chd exam 3 study guide

Chapter 10

Terms

  • Self-Concept
    • a set of attributes, abilities, attitudes, and values that define them
  • Self-Esteem
    • judgments we make about our own worth and feelings associated with those judgments
  • Empathy vs. Sympathy
    • empathy (feelings with another)
    • sympathy (feelings for another)

Concepts

  • At this age and stage what are the three things that define children’s self-concept?
    • appearance
    • possessions
    • everyday behaviors
  • What do preschoolers gain in emotional competence? (combo of 3 things)
    • emotional understanding
    • emotional self-regulation
    • self-conscious emotions and empathy
  • When discussing parenting in parenting books (whole brain child) what is the high-road referring to?
    • maintain the ability to think rationally and choose actions according to values
  • For children with poor emotion regulation what does empathy lead to?
    • empathy (feelings with another) leads to personal distress
  • Be able to describe each of the 4 types of play in peer sociability in play.
    • nonsocial activity: unoccupied, onlooker behavior or solitary play
    • parallel play: playing near other children with similar toys, without trying to influence them
    • associative play: engaging in separate activities, but exchanging toys and comments
    • cooperative play: working toward a common goal (as in make-believe play)
  • What are the 3 cognitive play categories?
    • functional play (up to age 2): simple, repetitive motor movements, with or without objects
    • constructive play (ages 3 to 6): creating or constructing something
    • make-believe play (ages 2 to 6): acting out everyday and imaginative roles
  • According to the slides what is the power of inductive discipline?
    • induction - an adult helping make a child aware of feelings by pointing out the effects of the child's misbehavior on others
    • gives children information about how to behave that they can use in future situations
    • encourages empathy and sympathetic concern, which motivate prosocial behavior
    • gives children reasons for changing their behavior, encouraging them to adopt moral standards that make sense
    • encourages children to form a script that deters future transgressions
  • Know the 7 points of positive parenting.
    • 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
  • Know the four sources of aggression for kids in early childhood and the treatment for aggressive children.
    • 1.individual differences:
    • temperament
    • gender
    • 2.family:
    • harsh, inconsistent discipline
    • conflict-ridden family atmosphere
    • 3.social information-processing deficits:
    • see more benefits and less cost of aggressive bx
    • delayed in moral understanding
    • 4.media influences:
    • TV and computer game violence
    • goals include:
    • breaking the cycle of hostilities between family members
    • promoting effective ways of relating to others
    • in Incredible Years, a parent training program based on social learning theory,
    • parents learn techniques for promoting academic, emotional, and social skills.
    • focus is positive parenting: attention, encouragement, praise for prosocial behaviors
    • relieving family stressors and providing families with social supports helps prevent childhood aggression
  • Know Baumrind’s parenting styles including whether they are high or low in control and connection)
    • authoritative: parenting style that has high expectations, but is also warm and receptive (high control, high emotional connection); linked to many aspects of competence throughout childhood and adolescence
    • permissive: parenting style that places few controls or demands on the child (low control, high emotional connection); children who experience this style tend to be impulsive, disobedient, rebellious, overly demanding, and dependent on adults. They show less persistence on tasks, poorer school achievement, and more antisocial behavior.
    • authoritarian: parenting style that is strict, punitive, and not very warm (high control, low emotional connection); may also involve psychological control. Children who experience this parenting style are more likely to be anxious, unhappy, and low in self-esteem and self-reliance
    • uninvolved: parenting style of disconnection resulting from depressed or overwhelmed parents (low control, low emotional connection); linked to poor emotional self-regulation and school achievement and to antisocial behavior
  • Which parenting style is most effective and why?
    • Authoritative
    • warm, involved parents model caring concern and confident, self-controlled behavior
    • authoritative parents convey to children that they are competent, fostering self-esteem and maturity
    • children are more likely to comply and internalize control that appears fair and reasonable
    • supportive aspects of the authoritative style are powerful sources of resilience

