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Child and Society Midterm 1
Terms in this set (19)
refers to a logical thinking ability which is present in children during the preoperational stage of their development at ages 4-5, but develops in the concrete operational stage at ages 7-11. Conservation refers to the ability to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size.
teen language/dialect serves purpose of creating special in-group and keeping adults on periphery.
the first stage Piaget uses to define cognitive development. During this period, infants are busy discovering relationships between their bodies and the environment. Researchers have discovered that infants have relatively well developed sensory abilities. The child relies on seeing, touching, sucking, feeling, and using their senses to learn things about themselves and the environment.
stage a child will react to all similar objects as though they are identical (Lefrancois, 1995). At this time all women are 'Mummy' and all men 'Daddy'. While at this level a child's thought is transductive. This means the child will make inferences from one specific to another (Carlson & Buskist, 1997). This leads to a child looking at the moon and reasoning; 'My ball is round, that thing there is round; therefore that thing is a ball'
Concrete operational: 7-11
During this stage, children begin to reason logically, and organize thoughts coherently. However, they can only think about actual physical objects, and cannot handle abstract reasoning. They have difficulty understanding abstract or hypothetical concepts.
This stage is also characterized by a loss of egocentric thinking.
Formal operations: 11+
stage is characterized by the ability to formulate hypotheses and systematically test them to arrive at an answer to a problem.
can master and create favorable outcomes in situations
Gender identity formation
learning of gender roles and gender constancy
ages 4-7, justice and rules are unchangeable—people not in control of this
Demographic studies, Large scale surveys, Historical Methods
Individual and group interviews, Explore topics that are rarely discussed (divorce, death...), Child centered approach, Small groups "research conversation" asking kids the questions, find out more information from kids for you
Use of drawings to get at children's everyday stories (we see validity in their drawings), Use children as research assistants and informants
Parent's consent; child's consent (not currently required under 10), Confidentiality, Do no harm/inform/debrief
uses the symbolic interactionist perspective
society appropriates the child: Child is passive, Child does not possess the skills necessary to be a part of society, Child is untamed and needs to be socialized to become a member/has to fit in and be useful and acceptable
Example- mauritania (forcing daughters to drink milk in order to gain weight)
child appropriates society, Child is active, Child constructs their social world, Child is learning what they want to learn
society has different but related parts that interact together to serve a particular function of contributing to stability of society. There should be order and balance to society
inability to distinguish between their own perspective and other's. They believe that everyone thinks and perceives things the same way as they do
Socialization: adaptation, internalization, appropriation, reinvention, and reproduction
Sets with similar terms
Caring for the Developing Child - Ch. 20
Caring for the Developing Child - Ch. 20
Unit 6 - Care of Family Ch. 20
Sets found in the same folder
Child in Society Study Guide Test 1
Child and Society Exam 1
Child and Society Midterm
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