PSYC 2550 Slideshow #2 - FINAL

these flashcards are on early childhood

At what age do children develop self-concept, (which is your overall perception of yourself, encompassing your beliefs, identity, and abilities)?

Preschoolers

Preschoolers begin to develop a self-concept including (4)

AAAV

Attributes

Abilities

Attitudes

Values

What does self-concept affect?

Sense of initiative- the ability to take independent action, make decisions, and accomplish tasks without needing direction or prompting from others.

What do sensitive parent-child relationships foster?

More positive coherent relationships

Elaborative reminiscing that focuses on young children’s internal states is

especially important

Self-esteem

judgments we make about our own worth and the feelings associated with those judgments

Preschoolers have several self-judgments (4)

- Learning things in school

– Making friends

– Getting along with parents

– Treating others kindly

What does high self-esteem contribute to?

preschoolers’ initiative

Emotional development is supported by...

gains in representation, language, and self-concept 

Preschoolers make strides in emotional competence by (3)

– Emotional understanding

– Emotional self-regulation

– Self-conscious emotions and empathy

Emotional competence is strongly influenced by...

parenting

Emotional competence is vital for..

peer relationships and mental health 

Children's grasp of how internal factors trigger emotion expands when

they learn the desires and beliefs that motivate behav

3-5 year olds have an impressive ability to interpret, predict, and change others feelings by (3)

Infer how others are feeling based on behav

Realize that thinking and feeling are interconnected

Find ways to help others negative emotions

Children's emotional understanding is developed when parents (3):

Label and explain emotions

Express warmth and enthusiasm when conversing

Discuss negative experiences and those involving disagreements

Attachment security allows...

More open parent-child communication about feelings

Knowledge about emotion helps children...

Get along with others

______ contributes to preschoolers’ improved ability to manage the experience and expression of emotion

Language

Strategies for emotional self-regulation (by age 3–4) (4)

– Restricting sensory input

– Talking to themselves

– Changing their goals

– Repairing a relationship

Temperament and parent–child interaction affect...

development of effective emotion regulation

Preschoolers imaginations and limited grasp of reality vs fantasy makes...

fears common

Common fears in early childhood (5)

Monsters

Ghosts

Darkness

Preschool/childcare

Animals

Phobias

intense fears that may require counseling, diminish as self-regulation improves 

with self conscious emotions, Preschoolers become increasingly sensitive to...

praise and blame

Around age 3, self-conscious emotions are linked to..

Self-evaluation

Parents can promote pride and shame by focusing on how to improve performance and NOT..

The child's worth

Do consequences of shame for adjustment vary across cultures?

Yes

When does empathy become most common?

In early childhood and it is a motivator of prosocial behavior

prosocial behavior

actions aimed at benefiting others 

 

Sympathy

feelings of concern or sorrow for another

What does a child experience when they have poor emotional regulation

Personal distress, not sympathy

Development of empathy is promoted by ( 2 ways)

Sociable assertive temp

Secure parent child attachment relationship

Types of play in childhood (4), NOT stages

Nonsocial activity: unoccupied, onlooker behavior and solitary play

Parallel play: play near other children with similar toys, without trying to influence them

Associative play: engaging in separate activities, but exchanging toys and comments

Cooperative play: oriented toward a common goal, as in make-believe play

The type of solitary and parallel play changes during early childhood: (3)

Functional play: simple, repetitive motor movements, with or without objects (common during first 2 years)

Constructive play: creating or constructing something (3–6 years)

Make-believe play: acting out every day and imaginative roles (2–6 years)

Types of nonsocial activity that are causes for concern (3):

Aimless wandering

Hovering near peers

Functional play involving immature reparative motor action

Who participants in rough and tumble play more?

boys

Belief about play that affects peer associations (2 types):

Village/tribal cultures- interpretive play, reflecting everyday roles

Ex: if you are a girl your play will be about cooking

Interpreting life

Industrialized/urban cultures- inventive play, generating make-believe scenarios unconstrained by experience

Ex: child can "fly"

Inventing life/play

For preschoolers, a friend is someone...

“who likes you” and with whom you spend a lot of time playing with

Friendship does not yet have an enduring quality based on...

mutual trust 
 

2 facts

Fact: Preschoolers give more reinforcement (greetings, praise, compliance) to those they name as friends and receive

more from them

Fact: Early childhood friendships offer social support

Ease of making friends predicts kindergarteners...

Classroom partic, task persistence, academic skills

Socially competent preschoolers exceed the less...

Socially skilled in academic scores in early years

Characteristics in kindergarten that promote social competence (4):

Small group sizes

Organized teacher

Generous teacher child ratio

Developmentally appropriate activates

Social problem solving

involves generating and applying strategies that prevent or resolve disagreements

results in outcomes that are acceptable to others and beneficial to the self

Identification of processing deficits allows...

intervention to be tailored to meet individual needs

Interventions such as Promoting Alternative Thinking Strategies (PATHS) teach children...

the ingredients of social problem solving

Direct influences of parental influences on early peer relations (3):

– Arranging informal peer play activities

– Showing children how to initiate peer contacts

– Providing guidance on how to act toward others

Indirect influences of parental influences on early peer relations (3)

– Secure attachment

– Sensitive, emotionally expressive parent–child conversations and play

Warm, collaborative parent–child play promotes..

Peer interaction skills

facts:

Young children show morally relevant inclinations and behaviors very early

Some researchers propose kids have an innate moral sense, others require more evidence

Social experiences and cognitive factors strongly influence moral development

social experiences and cognitive factors strongly influence

moral development

Conscience begins to take shape in early childhood, when?