Chapter 11

Terms

  • Nocturnal enuresis
    • bedwetting during the night

Concepts

  • What are the four causes of poor nutrition in middle childhood?
    • more focus on new friends and activities, less on eating
    • drop in percentage of children eating meals with family
    • poor-quality diets high in soft drinks and fast foods
    • malnutrition resulting from poverty
  • Has obesity rates risen outside of the US? If so, why?
    • obesity rates have risen in developing countries as a result of urbanization and dietary shifts
    • in China, 20% of children are overweight and 8% are obese—a fortyfold increase over the past 25 years
    • cultural beliefs may contribute (view of overweight as sign of prosperity)
  • What are the causes of obesity in middle childhood?
    • heredity (overweight parents)
    • socioeconomic status
    • early growth pattern of rapid weight gain
    • family eating habits: use of food as reward, overfeeding, parental control of children’s intake
    • responsiveness to food cues vs. hunger
    • lack of physical activity
    • television viewing
    • early malnutrition and growth stunting
  • In what county is obesity rising primarily?
    • about 32% of U.S. children and adolescents are overweight, 17% obese, based on body mass index (BMI)
  • What are the two types of interventions for treating childhood obesity?
    • family-based interventions:
    • focus is on changing behaviors, both diet and exercise
    • rewards for giving up inactivity are helpful
    • school interventions:
    • schools can serve healthier lunches and ensure regular physical activity
    • measures include weight-related school screenings/improved school nutrition standards
  • What are the most common types of unintentional injuries in middle childhood?
    • motor vehicle accidents involving children as passengers or pedestrians
    • bicycle accidents
  • What gains in gross-motor capacities occur in middle childhood? What advances in fine-motor skills?
    • gross-motor:
    • fine-motor:
    • Writing:
      • mastery of uppercase letters, then lowercase
      • increased legibility
    • Drawing:
      • dramatic gains in organization, detail, representation of depth
      • ability to copy two-dimensional shapes
      • ability to relate objects to one another as part of an organized whole
  • What is informal play and why is it declining in industrialized countries?
    • Informal play is the idea that rules matter less than having fun with friends in things such as board games to neighborhood games
    • declining in industrialized countries as a result of
    • parental concern about neighborhood safety
    • competition from TV, video games, internet
    • rise in adult-organized sports
  • What is participation in adult-organized youth sports generally associated with? What are the valid criticisms in adult-organized youth sports?
    • participation is generally associated with increased self-esteem and social skills
    • valid criticisms of organized sports include
    • overemphasis on competition and adult control
    • potential for social ostracism of weaker performers, especially for boys.
  • What can be done to provide developmentally appropriate organized sports?
    • build on children’s interests
    • teach age-appropriate skills
    • emphasize enjoyment
    • limit frequency and length of practices
    • focus on personal and team improvement
    • discourage unhealthy competition
    • let children contribute to rules and strategies

Chapter 12

Terms

  • Concrete operational
    • Piaget’s Theory, ages 7-11
    • children’s reasoning becomes logical and better organized
    • children understand that the amount of an item can remain the same, even after the appearance changes
    • able to organize objects into hierarchies of classes and subclasses
    • issue: they only think on a logical and organized manner when dealing with concrete information that they can directly perceive
  • Seriation
    • ability to order items along quantitative dimension such as length or weight
  • Transitive Inference
    • ability to seriate mentally
  • Code switching
    • producing at utterance in one language containing “guest” words from the other

Concepts

  • What are the three things that happen to attention in middle childhood?
    • becomes more selective (increased ability to attend only to relevant aspects of a task)
    • becomes more flexible (ability to flexibly adapt attention to situational requirements)
    • becomes more planful (increased ability to evaluate a sequence of steps in advance)
  • What are 3 memory strategies for middle childhood?
    • rehearsal: repeating items to oneself
    • organization: grouping related items together
    • elaboration: creating relationships between pieces of information from different categories
  • What is the main difference between whole language and phonics approach to reading?
    • whole language (top down): children are exposed to text in complete form from the beginning; promotes appreciation of communicative function of written language
    • phonics: children are first coached on phonics- rules for translating written symbols into sounds; complex reading material is introduced only after mastery of these skills
  • What are the 3 intelligences in Sternberg's Triarchic theory of successful intelligence? What are the core abilities within each of the intelligences?
    • analytic (information-processing)
    • creative (capacity to solve novel problems)
    • practical (application of intellectual skills in everyday situations)
  • Be familiar with Gardner's theory of multiple intelligences and a general example for each.
    • linguistic (poet, journalist)
    • logico-mathematical (mathematician)
    • musical (instrumentalist, composter)
    • spatial (sculptor, navigator)
    • bodily-kinesthetic (dancer, athlete)
    • naturalist (biologist, geologist)
    • interpersonal (therapist, salesperson)
    • intrapersonal (person with detailed, accurate self-knowledge)
    • the last two have emotional intelligence
  • Is IQ contributed to heredity or environmental factors?
    • heredity accounts for about half of individual differences in IQ; doesn’t explain the complex processes through which genes and experience influence intelligence
    • environment: adoption research confirms that heredity and environment jointly contribute to IQ; evidence suggests that poverty severely depresses intelligence of ethnic minority children
    • generational gains in IQ (Flynn effect - IQ’s have increased steadily from one generation to the next) challenge assumption that ethnic group variations are genetic
  • What are the benefits of having a smaller class size for teachers? for students?
    • small class size from kindergarten through third grade
    • predicts greatest likelihood of graduating from high school
    • is associated with better academic progress
    • teachers in small classes
    • spend less time disciplining
    • spend more time teaching and giving individual attention
    • children who learn in smaller groups show
    • better concentration
    • higher-quality class participation
    • more favorable attitudes toward school
  • What are the main differences between the educational philosophies (Traditional vs. Constructivist)
    • social-constructivist classrooms:
    • reciprocal teaching
    • communities of learners
    • teacher-student interaction:
    • strong impact on academic self-esteem, achievement, and social behavior of at-risk children educational self-fulfilling prophecies
    • grouping practices:
    • homogeneous vs. heterogeneous learning contexts cooperative learning
  • What are the factors that affect educational quality?
    • societal values
    • school resources
    • parental support
    • quality of teaching
  • Where does the US rank on average math scores (high, intermediate or low?)
    • performance of US students in international comparisons
    • typically at or below international averages
    • less challenging, more fact-focused instruction
    • less opportunities for high-level reasoning, critical thinking
    • large socioeconomic inequalities associated with lower achievement

