Child Development Final

Front 1

Damon's Three Stages of Friendship

Back 1

*Friendship as a Handy Playmate (4-7 years)
*Friendship as Mutual Trust and Assistance (8-10 years)
*Friendship as Intimacy, Mutual Understanding, and Loyalty (11+ years)

Front 3

peer groups

Back 3

collectives that generate unique values and standards for behavior and a social structure of leaders and followers

Front 4

Instrumental (Proactive) Aggression

Back 4

aimed at obtaining an object, privilege, or space with no deliberate attempt to harm another person

Front 5

Hostile (Reactive) Aggression

Back 5

intended to harm another person

Front 6

Relational Aggression

Back 6

aggression that damages another's peer relationships, as in social exclusion or rumor spreading

Front 7

Overt (Physical) Aggression

Back 7

aggression that harms others through physical injury of the threat of such injury

Front 8

Authoritative Parenting

Back 8

A parenting style that is demanding and responsive. A rational, democratic approach in which both parents’ and children’s rights are respected.

Front 9

Attributes of Authoritative Parenting

Back 9

- make reasonable demands for maturity

- enforce them by setting limits and insisting on obedience

- express warmth and affection and responsiveness
- listen patiently to their child’s point of view
- encourage participation in family decision making
- inductive reasoning (e.g., reasoning about consequences of actions to self and to others)
- good natured/easy going
- involved in child’s life (school, homework, activities, etc.)

Front 10

Permissive Parenting

Back 10

A parenting style that is responsive but undemanding. An overly tolerant approach to child rearing.

Front 11

Attributes of Permissive Parenting

Back 11

- nurturing and accepting, but avoids making demands or imposing controls
- complete independence in decision making (regardless of age or context)
- no rules
- no constraints on behavior

Front 12

4 Child-Rearing styles

Back 12

Authoritative
Permissive
Authoritarian
Uninvolved

Front 13

Authoritarian Parenting

Back 13

A parenting style that is demanding but low in responsiveness to children’s rights and needs. Conformity and obedience are valued over open communication.

Front 14

Attributes of Authoriarian Parenting

Back 14

- very little give-and-take
- cold, harsh, unresponsive, even rejecting
- parent centered
- forceful
- physical punishment (e.g., spanking, slapping, grabbing)
- verbal hostility (e.g., yelling threatening demeaning, etc.)
- coercive
- uninvolved

Front 15

Uninvolved (or neglectful) Parenting

Back 15

A parenting style that is both undemanding and unresponsive. Reflects minimal commitment to child rearing.

Front 16

Oversolicitous Parenting

Back 16

A parenting style that is overprotective and over controlling.

Front 17

Attributes of Oversolicitous Parenting

Back 17

- not allowing children to make decisions for themselves
- not allowing children to try new things
- encourage dependence on parents
- handle all problems for their children

Front 18

Outcomes of Authoritative Parenting

Back 18

*Lively happy mood
*High self-esteem and self-control
*Less traditional gender-role behavior
*Social and moral maturity
*Academic achievement and educational attainment
*Perspective taking skills
*Consequential thinking
*Friendly-assertive sociable behavior
*Peer acceptance
*Emotion regulation
*Lower levels of internalizing and externalizing behaviors
*Better communication skills

Front 19

Outcomes of Permissive Parenting

Back 19

*Impulsive
*Disobedient
*Rebellious
*Demanding
*Dependent on adults
*Poor Persistence at tasks
*Poor self control and school performance
*Delinquency
*Drug use

Front 20

Outcomes of Authoritarian Parenting

Back 20

*Anxious, withdrawn, and unhappy mood
*Hostile and angry when frustrated
(emotional dysregulation)
*More misattributions of hostile intent
*Fewer social strategies
*Externalizing disorders
(e.g., aggressive, disruptive, etc.)
*Peer rejection
*Lower communication competence

Front 21

Outcomes of Uninvolved Parenting

Back 21

Deficits in attachment, cognition, play, and emotional and social skills; aggressive disruptive

Front 22

Outcomes of Oversolicitous Parenting

Back 22

*Anxiety
*Social fearfulness
*Social withdrawal
*Negative self-regard
*Peer rejections

Front 23

autonomy

Back 23

a sense of oneself as a separate, self-governing individual
-rely on self more than parents
-weigh own judgment and suggestions of others to arrive at a self-reasoned action when making decisions.

