Chapter 6: Essentials of Lifespan Development

Self understanding

Representation of self, the substance and content of self-conceptions

Piaget concept of egocentrism

Has become so ingrained in people's thinking about young children that too often often the current research on social awareness in infancy

Self concise emotions

Children must be able to refer to themselves and be aware of themselves as distinct from others

Parents

Play an important role in helping young children regulate their emotions

Emotion - coaching OR emotion - dismissing

The distinction between these approaches is most evident in the way the parent deals with the child's negative emotions

Emotion coaching parents

Monitor their children's emotions, view their children's negative emotions as opportunity for teaching...

Emotion dismissing parents

View their role as to deny, ignore, or change negative emotions

Moral development

Involves the development of thoughts, feelings, and behaviors regarding rules and conceptions about what people should do in their interactions with other people

Superego

The moral element of the personality

Freud

Children attempt to reduce anxiety, avoid punishment and maintain parental affection by identifying with their parents.

Empathy

Responding to another's persons feelings with an emotion that echoes those feelings

Perspective talking

Requires the ability to discern another person's emotional states

Heteronomous morality

First stage of moral development in piagets theory. Ages 4-7 children think of justice and rules as unchangeable properties beyond the control of people

Ages 7-10

Period of transition

Autonomous morality

10+ aware that rules and laws are creates by people, and when judging an action they consider the actors intentions as well as actions consequences

Immanent justice

The concept that if a rule is broken, punishment will be handed out immediately

Social cognitive theorists

Also emphasize that the ability to resist temptation is closely tied to the development of self control

Gender identity

Sense of being male or female. 3 yrs old

Gender roles

Sets of expectations that prescribe how females or males should think, act, and feel

3 main social theories

Social role theory

Psychoanalytic theory

Social cognitive theory

Social role theory

States that gender differences result from the contrasting roles of women and men

Eaglys view

As women adapted to life with less power and less status in society, they showed more cooperative less dominant profiles then men

Psychoanalytic theory of gender/ Oedipus (boys) Electra (girls)

Stems from freuds view that the preschool child develops a sexual attraction to the opposite sex parent (penis envy)

Social cognitive theory of gender

Children's gender development occurs through observation and imitation of what other people say and do

Mother's socialization strategies

Mother's socialize their daughters to be more obedient and responsible than their sons

Father's socialization strategies

Father's show more attention to their sons than to their daughters

Gender composition of children's groups

Age 3. Children already show a preference for spending time with same sex playmates

Group size

Boys are more likely to associate together in larger clusters than girls

Interaction in same sex groups

Girls- engage in "collaborative discourse"

Boys- engage in rough N tumble play, competition, ego displays, risk taking N seeking dominance

Gender schema theory

States that gender typing emerges as children gradually develop gender schemas of what is gender appropriate and gender inappropriate

Diana baumrind

Stresses that parents should b neither punitive nor aloof

Authoritarian parenting

Restrictive, punitive style in which parents extort the child to follow their directions and respect their work and effort

Authoritative parenting

Encourages children to be independent but still places limits and controls on their actions

Neglectful parenting

Is a style in which the parents is uninvolved in the child's life

Indulgent parenting

Style in which parents are highly involved with their children but place few demands or controls on them

authoritative parenting

Conveys the most benefits to the child and to the family as a whole

Ruth chao

Argues that the style of parenting used by many Asian Americans parents is distinct from the domineering control that is characteristic of the authoritarian style

Corporal punishment

Legal in every state

Time out

Child is removed from a setting that offers positive reinforcement

Elizabeth gershoff

Concluded that the defenders of spanking have not produced any evidence. outcomes of spanking have been replicated in many studies

Coparenting

Refers to the support that parents give each other in raising a child

Physical abuse

Characterized by the infliction of physical injury

Child neglect

Characterized by failure to provide for the child's basic needs

Emotional abuse

Includes acts or omissions by parents or other caregivers that have caused or could cause serious behavioral cognitive or emotional problems

Daniel berlyne

Described play as exciting and pleasurable in itself bc it satisfies our exploratory drive

Sensorimotor and practice play sensorimotor play

Is behavior that allows infants to derive pleasure from exercising their sensorimotor schemes

Practice play

Involves the repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports

Pretense/symbolic play

Occurs when the child transforms the physical environment into a symbol

Social play

Is play that involves interaction with peers

Constructive play

Combines sensorimotor/practice play with symbolic represention

Games

Are activities that are engaged in for pleasure and have rules

Golinkoff N hirsh paseks

First book on play "play=learning" were concerned about the decline in the amount of free play time