– At first, externally controlled by adults

– Gradually comes to be regulated by inner standards

conscience formation is promoted by

induction

What is an adults role in conscience formation? (5)

1. Helps make the child aware of feelings by pointing out the

effects of misbehavior on others

2. Gives children information about how to behave that they

can use in future situations

3. Encourages empathy and sympathetic concern

4. Encourages adoption of moral standards that make sense

5. Encourages children to form a script that deters future

transgressions

Do kids characteristics affect the success of parenting techniques?

Yes 

More empathetic kids are more responsive to...

Induction

Mild disciple ( time outs) is more effective with...

Anxious kids

How can parents help conscious development of impulsive kids by...

Providing warm relationship

Combining firm correction of misbehavior with induction

Preschoolers anticipate feeling guilty when they...

Consider violating parental standards

Inducing empathy based guilt is effective in...

influencing children without using coercion 

Is guilt the only force that compels us to act morally?

No.

When is moral development complete?

By the end of early childhood

Social learning theorists believe children learn to behave morally through...

Modeling

Characteristics of effective models of moral behav (3)

Warmth and responsiveness

Competence and power

Consistency in assertions and behav

when are models most influential

early years

children internalize

prosocial rules

Harsh punishment promotes..

Immediate compliance but NOT long lasting changes in behav

Effects of harsh punishment (5)

-The punishment itself models aggression

– Children react with anger, resentment, and a chronic sense of being personally threatened

– Children develop a conflict-ridden, defiant relationship with the punitive parent

– Adults are likely to punish more frequently and harshly over time

– Use of corporal punishment may transfer to the next generation

In several studies, corporal punishment predicted externalizing problems similarly across...

ethnicities

Other studies point to ethnic variations (3)

– African-American and European-American parents do not use corporal punishment in the same way

– African-American children are more likely to view spanking as in their best interest ( my parents want me to be good so I can do my best)

– European-American children see spanking as aggression ( parents don’t usually use physical punishment, so it is seen as aggression)

Alternatives to harsh punishment (2)

Time-out

Withdraw of privileges

How can parents increase the effectiveness of punishment? (3)

Consistency

Warm relationship

Explanations

Positive parenting ( 7):

• Use transgressions as opportunities to teach

• Reduce opportunities for misbehavior

• Provide reasons for rules

• Arrange for children to participate in family routines and duties

• When children are obstinate, try compromising and problem solving

• Encourage mature behavior

• Be sensitive to children’s physical and emotional resources

The cognitive developmental perspective regards children as...

Active thinkers

Moral imperatives

rules that protect people’s rights and welfare, where violations are more wrong and deserving of punishment than other transgressions

Social conventions

customs determined solely by consensus ( using a spoon for soup)

Matters of personal choice

do not violate rights and are up to the individual ( how one should dress)

By the second year, aggressive acts with two distinct purposes emerge:

1. Proactive aggression: acting to fulfill a need or desire; also called instrumental aggression

2. Reactive aggression: an angry, defensive response meant to hurt another person; also called hostile aggression

Proactive and reactive aggression come in three forms:

– Physical aggression- 1st year, direct or indirect, boys

– Verbal aggression- always direct, boys and girls

– Relational aggression- boys and girls

Child rearing practices that are linked with aggression: (5)

• Love withdrawal 

• Power assertion 

• Physical punishment 

• Negative comments and emotions 

• Inconsistency 

 

What can children develop who are subjected to these family processes..

social information-processing deficits

Violent screen media increase the likelihood of (2)

– hostile thoughts and emotions

– verbally, physically, and relationally aggressive behavior

 

Exposure to violent media in childhood predicts... 

aggressive behavior in early adulthood

Do parents bear most responsibility for regulating their children’s exposure to media violence?

Yes

Strategies parents can use to regulate children’s screen media use: (6)

• Limit TV, computer, and tablet use

• Avoid using screen media as a reward

• Watch programs and other screen media content with

children, helping them understand what they see

• Link screen media content to everyday learning

experiences

• Model good media practices

• Use a warm, rational approach to child rearing

Relieving stressors stemming from poverty and neighborhood disorganization helps

prevent childhood aggression

Child-rearing styles

: combinations of parenting behaviors that occur over a wide range of situations,

creating an enduring child-rearing climate

Three features consistently differentiate an effective style from less effective ones: (3)

– Acceptance and involvement

– Control

– Autonomy granting

What are the styles of child rearing? (4)

Authorities:

High acceptance

Involvement

Adaptive control

Appropriate autonomy

Authoritarian:

– Low acceptance

– Low involvement

– High control

– Low autonomy

– Control is both direct and psychological

Permissive:

– High acceptance

– Low involvement

– Low control

– High autonomy

Uninvolved:

– Low acceptance

– Low involvement

– Low control

– Indifferent autonomy

Kids are more likely to comply and internalize control that is...

fair and reasonable, not arbitrary

Authoritative parents convey that they are competent which fosters..

self-esteem and maturity

Many variables contribute to child maltreatment(5):

Parents characteristics

Child factors

Family conditions and parental stress

Community

Larger culture

What are the consequences of maltreatment? (4)

1. Impairs development of attachment security, emotional self-regulation, empathy, sympathy, self-concept, social skills

2. Adjustment problems including relationship problems, depression, aggression, substance abuse and crime

3. Chronic abuse is linked to CNS damage

4. Massive trauma blunts children's normal physiological response to stress

Is maltreatment embedded in families, communities, society?

Yes

Maltreatment is embedded in

families, communities, society, efforts to prevent it must be directed at each level

What is the most important factor in preventing mothers with childhood histories of abuse repeat the cycle?

Trusting relationship

Organizations working to prevent child maltreatment

Parents anonymous

Nurse family partnership