of self-conscious emotions or secondary emotions—such as empathy, pride, embarrassment, shame, and guilt—depends on cognitive development, as well as an awareness of self. do not begin to emerge until about 15 to 18 months and they largely develop during the second and third years of life toddler must be able to observe himself and others, be aware of standards and rules, and compare his behavior with those standards Ex: Feelings of pride, for example, arise from accomplishing a personally meaningful goal, whereas guilt derives from realizing that one has violated a standard of conduct. Parental evaluations are the initial basis for many secondary emotions
Self Concept across the Lifespan
The set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is 3-5 Years: Observable characteristics § Typical emotions and attitudes 6-10 Years: Personality traits § Positive and negative § Social comparison 11 and up: Combines separate traits into abstract ones § Organized self-concept system
illocutionary intent
Understanding what a speaker means to say, regardless of whether the form of utterance is perfectly consistent with it This rooms messy means to clean (implicitly)
social referencing
Using emotional cues from significant others to infer the meaning of ambiguous situations
Easy Child
Usually positive mood, unpleasant moods are mild, Responds well to novelty in food, situations, routines, and strangers, Regular in sleep and feeding schedules Accepts frustration with little fuss
Chapter 10
Way to get started!
Cooley's Looking Glass Self
We see ourselves according to how we think others see us
Gilligan's morality of care
Women have more care and Men have more justice was kohlbergs idea but gilligan said that made him biased against women In reality its a balance Sex based Kohlberg embraced the latter and is therefore biased against women Care and Justice orientations are fundamentally incompatible The Counter-Evidence ("convincingly debunked") Women and men do NOT exclusively rely on the same orientation across dilemmas (most people mix it up, according to the nature of the moral problem) Boys and girls are NOT differentially socialized with care- or justice oriented reasoning Natal sex does not differentially predict which moral stage one inhabits
Optimal time to learn a second language
Young children are most proficient at learning a second language, since the brain has not yet specialized It is easier to speak without an accent Younger second-language learners do better in the long run on a wide range of social, cognitive, and linguistic skills (their brains are more flexible) The advantage progressively erodes after puberty
egocentric speech
a limitation of young children's communication due to their inability to take the perspective of other people into account can hamper young children's skills in this area PRESCHOOL PHONE CONVERSATION Grandfather: "How old will you be?" John: "Dis many." [Holding up 4 fingers] Grandfather: "Huh?" John: "Dis many." [Again holding up 4 fingers] Grandfather: "How many is 'at?" John: "Four. I'm gonna change ears, okay?" Grandfather: "Okay. Was one of your ears gettin' tired?" John: "Yeah. This one is." [Points to his left ear]
rouge test
a self-recognition test that identifies a human child's ability to recognize a reflection in a mirror as his or her own Infants must be able to retain a memory of their own image in order to display self-recognition in the mirror task. If the infant has an internal representation of her face and recognizes the infant in the mirror as herself, she will notice the dab of rouge and reach for her own nose. Some 15- to 17-month-old infants show signs of self-recognition, but it is not until 18 to 24 months that most infants demonstrate self-recognition by touching their nose when they notice the rouge mark in the mirror
holophrase
a single word that is used to express a complete, meaningful thought
underextension
applying a word more narrowly than it is usually applied so that the word's use is restricted to a single object. As children develop a larger vocabulary and get feedback on their speech, they demonstrate fewer errors of overextension and underextension. The word cat is only your cat a name vs a construct
overextension
applying a word to broadly Children gradually add grammatical morphemes (John's dog) Overregularization—applying a morphological rule to words that are exceptions (e.g., 2 foots) Morphological (unit of a language that cannot be further divided (e.g. in, come, -ing, forming incoming ). Calling a dog a cat cuz they are both furry with 4 legs
Adults identify with younger self
as a compensatory strategy to counteract the negative cultural messages associated with aging and to maximize their happiness. Reminiscence and Life Review Self-concept remains stable over the lifespan. Self-Concept Related to reminiscence, but more comprehensive, is life review : reflecting on past experiences and contemplating the meaning of those experiences and their role in shaping one s life Personality Ego integrity Life review, or reflecting on the cumulative choices that compose the story of the individuals life, is integral to developing a sense of ego integrity the last stage in Erikson's
identity foreclosure
associated with passivity and, from late adolescence on, maladaptive long-term outcomes Has committed to an identity without having explored multiple possibilities Characteristics: Avoidance of reflecting on identity choice; not open to new information, especially if it contradicts their position; rigid and inflexible Identity
Altruism
behavior that benefits another individual at a cost to oneself. For example, giving your lunch away is altruistic because it helps someone who is hungry, but at a cost of being hungry yourself.
