Week 5 - Early Childhood - (C) - Emotional and social development: Flashcards

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1
Q

in the course of __________ children become adept at understanding the sources of other people’s expressed emotions

A

early childhood

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2
Q

by age _________ children are usually accurate in explaining the emotions of the situation

A

5

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3
Q

________ year olds are adept at understanding how emotional states are the basis of subsequent actions

A

5

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4
Q

emotional self-regulation

A

ability to exercise control over one’s emotions

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5
Q

In the brain, the development of the f____ c_____ promotes this process because this is the part of the brain most involved in emotional self-regulation

A

frontal cortex

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6
Q

Another key reason why emotional outbursts decline during early childhood is that children learn strategies for __________

A

regulating their emotions

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7
Q

Parents can help young children develop ___X_____ by providing emotional and physical comfort when their children are upset, suggesting possible strategies for managing emotions and modelling X themselves

A

effortful control

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8
Q

undercontrol

A

trait of having inadequate emotional self-regulation

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9
Q

externalising problems

A

problems that involve others, such as aggression

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10
Q

overcontrol

A

trait of having excessive emotional self-regulation

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11
Q

internalising problems

A

problems that entail turning distress inwards, towards the self, such as depression and anxiety

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12
Q

initiative versus guilt

A

in Erikson’s life span theory, the early childhood stage in which the alternatives are learning to plan activities in a purposeful way or being afflicted with excess guilt that undermines initiative

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13
Q

T/F Behaviour that looks like undercontrol in one culture could be valued as a healthy expression of assertiveness in another culture, at least for boys

A

T

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14
Q

In ___________, moral development advances further as children gain a more detailed and complex understanding of the rules and expectations of their culture

A

early childhood

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15
Q

In ________ children become better at perspective taking, and being able to understand how others think and feel makes them more empathic.

A

early childhood

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16
Q

In _________ there is greater awareness of the rule or expectation that evoked the approval or disapproval. They are also more capable than ________ of anticipating the potential consequences of their actions and avoiding behaviours that would be morally disapproved

A

early childhood
toddlers

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17
Q

Shweder found that by about age _____, children already grasp the moral standards of their culture, and their views change little from childhood to adolescence to adulthood.

A

5

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18
Q

By age ____, they understand the difference between telling the truth and lying, and they believe it is wrong to tell lies even when the liar is not caught. However, their moral reasoning tends to be rigid at this age.

A

4

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19
Q

By the age of __or__, children are capable of making moral judgments that involve considerations of justice and fairness

A

3 or 4

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20
Q

By age _________, children associate a variety of things with either males or females, including toys, games, clothes, household items, occupations and even colours

A

3 or 4

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21
Q

gender constancy

A

understanding that maleness and femaleness are biological and cannot change

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22
Q

gender schema

A

gender-based cognitive structure for organising and processing information, comprising expectations for males’ and females’ appearance and behaviour

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23
Q

self-socialisation

A

process by which people seek to maintain consistency between their gender schemas and their behaviour

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24
Q

Most important factors when searching for a high-quality preschool experience for their children:

A

-Education and training of teachers.
-Class size and child–teacher ratio.
Experts recommend no more than 20 children in a classroom, and a ratio no higher than five to ten 3-year-olds, per teacher or seven to ten 4-year-olds, per preschool teacher.
-Age-appropriate materials and activities (active engagement)
-Teacher–child interactions (more)

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25
Q

parenting styles

A

practices that parents exhibit in relation to their children and their beliefs about those practices

26
Q

demandingness

A

degree to which parents set down rules and expectations for behaviour and require their children to comply with them

27
Q

responsiveness

A

degree to which parents are sensitive to their children’s needs and express love, warmth and concern for them

28
Q

The 4 parenting styles

A

Authoritative Parenting
Authoritarian parenting

Permissive parenting
Rejecting-neglecting parenting (disengaged)

