Child Development and Social Relationships Lecture Note Flashcards

Vocabulary-style flashcards covering self-concept development, attachment theory, emotional regulation, temperament, and the bioecological model of development based on lecture transcripts.

Self-concept

A conceptual system made up of one's thoughts and attitudes about one's self, including physical being, social characteristics, and internal characteristics.

Identity

A comprehensive and coherent sense of self that is robust across different scenarios and circumstances.

"I" self

The self as the knower or doer, acting as the inner observer that plans and asks about the world; it is not accessible to others.

"me" self

The self as an object of evaluation; it is the self that is thought about, judged, and expressed to others.

Material self

A type of "me" self that includes everything in a person's physical possession, such as their body, room, clothes, toys, and books.

Social self

A type of "me" self regarding social connections where a person slightly changes how they present themselves with every individual they meet.

Spiritual self

The internal, personal self encompassing morality, intellect, and religiousness; it is the slowest part of the self to form and the most difficult to change.

Self-regulation

The process of monitoring and changing behavior to suit specific goals, desires, or wants in a particular situation.

Social Comparison

The process starting in middle childhood ($6-9$ years old) where children evaluate their own abilities by comparing themselves to others.

Social learning theory

A theory suggesting children learn by observing others' behaviors, seeing the reactions to those behaviors, and then practicing the behaviors themselves.

Bobo Doll Experiment

A $1961$ study by Bandura investigating whether children learn aggression by observing an actor's behavior toward a doll and the subsequent consequences.

Role taking

The experience of practicing awareness of the perspective of another person to better understand their behaviors, thoughts, and feelings.

Stage 0: Egocentric Role Taking

A stage for children aged $3-6$ years who focus on the self and have difficulty recognizing others' perspectives.

Stage 1: Subjective Role Taking

A stage for children aged $6-8$ years who recognize that they and others may have different views, but only if they have different information.

Stage 2: Self-reflective Role Taking

A stage for children aged $8-10$ years where children acknowledge that different perspectives are informed by different motivations or worldviews.

Stage 3: Mutual Role Taking

A stage for children aged $10-12$ years where children recognize motivations of others as a third-party spectator would.

Stage 4: Societal Role Taking

A stage for children aged $12$ years and older who understand what most people in a certain group or situation would think compared to a 'generalized other.'

Mutual Relationship

A characteristic of friendship where both individuals benefit from the relationship.

Reciprocal Relationship

A characteristic of friendship referring to the actions people take for one another in a relationship.

Rubin's Model of Peer Relations

A nested system of peer relations including the individual child, interactions, relationships, and groups.

Interactions

Social exchanges between two people that may be brief; they are the building blocks of relationships but are not yet friendships.

Dynamic systems

A system where all elements are interrelated such that a substantial or sustained change to any one element ultimately changes the entire system.

Attachment

A strong, enduring, emotional bond between an infant and a caregiver that informs the child's internal working model for all future relationships.

Indiscriminate sociability

The first phase of attachment ($0-2$ months) where infants use signals like crying and smiling to communicate needs to everyone without a specific preference.

Clear-cut attachment

The third phase of attachment ($7-24$ months) where the child actively seeks caregiver contact and uses the caregiver as a secure base for exploration.

Internal Working Model

A set of assumptions and expectations about meaningful relationships formed from the first bond between caregiver and child.

Secure Attachment

A pattern ($60-70\%$ of infants) where a child is upset when a caregiver leaves but is easily comforted and happy when they return.

Anxious-resistant Attachment

An insecure attachment pattern where an infant is upset by a caregiver's departure and remain difficult to soothe or resistant to comfort upon their return.

Anxious-avoidant Attachment

An insecure attachment pattern where the infant is indifferent to the caregiver and may be easily comforted by anyone.

Disorganized/Disoriented Attachment

An insecure attachment pattern where the infant appears 'frozen,' confused, or inconsistent, often due to inconsistent messaging from the caregiver.

Prototype Model

The hypothesis that an person's attachment pattern is relatively fixed from infancy and does not change during major life transitions.

Revisionist Model

The hypothesis that attachment behaviors can change or be revised through new meaningful relationships.

Sibling Rivalry

Competition between siblings for resources such as a parent's attention, grades, or accolades.

Sibling Coalition

A dynamic where siblings help, defend, and support each other, often serving as a training ground for prosocial behavior.

Primary Appraisal

The initial part of an emotional event where a person assesses what is happening using cognitions and physiological experiences.

Secondary Appraisal

The stage of an emotional event where a person determines how to respond and what resources they have to handle the stimulus.

Discrete Models of Emotion

Theories suggesting that emotions are distinct from each other, have particular profiles, and that everyone experiences the same emotions identically.

Temperament

A person's characteristic way of feeling and responding to emotion, comprised of reactivity and self-regulation.

Easy Temperament

A temperament profile ($40\%$ of infants) characterized by positive mood, good adaptability, and regular rhythmicity.

Difficult Temperament

A temperament profile ($10\%$ of infants) characterized by negative mood, slow adaptability, and intense, stressed emotional reactivity.

Slow to Warm Up Temperament

A temperament profile ($15\%$ of infants) characterized by withdrawal from new situations and low-intensity negative reactions that improve over time.

Microsystem

The immediate environment in the bioecological model that a child directly interacts with, such as family and school.

Mesosystem

The relationships and interactions between different elements of the microsystem in the bioecological model.

Exosystem

Factors that directly affect the microsystem without the child coming into direct contact with them, such as a parent's work life or local social services.

Macrosystem

The outermost level of the bioecological model, including laws, cultural beliefs, values, and social norms.

Chronosystem

The dimension of the bioecological model that recognizes that systems and their influences change over time.

Absenteeism

Persistent absence from school that can lead to lower academic achievement, school dropout, and poorer mental health.

Popular (Peer Status)

A status profile where a child has high acceptance by peers, low rejection, and high social impact.

Controversial (Peer Status)

A status profile where a child has both many likes and many dislikes from peers, often associated with aggressive but sociable behavior.

Rejected (Peer Status)

A status profile with low acceptance and high peer rejection, often leading to aggression and withdrawn behavior.

Prejudice

Preconceived, usually negative and non-rational ideas about a person or group developed through emotional and social experiences.