Emotional display rules
culturally defined rules specifying which emotions should or should not be expressed under which circumstances underlying principles that guide us to make decisions either consciously or unconsciously to express or not to express our emotions Russian Missionary Grandma
protoimperative
getting somebody to do something by reaching, pointing, and making sound
Punishment outcomes
harsh punishment, is of limited usefulness in promoting positive behavior Only provides momentary compliance, not lasting changes in behavior promotes aggression and defiance Models inappropriate interactions for dealing with others Children may avoid you, lessening your ability to adequately TEACH correct behavior
insecure-disorganized attachment
identified by Mary Main and Judith Solomon in 1986 to account for the small set of infants who show inconsistent, contradictory behavior. The infant with insecure disorganized attachment shows a conflict between the approaching and fleeing the caregiver, suggesting fear. Frightening parental behavior (at the extreme, child abuse) is thought to play a role in insecure disorganized attachment Disorganized-disoriented attachment is a reliable predictor of social and emotional maladjustment from childhood into adulthood
Approach/Avoidance conflict
in the face of novel people and objects A child at odds with his biology An interaction between: Biologically based reactivity Heart rate, hormone levels, and EEG brain waves in the frontal region of cerebral cortex Parenting and malleability Importance of warm, patient, persistent parenting Need to avoid cold or intrusive (overprotective) parenting How will they react to the new thing
preverbal gestures
influence other behaviors - for example: pointing at cupboard with a toy because he wants a cookie
Prosocial behavior
intent to benefit others a social behavior that "benefit[s] other people or society as a whole", "such as helping, sharing, donating, etc.
Idealized Reality
involving thinking of or representing someone or something as better than that person or thing really is Ex: The film presents a very idealized view of 19th-century Ireland. Preschools don't know how good they are at things (I'm a great speller botch)
word coinage
making up words to express thoughts Daddy I miss it vs I lost something I'm sorry but this meal is untasty
Inductive discipline
methods that use reasoning, are effective alternatives to spanking in changing a child's behavior techniques include limits-setting, reminding of rules, and reasoning to elicit understanding from children about socially-appropriate conduct and the potential harmful consequences of their behavior on others
self-esteem
person with high self-esteem is satisfied with the type of person he is may acknowledge his faults while hoping to overcome them How a person views how far they are from the ideal self (optimistic or pessimistic)
Effects of social deprivation
reactive attachment disorder, nonorganic failure to thrive, deprivation dwarfism
expressive vs referential speech
referential style: Use vocabulary to refer to things. Structure their speech with the goal of being understood. Label objects and people. Use more single words and gradually build up to phrases. Tend to interact more with adults than peers. expressive style: Talk a lot and are unconcerned if they're understood. Interact with both adults and peers. Use language to express feelings, needs, and to socialize. Gradually break longer phrases down to single words. Having one style over the other doesn't impact overall growth, but it can affect how quickly vocabulary is acquired. Those with referential styles may learn vocabulary faster, while toddlers with expressive styles may add vocabulary at a slower but steady pace. children's sentences into new grammatical forms. For example, "Kitty go," might be recast into, "Where is the kitty going?" When children use grammatically correct statements, parents maintain and extend the conversation Child holds up four fingers when hes on the phone with grandpa doesn't understand he is not communicating correctly
types of attachment
secure: healthiest form of attachment. It describes an attachment where a child feels comforted by the presence of their caregiver. Securely attached children feel protected and that they have someone to rely on. avoidant: a child develops when their parent or main caretaker doesn't show care or responsiveness past providing essentials like food and shelter. The child disregards their own struggles and needs in order to maintain peace and keep their caregiver close by. resistant: extremely distressed by the separations and cannot be soothed at reunions, essentially displaying much distress and angry resistance to interactions with the caregiver disorganized: have a strong desire for intimate connections but also put up walls to protect themselves from getting hurt. This attachment style is characterized by fear, mistrust, and inner conflict. For example, a child might be distressed to be left with a new babysitter or unfamiliar caregiver
emotional self-regulation
strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals
perspective taking
the ability to look beyond your own point of view, so that you can consider how someone else may think or feel about something. To do this successfully, you must have some understanding of others' thoughts, feelings, motivations, and intentions. Advances in cognitive development, including perspective taking and social comparison, lead children to make more complex descriptions and evaluations of themselves as they grow older. School-age children can organize their observations of their behavior, abilities, and experiences in more complex ways than younger children, yielding more accurate and comprehensive descriptions of themselves that recognize temporal and contextual fluctuations, such as being shy in one situation and not another
semantic bootstrapping
the idea that young children will learn sentence structure by using word meanings (semantics provides hints for syntax) What words point to subjects/agents? What words point to verbs? In what order do they tend to come? I love your green pants, he knows what green and pants are so he learns the sentence structure
synaptic bootstrapping
the idea that young children will learn the meaning of words by observing how the words are used in the syntax, or structure of a sentence syntax provides hints for semantics Dress/stain example
identity achievement
the successful resolution establishing a coherent sense of self after exploring a range of possibilities. individuals must consider their past and future, and come to a sense of their values, beliefs, and goals with regard to vocation, politics, religion, and sexuality.
protodeclarative
touching, holding, or pointing at an object as a means of directing others' attention
telegraphic speech
two-word sentences, such as "kitty tired" or "I hungry". Toddlers develop this level of speech between 18-24 months. Telegraphic speech is important because it means your little one is: Learning to communicate their thoughts and feelings
Mead's generalized other
when a person tries to imagine what is expected of them, an internalized sense of the total expectations of others in a variety of settings
