| Question | Answer |
|---|---|
| Initiative vs. Guilt | Sense of purpose or guilt |
| Emotional regulation | effortful control, ability to control when and how emotions are expressed. |
| Positive Resolution | healthy exploration |
| Negative Resolution | intense feelings of shame and guilt over interaction and new activities |
| Dealing with Fears | anxieties common in early childhood. Disappear when child gets older |
| Prejudice | feelings of pride lead to feeling superior to children of other sex, nationality, or religion |
| Intrinsic motivation | reason to pursue goal comes from inside |
| Extrinsic motivation | reason to pursue goal comes from need to have achievements rewarded from outside |
| Play | most productive and enjoyable activity children undertake |
| Imaginary friends | friendship in make believe, intrinsic motivation, work for preschoolers |
| Solitary Play | child plays alone, unaware of other children playing nearby |
| Onlooker play | child watches others play |
| Parallel play | play adjacent not with others |
| Associative play | interact, share, materials, and observe each other |
| Cooperative play | play together, creating and elaborating and taking turns |
| Play with peers | one of most important areas to develop positive social skills |
| Active play | participating in fun activity |
| Rough and tumble play | mimics aggression, but no intent to harm, common in young males, may cause injury |
| Sociodramatic play | act out roles and themes in stories they create, learn about selves/world, work out scary and new issues, cultivate emotional intelligence |
| Discipline | method of teaching selfcontrol, right from wrong – instruction or training |
| Reinforcement | reward behaviors |
| Tangible reinforcement | candy, money, stickers |
| Intangible reinforcement | smiles, praise, hug, extra attention |
| Punishment | negative consequence for undesirable behavior |
| Corporal punishment | physical force in discipline, to cause pain but not injure |
| Spanking | specific form of corporal punishment , hitting on backside |
| Power assertion | parent's power over child, discourages unwanted behaviors, not discipline |
| Time out | child separated from people/activities for specified time |
| Withdrawal of love | Parent takes away love and affection, not discipline |
| Inductive techniques | discipline through reasoning, using logic and logical consequences |
| Diana Baumrind | studied parenting styles. Conducted interviews, observations, and home studies. Not exact science |
| Dimensions of parenting | 1. Expressions of warmth 2. Strategies for discipline 3. Communication 4. Expectations for maturity |
| Authoritarian | high behavioral standards, strict punishment of misconduct, and little communication. Withdrawn, disruptive, difficulty with choices |
| Permissive indulgent | high nurturance and communication but little discipline, guidance , or control. Immature, lack self-control, irresponsible |
| Authoritative | set limits and enforce rules but flexible and listen to children. Self-reliant, self-controlled, content |
| Neglectful/Uninvolved | indifferent toward children and unaware of what is going on in child's life. at risk for behavior problems, low self-esteem, more impulsive, agressive |
| Sex differences | biological differences between male and females in organs, hormones, and body shape |
| Gender differences | differences in roles and behaviors prescribed by culture for males and females |
| Sexual orientation | person's sexual identity related to the gender to which person is attracted physically/romantically |
| Gender Identity | awareness in early childhood of being male and female, before age 2: know whether they are boys or girls, by age 4: certain toys are appropriate for one gender |
| Gender stereotypes | exaggerated roles of males and females, preconceived ideas about male and female behavior |
| Gender constancy | child realizes gender will not change |
| Biological | Gender stereotype, due to hormonal influences, genetics, and neurological influences |
| Psychoanalytic | child's gender develops due through identification in Phallic Stage |
| Identification | child adopts characteristics of same sex parent by resolving desire for opposite sex parent |
| Behaviorism | gender differences product of ongoing reinforcements and punishments. "Gender-appropriate" rewarded more than "gender-inappropriate" behavior |
| Social learning | notice the ways men and women behave and internalize the standards they observe |
| Cognitive | Cognitively organize and adopt behaviors perceive as consistent with their gender |
| Gender Schema | child classifies behaviors based on society, creates mindset as foundation |
| Humanism/Hierarchy of needs | need affirmation from peers to belong, conforming to gender norms |
| Evolutionary | sexual attraction crucial for basic urge to reproduce. Try to look/act attractive to other sex in gendered ways |
| Nature Perspective | sense of right and wrong, due to attachment, cognitive maturity |
| Nurture Perspective | culture is crucial to the development of morality |
| Socialization | lifelong process of acquiring norms, customs, values mindset |
| Prosocial behaviors | helpfulness/kindness without obvious benefit self |
| Empathy | understanding emotions and concerns of others |
| Antisocial behaviors | deliberately hurting someone, declines with maturity |
| Antipathy | dislike/hatred for other person |
| Aggression | behavior/action with intent to hurt |
| Instrumental Aggression | act to achieve goal not necessarily to hurt, try to get something from another person |
| Reactive aggression | impulsive verbal or physical. retaliation for person's intentional or accidental action |
| Relational aggression | nonphysical acts, to harm social connection between victim and others |
| Bullying aggression | unprovoked, repeated physical or verbal attack |
| Sibling rivalry | Antagonism between brothers and sisters |
| Harm Reduction | reducing potential negative consequences of behavior |
| Child maltreatment | intentional harm to or avoidable endangerment of anyone under 18 years of age |
| Reported maltreatment | someone has notified authorities of harm or endangerment |
| Substantiated maltreatment | reported, investigated, and verified |
| Physical abuse | injury to body of child |
| neglect | does not meet child's needs |
| sexual abuse | any sexual activity involving child and adult |
| Emotional abuse | psychological mistreatment, causes behavioral, cognitive or emotional disorders |
| Post-traumatic stress disorder (PTSD) | after person is harmed and unable to protect self neurological, emotional, and behavioral damage |
| Three levels of prevention | Primary – macro-system and exosystem Secondary – Warning signs and intervention Tertiary – everything that limits harm after maltreatment has already occurred |
| Foster Care | home or group home of state-certified caregiver |
| Kinship Care | version of foster care, placed with relative |
x
Hi!
I'm Garfield
Would you like to get such a paper? How about receiving a customized one?
Check it out