Front 24

Perspective taking

Back 24

"The capacity to imagine what other people may be thinking and feeling."

Front 25

coregulation

Back 25

-parents exercise general oversight while letting children take charge of moment by moment decision making
-Parents communicate expectations/monitor from a distance.
-Children turn to parents for support, advice, affection

Front 26

family size now vs. 1960s

Back 26

1960's: 3.1 children/family
now: 1.8 children/family

Front 27

approximate proportion of marriages ending up in divorce

Back 27

45%

Front 28

4 levels of social complexity

Back 28

-within individuals
-within interactions
-within relationships
-within groups

Front 29

Within Individuals

Back 29

individuals bring:
-stable social orientations
-temperaments
-social skills

Front 30

Interactions

Back 30

The braiding of the behaviors of two individuals into a social exchange of some duration,
-each actor’s behavior is both a response to, and stimulus for, the other participant’s behavior.

Front 31

Interactions are affected by

Back 31

1. Individual characteristics of participants
2. Short-term and long-term personal goals
3. Understanding of partner’s thoughts and feelings in the situation
4. Repertoire of alternative responses
5. Environmental features

Front 32

Relationships

Back 32

Succession of interactions between two individuals known to each other

Front 33

Closeness of relationship determined by:

Back 33

A. Frequency and strength of influence
B. Diversity of influence across different behaviors
C. Length of time the relationship has endured.

Front 34

6 factors of relationships:

Back 34

1. Influenced by past interactions and expectations for future interactions.
2. Closeness of relationship
3. Defined by emotions experienced within them
4. Commitment (to continuance)
5. Uniqueness
6. include role differentiation, specialization, division of labor, sense of shared membership, and shared culture.

Front 35

Groups

Back 35

-Collection of interacting individuals who have some degree of reciprocal influence over one another.
-Formed out of common interests or circumstances or formally
- emerge from the features and patterning of the relationships and interactions present within a population
-Affect individual members by: Labels, Status hierarchies, Segregation, and Cohesiveness

Front 36

Properties of Groups

Back 36

-Cohesiveness (degree of unity and inclusiveness)
-Hierarchy (ordering of individual relationships along interesting dimensions)
-Heterogeneity (consistency across members in the ascribed/achieved personal characteristics)
-Norms (distinctive patterns of behaviors/attitudes that characterize group members and differentiate from nonmembers)

Front 37

4 levels of social play

Back 37

Nonsocial Play
Parallel Play
Associative Play
Cooperative Play

Front 38

Nonsocial Play

Back 38

unoccupied, onlooker behavior and solitary play

Front 39

Parallel Play

Back 39

child plays near other children with similar materials but does not try to influence their behavior

Front 40

Associative Play

Back 40

children engage in separate activities but exchange toys and comment on one another's behavior

Front 41

Cooperative Play

Back 41

more advanced type of interaction, children orient toward a common goal, such as acting out a make-believe theme

Front 42

solitary-passive withdrawal

Back 42

-quiescent exploration of objects and/or constructive activity while playing alone.
-At first not really rejected because no one knows who they are.

Front 43

reticence

Back 43

-onlooking and/or being unoccupied. -Rejected at an earlier time because they are always "hanging" around but too afraid to play.

Front 44

solitary-active withdrawal

Back 44

-solitary-functional play (repeated sensorimotor actions with or without objects) and/or by solitary dramatic/pretend play.
-Sometimes aggressive, rejected early.

Front 45

Influences on peer sociability

Back 45

parental encouragment,
age mix of children,
cultural values

Front 46

Peer Acceptance

Back 46

likability - the extent to which a child is viewed by a group of agemates, such as classmates, as a worthy social partner.
-Not a mutual relationship, is a one-sided perspective

Front 47

sociometric techniques

Back 47

self reports which measure social preferences
example: asking children to rate peers on a scale from "like very much" to "like very little"

Front 48

peer reputation

Back 48

young people's judgments of the peers most of their classmates admire
-identifies peers that are high in social prominence

Front 49

Clique

Back 49

small groups of about five to seven members who are friends and, therefore, usually resemble one another in family background, attitudes, and values

