Emotional and social development in Early childhood
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Created by:
andrewhammond on October 13, 2010
Subjects:
human development across the life span
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42 terms
Terms | Definitions |
|---|---|
 androgyny | scoring high on both masculine and feminine personality characteristics |
| associative play | children engage in separate activities but exchange toys and comment on one another's behavior |
| authoritarian style | is low in acceptance and involvement, high in coercive control, and low in autonomy granting. |
| authoritative style | the most successful approach of child rearing involving high acceptance and involvement, adaptive control techniques and appropriate autonomy granting |
| child rearing styles | are combinations of parenting behaviors that occur over a wide range of situations, creating an enduring child rearing climate |
| cooperative play | a more advanced type of interaction, children orient toward a common goal, such as acting out a make believe theme |
| gender constancy | a full understanding of the biological based permanence of their gender, including the realization that sex remains the same even if clothing, hairstyle, and play activities change |
| gender identity | an image of oneself as relatively masculine or feminine in characteristics |
| gender schema theory | is an information processing approach to gender typing that combines social learning and cognitive-developmental features. it explains how environmental pressures and children's cognitions work together to shape gender role development |
| gender typing | refers to any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes |
| hostile agression | is an angry, defensive response to provocation or a blocked goal and is meant to hurt another person |
| induction | in which an adult helps the child notice feelings by pointing out the effects of the child's misbehavior on others |
| initiative versus guilt | psychological conflict in the preschool years; young children have new sense of purposefulness. they are eager to tackle new tasks, join in activities with peers, and discover what they can do with the help of adults. they also make strides in conscience development |
| instrumental aggression | the children act to fulfill a need or desire - obtain an object, privilege, or social reward, such as adult or peer attention - and unemotionally attack a person to achieve their goal |
| nonsocial activity | unoccupied, onlooker behavior and solitary play |
| overt aggression | harms others through physical injury - pushing, hitting, kicking, or punching other or destroying another property. |
| parallel play | a child plays near other children with similar materials but does not try to influence their behavior |
| permissive style | is warm and accepting but uninvolved. these parents are either overindulging or inattentive and, thus, engage in little control. instead of gradually grating autonomy they allow children to make many of their own decisions at an age when they are not yet capable of doing so |
| prosocial, or altruistic behavior | actions that benefit another person without any expected reward for the self. |
| relational aggression | damages another's peer relationship through social exclusion, malicious gossip, or friendship manipulation |
| self concept | a set of attributes, abilities, and values that an individual believes defines who he or she is |
| self esteem | the judgements we make about our own worth and the feelings associated with those judgements |
| sympathy | feelings of concern or sorrow for another's plight |
| time out | a technique that involves removing children from the immediate setting - for example, by sending them to their rooms - until they are ready to act appropriately |
| uninvolved style | combines low acceptance and involvement with little control and general indifference to issues of autonomy |
| I self | i am separate. self as knower and actor. separated from surrounding world. same over time. controls own thoughts and actions |
| me self | who am i?. self as object of knowledge. consists of all qualities that make self unique: physical, material, psychological, social. |
| self concept of sexuality | begins in infancy, sexual curiosity is normal. behaviors reinforced. adopted sex role behaviors. little gender meaning at first. sex education best by family |
| toilet training | Physiologic maturity necessary. Child's motivation is usually "to please caregiver". Child can choose to obey or disobey. Development of a power issue should be avoided. Significant event in long-term self concept formation. Unrealistic demands→anxiety. Not an issue for child - hygiene/cleanliness. Gradual process that takes 1-3 years |
| unoccupied play | child stands by, aimlessly engages in activity |
| solitary play | the child, either by choice or lack of peers, entertains self in play. play is often imaginative or studious in nature |
| supplementary play | play shifts from large group activities or games to focus on smaller groups or game boards |
| functional play | simple, repetitive motor movements. occurs with or without objects |
| constructive play | creating or constructing something |
| make believe play | acting out everyday and imaginative roles |
| alternatives to harsh punishment | time out, withdrawal privileges, positive discipline |
| parents can increase the effectiveness of punishment by | consistency. warm parent to child relationships, explanations |
| power assertion style | a discipline strategy that is designed to discourage undersirable behavior through physical or verbal enforcement of parental control (demands, theats, spanking, punishments) |
| love withdrawal or deprivation of approval style | Ignoring child, refusing to speak to child, turning back on child, verbalizing dislike for child, isolating, threatening to leave or not love child, scolding, dirty looks |
| television viewing | Average 2 year old = 4 hours per day. Average 14 year old = 28 hours per week (+computer, games, phone) vs. 5-6 hours/week on homework. Few restrictions. Time for physical activity. Gender and ethnic discrimination. Gives no edge in formation of cognitive concepts.Creativity down |
| social learning theory of gender | Behavior leads to gender identity |
| cognitive developmental theory of gender | Self-perceptions (gender constancy) come before behavior |
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