HDFS 2200 Exam 2

Early Childhood

Age 2-6 , "Preschool years"

Emotional Regulation

Ability to control their emotions, not simply expressing them unregulated

Emotion-Coaching

Acknowledging a child's emotions

Emotion-Dismissing

Disregarding and ignoring a child's emotions ex: "Big boy's don't cry"

Initiative vs Guilt

3rd stage of Erikson's Psychosocial Theory Children undertake new skills and activities without fear. feel guilty when they do not succeed at them and are made to feel ashamed for doing them

Guilt

Self blame when we do something wrong

Shame

Feeling that other's blame, disapprove, or disappointed in us

True

Certain cultures have different emotional goals and expectations

United States

Cultural goal: Overcome fear (Face and overcome fear)

Puerto Rico

Cultural goal: Modify anger (Unacceptable to show anger)

China

Cultural goal: Temper Pride (inappropriate to show anger or pride, aka humble)

Japan

Cultural goal: Control selfishness

Native American

Cultural goal: Overcome impatience

Mexico

Cultural goal: Modify disobedience

Externalizing problems

(outward expression of emotions, outward harm) ex: Expressing feelings through uncontrolled physical or verbal outbursts

Internalizing problems

(expression of emotions inward, self-harm). Turn emotional distress inward. Feeling excessive guilt, shame, or worthlessness

Play

the language of learning

Peers

Provide practice in emotional regulation, empathy, and social understanding

Solitary

child plays on their own (alone)

Onlooker

watches other kids play

Parallel

play alongside another child, but not interacting (simply in the presence of on another)

Associative

sharing

Cooperative

playing together

Rough and tumble (active)

active play

Sociodramatic

imaginative, narrative, make-believe play

Prosocial Behavior

Extending helpfulness and kindness without any obvious benefit to oneself. Increase from age 3-6 yrs. This is the reason for strict rules in elementary to embed socially appropriate behaviors

Antisocial behavior

(child shows externalizing behaviors that are serious). Deliberately hurting another person, animal or thing.

Antipathy

strong feelings of dislike or hostility toward someone

Authoritarian "librarian/military parents"

high behavioral standards, strict punishment, little communication . 26% of U.S. parents fall into this category

Permissive "hippie parents"

high nurturance and communication, but little discipline, guidance, and control . 18%

Authoritative parenting

parents set limits and enforce rules, but are flexible and listen to children .46%

Neglectful/uninvolved parenting

Parents are indifferent to their children; unaware of what their child is doing (Sternberg). 10%

Cultural variations

Child's temperament, Parents personality, Social context

Child maltreatment

intentional harm or avoidable endangerment of anyone under 18 years old

Child abuse

deliberate action that is harmful to a child's physical, emotional, or sexual well-being

Child neglect

failure to meet a child's basic physical, educational, or emotional needs (The most common reason for reporting abuse)#1 reason for DFCS being called. In poverty, it depends on whether the parent uses several options to resolve the issue

Pink and Blue Video

We constrain our children to either or mindset's in terms of gender

Behaviorism

"Gender-appropriate" rewarded more frequently than "gender-inappropriate" behavior

Social learning theory

Children notice what men and women say and do, and internalize the standards they observe

Cognitive theory/ Gender schema

Children's cognitions/beliefs about sex differences based on observations and experiences. Categorize self and others as either male or female. And then they think and behave accordingly

Humanism

Strive for admiration from peer group, even more than for the love of parents. Try to belong by conforming to gender norms. Dont want to stand out, do the right thing, do what's expected

Evolutionary theory

Males and females try to look attractive to the other sex in gendered ways. Young boys and girls practice becoming attractive to the other sex

Cisgender

perceived as the norm; biology and gender "match"

Gender non conforming

do want to follow societal expectations for "doing" or performing their assigned gender

Androgynous parenting

parents teach children to have the most socially valued and desirable traits of both males and females

Gender dysphoria

early preoccupation in early childhood with "opposite sex" , feeling one's emotion and psychological identity as male or female to be "opposite" to one's biological sex

Dr. Clarks Classic Doll experiment

doll test with black children. Most black children chose the white doll

Internalized racism

internal belief of societal messages towards a particular race

Fine motor skills

gain control of small movement s

Gross motor skills

movements involving large muscles begging to strengthen, activate, increase coordination

Lack operations

mental actions folowing systematic rules

Animism

giving human characteristics to things or objects

Conservation

the understanding that the quantity of something remains the same regardless of changes in its appearance

UN Declaration of the Rights of the Child

Non discrimination

Special protection (mentally, morally, spiritually

Social security, nutrition, housing, recreation and medical services

Name and nationality

Special treatment education and care

UN Convention of the Rights of the Child

U.S. is the only nation in the UN that didn't ratify an international treaty that protects our children

In the past, children were considered property, extensions of their parents'

However, in some countries, this belief is still present

Head Start in 1960

Offered free preschool

Helped break through poverty

30 million

____________word gap between children (by age 4) in poverty compared to higher income children

Factors impacting their education

Quality of preschool

Teachers belief,s expectations, behaviors

Early reading skills and school readiness

Curriculum quality and content relevance

Long Term Impact of Early Education -

Early literacy is a good indicator of school readiness

Low level literacy is linked to longterm social problems, like unemployment, and delinquency

education inequality

What is the fundamental root of overall inequality?

what prevents indigenous children from receiving the help the need?

inadequate data and population census. child mortality can't be tracked and progress is ultimately unmeasurable without proper reporting.