Front 50

Crowd

Back 50

a loosely organized group formed from several cliques with similiar values

Front 51

Popular-prosocial children

Back 51

A subgroup of popular children who combine academic and social competence

Front 52

Popular-antisocial children

Back 52

A subgroup of popular children largely made up of “tough” boys who are athletically skilled, highly aggressive, defiant of adult authority, and poor students

Front 53

Rejected-aggressive children

Back 53

A subgroup of rejected children who engage in high rates of conflict, hostility, and hyperactive, inattentive, and impulsive behavior

Front 54

Rejected-withdrawn children

Back 54

A subgroup of rejected children who are passive and socially awkward

Front 55

Dominance Hierarchy

Back 55

A stable ordering of group members that predicts who will win when conflict arises
-encounters used to evaluate own and others' strength in a safe venue before challenging a peer's dominance

Front 56

3 forms of aggression

Back 56

physical aggression
relational aggression
verbal aggression

Front 57

Average time American children spend watching television each week

Back 57

24 hours

Front 58

Benefits of small schools and classrooms

Back 58

-higher scores in reading and math
-better concentration
-higher-quality class participation,
-more favorable attitudes towards school.
-fewer drop outs

Front 59

Educational self-fulfilling prophecy

Back 59

Children may adopt teachers' positive or negative views and start to live up to them.

Front 60

Risks involved with adolescents who work more than 15 hours during high school

Back 60

drug abuse
drop-out
less connected to family
bad grades (no college)
poor mentors
little aspiration
bad attitude towards school

Front 61

Planner Couples

Back 61

both mother and father plan to have the baby

Front 62

Acceptance of Fate Couple

Back 62

"If we get pregnant, we get pregnant, if not, thats okay too"

Front 63

Ambivalent Couple

Back 63

can't decide whether or not to have the baby. Sometimes yes, sometimes no.

Front 64

yes/no couples

Back 64

one spouse wants to have a child, one doesn't.

Front 65

Stressors to marriage after baby

Back 65

-division of household labors (!)
-time together
-sexual relationship
-need for time alone
-money management
-ideas about how to raise children
-in-laws

Front 66

Benefits of fathers who play with their children

Back 66

children tend to:
- be better emotional regulators and readers
- manage frustration better
- willing to explore new things and activities
- persist longer in problem solving

Front 67

General characteristics of aggressive children (NOT comprehensive..)

Back 67

loneliness
anxiety
depression
poor-quality friendships,
antisocial activity
*Social-cognitive deficits
*Over the top self-esteem
*Delayed development of morals
*thinks everyone has hostile intent

Front 68

Selman's Stages of Perspective Taking

Back 68

1. Undifferentiated
2. Social-Informational
3. Self-Reflective
4. Third Party
5. Societal

Front 69

Undifferentiated Perspective

Back 69

- 3 to 6 years
-1st stage in Selman's Stages of Perspective Taking
-Children recognize that everyone has different thoughts and feeling, but often confuse the two.

Front 70

Social - Informational Perspective

Back 70

-4 to 9 years.
-2nd stage in Selman's Stages of Perspective Taking
-Children understand that different perspectives come from different info

Front 71

Self-Reflective Perspective

Back 71

-7 to 12
-3rd stage in Selman's Stages of Perspective Taking
-children "step into another person's shoes"

Front 72

Third Party Perspective

Back 72

-10 to 15
-4th stage in Selman's Stages of Perspective Taking
- Children step out of a situation and see how 3rd party views it.

Front 73

Societal perspective

Back 73

-15 years to adult
- 5th stage in Selman's Stages of Perspective Taking
-3rd party, perspective can be influenced by society.

Front 74

Inclusive classrooms

Back 74

putting students with learning disabilities and mild retardation in normal classrooms for all or part of the day

Front 75

Traditional classroom

Back 75

the teacher is the sole authority for knowledge, rules, and decision making and does most of the talking

Front 76

Constructivist classroom

Back 76

encourages students to construct their own knowledge
grounded in Piaget’s view of children as active agents

Front 77

Social constructivist classroom

Back 77

children participate in a wide range of challenging activities with teachers and peers, with whom they jointly construct understandings,