PSY 301 Ch 6 – Flashcards

the child's cognitive representation of self, the substance and content of the child's self conceptions

3rd stage of personality development ages 3-5; children have been convinced that they are persons of their own; during early childhood they begin to discover what kind of person they will become. Great governor of initiative is conscience and childrens initiative and enthusiasm may bring them not only rewards but also guilt; children begin to assert their power and control over the world through directing play and social interaction

size, shape, and color; children distinguish themselves by body attributes, material possessions, and physical activities; also in terms of concrete observable features and activities EX: i have brown hair she has blonde, i am happy i am never sad

children must be able to refer to themselves and be aware of themselves as distinct from others; pride, shame, embarrassment, and guilt are examples; these emotions do not appear until self awareness appears around 18 months of age

Monitor their children's emotions, view their children negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in labeling emotions, and coach them in how to deal effectively with emotions; interact with their children in a less rejecting manner, use more scaffolding and praise, and are more nurturant

view their role as to deny, ignore, or change negative emotions

development that involves thoughts, feelings, and actions regarding rules and conventions about what people should do in their interactions with other people

according to freud, children attempt to reduce anxiety, avoid punishment, and maintain parental affection by identifying with their parents and internalizing heir standards of right and wrong

the first stage of moral development in Piaget's theory, occurring from approximately 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world, beyond the control of people

The second stage of moral development in Piaget's theory, displayed by older children (about 10 years of age and older). The child becomes aware that rules and laws are created by people and, in judging an action, on should consider the actor's intentions as well as the consequences

refers to the characteristics of people as female and male

the sense of being male or female, which most children acquire by the time they are 3 years old

sets of expectations that prescribe how females or males should think, act, and feel

a theory that gender differences result from the contrasting roles of men and women

a theory deriving from Freud's view that the preschool child develops a sexual attraction o the opposite sex parent, by approximately 5 or 6 years of age renounces this attraction because of anxious feelings, and subsequently identifies with the same sex parent unconsciously adopting the same sex parents characteristics

a theory emphasizing that children's gender development occurs through the observation and imitation of gender behavior and through the rewards and punishments children experience for gender appropriate and gender inappropriate behavior; rewards and punishments to teach their daughter to be feminine and sons to be masculine; culture, schools, peers, the media, and other family members also provide gender role models

the theory that gender typing emerges as children gradually develop gender schemas of what is gender appropriate and gender appropriate in their culture

gender schemas fuel this; internally motivated to perceive the world and to act in accordance with their developing schemas; children pick up what gender is appropriate and inappropriate in their culture

a restictive, punitive style in which parents exhort the child to follow their directions and to respect work and effort; places firm limits and controls on the child and allows little verbal exchange; is associated with children's social incompetence; children are often unhappy, fearful, and anxious about comparing themselves with others; they also fail to initiate activity and have weak communication skills.

a parenting style in which parents encourage their children to be independent but still place limits and controls on their actions. Extensive verbal give-and-take is allowed, and parents are warm and nurturant toward the child. Associated with children's social competence; Children are often cheerful, self controlled and self reliant, and achievement oriented; They tend to maintain friends relations with peers, cooperated with adults, and cope well with stress; EX: "you know you shouldn't of done that. Lets talk about how you could handle the situation better next time"

A style of parenting in which the parent is very uninvolved in the child's life; it is associated with children's social incompetence, especially a lack of self control; These children tend to have poor self control and don't handle independence well. They have low self esteem, are immature, and may be alienated from the family. May show patterns of truancy and delinquency

A style of parenting in which parents are highly involved with their children but place few demands or controls on them. It is associated with the children's social incompetence, especially a lack of self-control; parents let their children do what they want; children of these type of parents rarely learn respect for others and have difficulty controlling their behavior; they might be domineering, egocentric, and non compliant, and have unsatisfactory peer relations

Corporal punishment is legal in every state of the United States; national survey of US parents with 3 and 4 year old children found that 26% of parents reported spanking their children, 67% reports yelling at their children; a recent study of more than 11,000 US parents indicated that 80% of the parents reported spanking their children by the time they reached kindergarten

-When adults punish a child by yelling, screaming, or spanking, they are presenting children with out-of-control models for handling stressful situations. Children may imitate this behavior. -Punishment can instill fear, rage, or avoidance. For example, spanking the child may cause the child to avoid being near the parent and to fear the parent. -Punishment tells children what not to do rather than what to do. Children should be given constructive feedback, such as "Why don't you try this?" -Parents might unintentionally become so angry when they are punishing the child that they become abusive.

reasoning with the child especially explaining the consequences of the child's actions for others; timeout can be effective

Characterized by the infliction of physical injury as a result of punching, beating, kicking, biting, burning, shaking, or otherwise harming of child; may result from excessive physical punishment

characterized by failure to provide for the child's basic needs. can be physical, educational, or emotional; Most common form of child maltreatment; happens up to 3 times as often as abuse

Includes finding of genitals, intercourse, incest, rape, sodomy, exhibitionism, and commercial exploitation through prostitution or production of pornographic materials

includes acts or omissions by parents or other caregivers that have cause, or could case, serious behavioral, cognitive, or emotional problems

Consequences of maltreatment in childhood and adolescence are poor emotion regulation, attachment problems, problems in peer relations, difficulty in adapting to school, and other psychological problems such as depression and delinquency; adolescents who experience abuse are more likely to engage in violent romantic relationships, delinquency, sexual risk taking, and substance abuse; there are a significant increase in suicide attempts before age 18

more than one of every two US mothers with a child under age 5 is in the labor force; more than two of every three with a child ages 6 to 17 is as well. Parental employment can have positive and negative effects on parenting; what matters for children development is the natures of the parents work rather than whether or not both parents work outside the home; Children (especially girls) hose mothers are employed engage is less gender stereotyping and have more egalitarian views of gender that do children whose mothers do not work outside the home

40% of children born to married parents in the US will experience their parents divorce

20% or lesbians and 10% of gay men are parents; are more than 1 million gay and lesbian parents in the US today; researchers found few differences between children growing up with lesbian mothers or gay fathers on the one hand and children going up with heterosexual parents on the other; more positive parenting in adoptive gay father families and fewer child externalizing problems in these families than in heterosexual families

are more concerned that their children conform to society's expectations, create a home atmosphere in which it is clear that parents have authority over children, are more likely to use physical punishment in disciplining their children, and are more directive and less conversational with their children

more concerned with their developing children's initiative and their capacity to delay gratification, create a home atmosphere in which children are more nearly equal participants and in which rules are discussed as opposed to being laid down in an authoritarian manner, are less likely to use physical punishment, and are less directive and more conversational with their children

too much screen time can have a negative influence on children by making them passive learners, distracting them from doing homework, teaching them stereotype, providing them with violent models of aggression, and presenting them with unrealistic views of the world; too much screen time leads to a deceased time spent in play, less time interacting with peers, reduced physical activity, increased risk of being overweight or obese, poor sleep habits, and higher rates of aggression. Children who watch higher levels of aggression and violent in TV shows are more likely to engage in aggressive behavior. Increased concern about children who play violent video games, especially those that are highly realistic; playing violent video games are linked to aggression in both males and females