What contributes to misrepresentation of Indigenous people in census records?

The remoteness of indigenous communities

Inaccuracies in indigenous status

Historical discrimination

Middle Childhood

"Golden year of childhood", "elementary school"

Industry vs Inferiority

Tension between productivity and incompetence

Master culturally valued skills , either industrious or inferior, competent or incompetent

Need an environment that fosters creativity and highlights abilities (praise)

Inferiority

Hinders motivation to create and produce

Significant negative impact on a child's self within a social context

Social Comparison

Kids develop strong sense of self

Help assess ones achievements/abilities, social status, other attributes in comparison to their peers

Help them understand their abilities and humble them (overly high ego)

Self-criticism and self-consciousness age 6-11

Contributes to the rise of materialism

Process Praise

As children become more self-aware, the type of praise they receive needs to change

Praise highlight process of how they learn or how they relate to others (encourages growth)

Praise that highlights static qualities such as intelligence, looks, and popularity (doesn't encourage growth)

Praise the process not the outcome

Praise the process and effort, not the intelligence or abilities

Resilience

capacity to adapt after significant adversity

Important concepts of resilience (3)

Resilience is dynamic

Resilience is a positive adaption to stress

Adversity is significant

Cumulative Stress theory

accumulation of stress over time can be more harmful than isolated major stress

How a child responds to stress depends on

Type of stress

How the child interprets the stress -

Psychosomatic ways - stress is internalized as physical symptoms (physical symptoms must be ruled out before considering psychosomatic)

Cognitive coping

Self-talk (self-hype)

Emotional intelligence

ability for a child to recognize one's own emotions in time and appropriateness, as well as other's emotions

Positive relationship w/ friends and/or peers

Act's as a buffer that offsets the stress that occurs in one's life

Self regulation

ability to regulate, monitor, and control their emotions in appropriate times, places, etc

Family impacts on Stress

Position within family

Sibling order

Type of family

Extended, blended, traditional, single

Shared environments

Biological sharing, genetics

Impact traits passed to children

Nurture

Relationships

Peers and society

Non-shared environments

Parents are a child's first socializing agents, but other social context's and environments impact a child

family functions

Low, moderate, high risk

Low, moderate, high stress/conflict

Function more important than form

Types of families

Differ in form (structure)

People in family

Roles

Functions

2 parents in the home is optimal for child development

More income

More support

Only optimal if they are healthy and high functioning

Non broken family

For optimal development children in middle childhood need 5 things from family

Physical necessities (food, shelter, water)

Learning (environment conducive to or promotes learning)

Respect (self-respect, respect from parents, respect for others)

Nonshared Relationships (peer, school)

Harmony and stability

Harmony and stability

Continuity of change is always occurring

Many families change, but some aspects may remain the same

Children across the globe develop better in families rather than in institutions (orphanages)

Children value stability

Helps with self-conceptualization

Consistency and structure required

But w/o excessive rigidity (allow some flexibility)

Form structure

type of family who is in it

Function

low moderate high well being

Family

Legal and genetic relationships among relatives living in the same home

Continuity and Change

No family functions perfectly

Children worldwide fare better in families than other institutions (group homes, orphanages)

School-age children value continuity and having fathers at home (if they have a mother and father in their lives)

Children crave stability

Children need consistency and structure, but without excessive rigidity

Children need boundaries and rules with some flexibility

Traditional

married heterosexual parents with children

Contemporary

social unit of 2 parents and their children

Family types

Adoptive

Same gender

stepfamily

grandparents raising grandchildren

single parent

foster families

Adoptive and foster families

typically function well,

great variance in ability to meet child's needs

Stepparent/blended families

positive relationships are easier to form with younger children

parental alliance difficult to develop

optimal for biological parent's to put the child first and maintain good relationships

same-gender couples

not much of a difference in child outcomes

lesbians may have higher chance of child performing better academically

parenting alone

a single parent is actively caring for the child

true

marital status is separate from parental status

mother led homes function better if:

she is financially stable

she is emotionally and psychologically stable

other parent is involved

biological families are amicable (friendly relations)

mother manages stress well

community support and help

school types

homeschool

traditional (public vs private)

extracurricular activities

cost money

kids who participate are shown to have less behavioral problems

build self esteem and interpersonal skills

physical activity is vital for children (1 hour minimum daily)

gender differences in peer relationships

boys - more physically active games

girls - more talkative and share secrets