Child Development, Emotional Support, and Moral Development Lecture

Vocabulary flashcards covering developmental psychology topics including Vygotsky's theory, parenting styles, bullying dynamics, SEL competencies, trauma-informed practices, Shanker's self-regulation domains, and Kohlberg's stages of moral development.

Vygotsky's Language Acquisition Theory

A developmental theory stating that language drives cognitive development, social interaction enhances learning, inner speech improves problem solving, thought and speech develop together, and learning occurs in the zone of proximal development with guidance.

Authoritative Parenting

A parenting style characterized by warmth, responsiveness, and firmness, often linked with social competence because children experience both support and clear expectations.

Authoritarian Parenting

A parenting style marked by high control and lower warmth, where children may comply but have constrained social confidence and autonomy.

Permissive Parenting

A parenting style characterized by high warmth with few limits, leading children to potentially struggle with boundaries, delay, and group expectations.

Uninvolved Parenting

A parenting style with low warmth and low control, where children receive less guidance, monitoring, and emotional support.

Bullying

A pattern of repeated harm involving an unequal power imbalance (social, physical, emotional, digital, or group-based) rather than ordinary conflict.

Verbal Bullying

The act of using words to put down, insult, threaten, or humiliate another person.

Physical Bullying

Physical aggression intended to harm other people or their belongings.

Emotional Bullying

Indirect behaviors such as spreading lies, gossiping, excluding, or manipulating relationships.

Relational Aggression

A specific form of emotional bullying that directly harms self-esteem and social belonging.

Cyberbullying

The use of digital tools to threaten, embarrass, exclude, spread rumors, or target someone, characterized by rapid spread, persistence, and potential anonymity.

Self-Awareness (SEL)

A social and emotional learning competency centered on recognizing feelings, triggers, strengths, and needs.

Self-Management (SEL)

A social and emotional learning competency centered on using strategies to calm, pause, and choose safer behavior.

Relationship Skills (SEL)

A social and emotional learning competency centered on communicating, cooperating, including others, and asking for help.

Responsible Decision-Making (SEL)

A social and emotional learning competency centered on considering consequences, fairness, safety, and competition.

Social Awareness (SEL)

A social and emotional learning competency centered on noticing other people's feelings, perspectives, and experiences.

Co-Regulation

A trauma-informed support practice where adults lend their calming presence before expecting children to self-regulate.

Repair

A trauma-informed process following distress focused on reconnecting and restoring dignity prior to engaging in problem-solving.

Self-Efficacy

The belief that "I can do this" or that effort and strategy can influence outcomes; high self-efficacy makes children more likely to persist, ask for help, and recover from mistakes.

Biological Domain (Shanker)

The domain of self-regulation concerning energy level, sensory needs, fatigue, and movement.

Emotional Domain (Shanker)

The domain of self-regulation concerning the intensity of emotional responses and recovery from them.

Cognitive Domain (Shanker)

The domain of self-regulation concerning attention, memory, mental flexibility, and ignoring distractions.

Social Domain (Shanker)

The domain of self-regulation concerning reading social cues, responding to others, and navigating interpersonal emotions.

Prosocial Domain (Shanker)

The domain of self-regulation concerning empathy, kindness, repair, and concern for others.

Preconventional Morality

Level one of Kohlberg's moral development, encompassing Stage 1 (punishment orientation) and Stage 2 (reward orientation).

Stage 1: Punishment Orientation

The stage in Kohlberg's theory where a behavior is judged as wrong if it leads to punishment, making the avoidance of negative consequences central.

Stage 2: Reward Orientation

The stage in Kohlberg's theory where a behavior is judged based on personal benefit, exchange, or getting needs met.

Conventional Morality

The level of Kohlberg's moral development comprising Stage 3 (good relationships) and Stage 4 (law and order).

Stage 3: Good Relationships

The stage in Kohlberg's theory where moral reasoning is based on being helpful, kind, approved of, or seen as a good person by others.

Stage 4: Law and Order

The stage in Kohlberg's theory where individuals reason from duty, rules, social order, and formal expectations.

Postconventional Morality

The highest level of Kohlberg's moral development, encompassing Stage 5 (social construct and individual rights) and Stage 6 (universal principles).

Stage 5: Social Construct and Individual Rights

A postconventional stage in Kohlberg's theory focused on social agreements and the protection of individual rights.

Stage 6: Universal Principles

The final stage of Kohlberg's moral development, centered on reasoning grounded in universal ethical principles.

Care Perspective

A critique of Kohlberg's model emphasizing that care, relationships, and responsibility represent moral strengths rather than lower-level moral reasoning.