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single representation (age 4)

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piaget-1st stage in development of self definition. kids describe themselves in terms of individual, unconnected characteristics and in all-or-nothing terms. EX: "I'm smart". NO SEPARATION BETWEEN REAL SELF & IDEAL SELF

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real self

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the self one actually is

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ideal self

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the self one would like to be

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representational mapping (age 5 or 6)

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2nd stage in development of self definition, kid makes logical connections between aspects of the self but still sees these characteristics in all-or-nothing terms. ex: "i'm good at soccer, good at reading, good at wii!" -- logical connections but his image of himself is still expressed in completely positive (all-or-nothing) terms. he cannot see how he may be good at some things and bad at others.

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representational systems (middle childhood)

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3rd step when kids begin to integrate specific features of the self into a general, multidimensional concept. As all-or-nothing thinking declines,Jason's self-descriptions will become more balanced and realistic: "I'm good at hockey but bad at arithmetic."

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Erick Erikson's initiative vs guilt (3-6 years)

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3rd step of psychosocial development. where children balance the urge to pursue goals with reservations about doing so. in other words- the conflict comes about from the growing desire to plan and carry out activities and the growing pangs of conscience the child may have about such plans. ex: soccer, scouts, dance. -guilt/virtue of purpose

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initiative

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means starting a project on one's own. "i'm going to color" try new things, test powers, but also needing to be more regulated and responsible. child might become a show off, teacher's pet.

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guilt

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too scared to try, inhibited, un-spontaneous, inadequate, even 'psychosomatic'

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virtue of purpose

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the courage to envision/pursue real goals (imagination vs fantasy) without guilt.

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gender development

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boys/girls much more similar than different kids seem to segregate by themselves. boys play more rough, girls likely to be quiet w/ 1 friend

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gender identity

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the awareness of one's gender and all it implies maybe strongly influence by culture.

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biological apporach

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genetic, near, and hormonal activity. diff between sexes traced to biological differences

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evolutionary approach

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-charles darwin -natural sexual selection -child develops gender roles in preparation for adult mating and reproductive behavior.

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psychoanalytic approach theory

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sigmund freud resolution of unconscious emotional conflict. gender identity occurs when the child identifies with the same sex parent

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cognitive approach cognitive development theory

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lawrence kohlberg self-categorization once a child learns she is a girl/he is a boy, the child sorts information about behavior by gender and acts accordingly

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social learning approach theory social cognitive theory

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-Albert Bandura expansion of social learning theory- holds that kids learn gender roles through socialization. -Girls learn what girl do by observing and imitating same sex parent. -observation of models, reinforcement

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gender-schema theory

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-Sandra be, carol martin, and charles f. halverson. -Self-categorization based on processing of cultural information. organized info about what is considered appropraite based on what their particular culture dictates. gender is a product of culture.

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gender-typing

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socialization process whereby children, at an early age, learn appropriate gender roles.

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ANDROGYNOUS

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boy or girl. have more trouble with kids than adults unusual prenatal hormonal histories girls with disorder called Congenital Adrenal Hyperplasia (CAH) have high prenatal levels of androgens (male sex hormones).- raised as girl maybe become tomboy, preference to boy toys, rough play, male friends. factors other than hormonal differences also may play a role.

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identification (psychoanalytic approach)

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in freudian theory, the process by which a young child adopts characteristics, beliefs, attitudes, values, and behaviors of the parents of the same sex.

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functional play (during infancy)- simplest level

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play involving repetitive large muscular movements

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constructive play (during infancy)- 2nd level

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play involving use of objects or materials to make something -also called object play

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dramatic play- (during infancy)

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also called pretend play, fantasy play, or imagination play) -involves imaginary objects, actions, or roles; play involving imaginary ppl or situations which emerges in the last part of the second year.

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corporal punishment

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use of physical force with the intention of pain but not injury so as to correct or control behavior.

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inductive techniques

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disciplinary techniques designed to induce desirable behavior by appealing to a child's sense of reason and fairness. explaining why its wrong and appealing to their morals rather than reverting to spanking or other physical forms of discipline.

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power assertion

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disciplinary strategy designed to discourage undesirable behavior through physical or verbal enforcement of parental control.

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withdrawal of love

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disciplinary strategy that a involves ignoring, isolating, or showing dislike for child. neither of these is effective as inductive reasoning in most circumstances and both may be harmful. -have to be careful with this because can be emotionally devastating.

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authoritarian parenting

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in baumrind's terminology, parenting style emphasizing control and obedience. kid seen not heard

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permissive parenting

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in baumrind terminology, parenting style emphazing self-expression and self-regulation. value freedom and let kids make rules. kids not liked by others, not as creative, immature

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authoritative parenting

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in baumrind's term. parenting style blending respect for a child's individuality with an effort to instill social values. -seen as the best option for parenting

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altruism

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behavior intended to help others out of inner concern and without expectation of external reward; may involve self-denial or self- sacrifice.

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prosocial behavior

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any voluntary behavior intended to help others

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effectiveness of punishment

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a) punishing immediately after a behavior occurs up -waiting to dad comes home too much delay b) providing a short explanation on for punishment -lectures too complicated. here's why, understand? c) consistently, punishing the same behavior -every time behavior occurs same consequence d) having a good relationship with the child -child knows you love him/her but you also require a high standards problems: injury, fear/mistrust parent, child

lifespan psych chapter 8 : psychosocial 3-6 years – Flashcards

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