Chapter 13

Terms

  • Self-Concept
    • set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is
    • refined and organized into stable psychological dispositions
  • Self-Esteem
    • aspect of self-concept that involves judgments about one’s own worth and the feelings associated with those judgments
  • Perspective Taking
    • ability to distinguish others’ viewpoints from one’s own
    • crucial for developing self-concept based on personality traits

Concepts

  • What do children use to evaluate actual self?
    • Children form an ideal self that they use to evaluate actual self
  • What four broad self-evaluations do children use in middle childhood for self-esteem?
    • academic competence
    • social competence
    • physical/athletic competence
    • physical appearance
  • What are the other influences on self-esteem?
    • Cultural values
    • Gender-stereotyped beliefs
    • Child-rearing practices:
    • Authoritative parenting builds self-esteem.
    • Control ling parenting undermines self-esteem.
    • Achievement-related attributions
  • What are the differences between the achievement-related attributions of master-oriented and learned helplessness?
    • Mastery-oriented attributions:
    • Attribution of successes to ability
    • Incremental view of ability (belief that it can be improved through effort)
    • Focus on learning goals
    • Learned helplessness:
    • Attribution of failure to ability and success to luck
    • Fixed view of ability (belief that it cannot be changed)
    • Focus on performance goals
    • Focusing on a Mastery-Oriented Approach
    • Attribution retraining:
    • teaches children to attribute success to effort and strategy use.
    • encourages children to focus on individual improvement more than grades.
    • is best begun in middle childhood.
    • Prevention of learned helplessness:
    • Provision of meaningful tasks
    • Parent and teacher encouragement
    • Private performance evaluations, providing constructive feedback
    • Small classes, individualized support for mastery/accommodation for differences in learning
  • How do many kids in middle childhood develop biased attitudes? What are ways of reducing prejudice?
    • Children absorb prevailing societal attitudes, associating power and privilege with white people, inferior status with people of color.
    • Children pick up information about group status from implicit messages in their surroundings.
    • When authority figures confer status distinctions, children may form biased attitudes
    • Reducing Prejudice:
    • Intergroup contact in which racially and ethnically different children
    • have equal status
    • work toward common goals
    • become personally acquainted
    • are expected by authority figures to interact
    • Long-term contact and collaboration among neighborhood, school, and community groups
    • Inducing children to view traits as changeable
  • Know the categories of peer acceptance.
    • Popular children: popular-prosocial, popular-antisocial
    • Rejected children: rejected-aggressive, rejected-withdrawn
    • Controversial children
    • Neglected children
    • Average children
  • What is a major concern of lesbian/gay parents?
    • their children will be stigmatized by parents’ sexual orientation
  • What are the immediate and long-term consequences of parental divorce?
    • Immediate consequences:
    • Instability, conflict, drop in income
    • Parental stress, disorganized family life
    • Affected by children’s age, temperament, sex
    • Long-term consequences:
    • improved adjustment after two years
    • More problems among boys, children with difficult temperaments
    • Affected by extent of father’s involvement
  • What are four ways of helping families through divorce?
    • Divorce mediation: increases out-of-court settlements and parents’ cooperation in child rearing.
    • Parent education: programs encourage parents to resolve disputes.
    • Joint custody: grants each parent equal say in important child-rearing decisions.
    • Child support: helps relieve financial strain
  • What is the most common type of blended family?
    • mother-stepfather
  • What are the benefits and drawbacks of maternal employment and child development?
    • Benefits (when mothers enjoy work and remain committed to parenting):
    • higher self-esteem
    • positive family and peer relations
    • fewer gender stereotypes
    • better grades
    • more father involvement
    • Drawbacks (when mother’s employment is stressful):
    • less time for children
    • risk of ineffective parenting
  • What types of support are needed for employed parents and their families?
    • Father’s participation in child-rearing responsibilities
    • Part-time work or flexible schedules
    • Job sharing
    • On-site childcare
    • Paid leave when children are ill
    • Equal pay and employment opportunities for women