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53 Cards in this Set
- Front
- Back
initiative vs guilt |
erik erikson initiative brings either rewards or guilt |
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self understanding |
eriksons childs cognitive representation of self , the substance and content of the childs self conception |
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children around 4 and 5 |
describe themselves as terms of concrete observalble features alot of optimism |
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thompson |
young children are socially sensitive |
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harter |
young children are ecogcentric |
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self conscious emotions in children |
children must be able to refer to themselves and be aware of themselves as distinct from others 18 months of age |
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emotion coaching and emotion dismissing aproach distinction |
the way the parent deals with the childs negative emoitons |
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emotion coaching parents |
monitor their childrens emotions, view teir childrens negative emotions as aoppertunities for teaching , assist in labeling emotions, and and are more nurturant |
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emotion dismissing parents |
deny, ignore, or change negative emotionsm |
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moral development |
evelopment tat involves thoughts, feelings and actions regarding rules and concentions about what people should do in their einteractions with other poeple |
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moral feelings |
develop superego |
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perspective taking |
infants have the capacity for some purely empathic responses, but empathy often requires the ability to discenr another persons emotion states |
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moral reasoning |
heteronomous morality autonmous morality |
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heteronomou morality |
4-7 piaget justice and rules are coceived of as unchangeable properties of the world, removed fromt he control of people |
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aunonomous morality |
10+ piaget child becomes aware that rules and laws are created by people and in judging an action one should consider thee actors intentions as well as the conseuences |
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immanent justice |
concept that if a rule is broken punishment will be meted out immediatiely |
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moral autonomists |
accept change and recognize at rules are merely conventions subject to change |
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heteronomous thinker also believes in |
immanent justice |
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thompsons view that young children are |
not as ego centric as piaget envisioned |
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development of moral behavior in the behavioral and social cognitive approach |
processes of reinforcement, punishment, and immitation |
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according to erik erikson the great governor of intitiative is |
conscience |
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eridsons psycholsocial stage that characterizes early childhood |
intiative vs guilt |
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in eriksons portrait of early childhood, the young child clearly has begun to develop _____________ which is the representation of self, the substance and content of self onceptions |
self understanding |
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according to frued, to reduce anxiety, avoid punishment, and maintain parental affeciton. children identify with parents internalizing their standards of right and wrong and thus form the |
superego |
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________ is responding to another persons feelings with an emotion that echoes the others feelings |
empathyemp |
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athy |
responding to another perosons feelings with an emotion that echoes those feelings |
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perspective taking |
ability to discern another persons emotional states |
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judging the rightness or goodness of behavior by considering its consequences not the intentions of the actor |
hereonomous moralists |
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heteronomous moralitst |
considers the severity of consequence not the intentions |
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julie believes that jasons accidental act of breaking 12 plates is worse than peter intentionally breaking two plates. julie can be best descrived as a |
heternomous moralist |
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heternomous thinker thinks that |
rules are unchangable |
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gender roles are more harsh on |
young boys |
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gender schema thoeyr |
the theory that gender typing emerges as children gradually develop gender schemas of what is gender appropriate and gender inappropriate in their culture |
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at around the age of _____ children already show a preference to spend time with same sex playmates |
three |
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children between tha ges of 3 and 12 usually prefer to play in groups that are made up of |
same sex as theirs |
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according to baumarind, a parent who is very uninvolved in a childs life, showing neither responseiveness nor control, is displaying a _____ parenting style |
neglectful |
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neglectful parenting style |
style of parenting in which the parent is very uninvolved in the childs life ; it is associated with childrens social incompetence especially a lack of self control |
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indulgent parenting |
highly involved with their children but pace few demeands or controls on them; assosiated with childrens social incompetence especially a lack of self control |
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authoriatarian parenting |
rules because i said so |
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authoritative |
nurturant rules are flexible |
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tom and katie have recently split up, but for the benefit of their child they attempt to provide one another support in jointly raising their child this sia anexample of |
coparentingco |
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parenting |
relationship between marital conflict and the use of punishment highlights the importance of this ----support that parents give each other in rasiing a child |
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whereas the public and many professionals use the term child abuse to refer to both abuse and neglectm developmeantlists increasingly use the term |
child maltreatment |
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types of child maltreatment |
phsycial abuse child neglect sexual abuse emotional abuse |
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the nature o f teh parents work is more important deteminant of childrens development |
parents work affects the development of their children |
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it is estimated that _____ percent of children brn to married parents in the us will experience their parents divorce |
40 percent |
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types of play |
sensorimotor practice play pretense/symbolic play social pay constructive play
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sensorimotor play |
behavior engaged in by infants to derive pleasrue from exercising their exiting sensorimotor schemes |
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practice play |
play that involves repetition of behavior when new skills are being learned or when phsycial or mental mastery and coordintation ofskills are required for games or sports |
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pretnse/symbolic play |
play in which the child transforms the phsyscial environment into a symbol |
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social play |
play that involves social interactions with peers
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constructiv play |
play that combines sensorimotor and repetitive activity with sybolic represneation of ideas. constructibve play occurs when children engage in self regulated creation or construction of a product or a problem solution |
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games |
activites engaged in for pleasure that includ rules and ofen involve competeitiion between two or more indidivduals |