29
Q

disengaged parents

A

low in both demandingness and responsiveness

30
Q

permissive parents

A

low in demandingness and high in responsiveness

31
Q

authoritarian parents

A

high in demandingness but low in responsiveness

32
Q

authoritative parents

A

high in demandingness and high in responsiveness

33
Q

Outcomes associated with Authoritative parenting style

A

Independent,
Creative,
Self-assured
Socially skilled

34
Q

Outcomes associated with Authoritarian parenting style

A

Dependent
Passive
Conforming

35
Q

Outcomes associated with Permissive parenting style

A

Irresponsible
Conforming
Immature

36
Q

Outcomes associated with Disengaged parenting style

A

Impulsive
Behaviour problems
Early sex, drugs

37
Q

reciprocal or bidirectional effects

A
38
Q

filial piety

A

belief that children should respect, obey and revere their parents throughout life; common in Asian cultures

39
Q

In addition to using time out, parenting researchers recommend (3)

A

(1) explaining the reasons for discipline;
(2) being consistent so that the consequences will be predictable to the child (and hence avoidable); and
(3) exercising discipline at the time of the misbehaviour (not later on) so that the connection will be clear

40
Q

psychological control

A

parenting strategy that uses shame and withdrawal of love to influence children’s behaviour

Poor outcomes in western countries

41
Q

corporal punishment

A

physical punishment of children

42
Q

child maltreatment

A

abuse or neglect of children, including physical, emotional or sexual abuse

43
Q

foster care

A

for maltreated children, approach in which adults approved by a state agency take over the care of the child

44
Q

Mead’s classifications of childhood social stages (3)

A

0 -2 lap child - Needs constant care; doted on by others

3 -4 knee child - Still cared for mainly by mothers, but spends more time with other children

5 - 6 yard child - More time spent with same-sex peers; sometimes unsupervised

45
Q

in all 12 cultures __________ was recognised as a common response to the birth of a younger sibling.

A

jealousy

46
Q

By age ___or___, they also understand that friendship is characterised by mutual trust and support, and that a friend is someone you can rely on over time

A

5 or 6

47
Q

peers

A

people who share some aspect of their status in common, such as age

48
Q

From toddlerhood through early childhood, ____ play and ______play decline somewhat, while _____ play and ______ play increase

A

solitary
parallel

simple social
cooperative pretend

49
Q

across cultures, children played in same-sex groups ______-____% of the time at age 2–3, rising to over ____% of the time by age 11.

A

30–40%
90%

50
Q

instrumental aggression

A

type of aggression when a child wants something and uses aggressive behaviour or words to get it

51
Q

hostile aggression

A

type of aggression that entails signs of anger and intent to inflict pain or harm on others

52
Q

relational aggression

A

type of aggression that involves damaging another person’s reputation among peers through social exclusion and malicious gossip

53
Q

Verbal aggression

A

is the use of words to hurt others, through yelling at them, calling them names or hostile teasing.

54
Q

There is abundant evidence that physical aggression peaks in ________ and ______ _____

A

toddlerhood
early childhood

55
Q

One national study in the United States followed the course of physical aggression in a longitudinal study of children from age 2 to 9. They found five trajectory groups

A

The largest group declined steeply in physical aggression from age 2 to 9.
two ‘low-trajectory’ groups that never showed much physical aggression
one ‘moderate-trajectory’ group that remained moderate
one ‘high-trajectory’ group that remained high.

56
Q

In contrast to ______ aggression, ______aggression rises across early childhood, at least in the Western countries

A

physical
verbal

57
Q

Like verbal, _________aggression also becomes more common in the course of early childhood

A

relational

58
Q

Young children aged ___-___ are believed to be especially vulnerable to the effects of media violence.

They are more likely than younger or older children to model their behaviour after the behaviour of others, including cartoon characters. Also, they are less likely than older children to have a clear understanding of the boundary between fantasy and reality, and so are more likely to believe that what they witness in media is real.

A

3–6

59
Q

Young children are especially susceptible to advertising as they are less aware of advertising intent than older children are. Most do not perceive a distinction between a program and an advertisement until about age ____

A

5

60
Q

It is during ____ that children first connect musical sounds with specific emotions; for example, recognising songs in major keys as happy and songs in minor keys as sad. By age 5, children show distinct preferences for music that is harmonious rather than dissonant and has a steady rather than an erratic beat.

A

early childhood