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family development > chapter 6: interacting and the work of play > Flashcards

chapter 6: interacting and the work of play Flashcards

1
Q

parenting styles: authoritarian parenting

A

parents show high levels of control and low levels of warmth

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2
Q

parenting styles: authoritative parenting

A

parents provide a balance of warmth and structure and are responsive to their children

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3
Q

parenting styles: indulgent-permissive parenting

A

parents are warm and caring but exert little control over their kids

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4
Q

parenting styles: indifferent-uninvolved parenting

A

neither warm nor controlling. they try to spend little time with their kids

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5
Q

which of the 4 parenting styles work best

A

most of the time its authoritative parenting that works best

-kids with these parents usually have higher grades, are more responsive and self reliant, and are friendlier

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6
Q

the result of authoritarian parenting

A

kids are usually: unhappy, have low self esteem, and are overly agressive

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7
Q

the result of permissive parenting

A

kids are usually: impulsive and have little self control

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8
Q

result of uninvolved parenting

A

these kids: do poorly in school, and are usually agressive

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9
Q

variations in parenting styles across cultures

A
  • european north americans value raising kids that are happy and self-reliant
  • asians place less value on individualism, and more on cooperation and collaboration
  • latino culture emphasizes strong family ties and respecting the roles of family members, especially adults
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10
Q

variations in parenting that are related to lower SES

A
  • parents are less educated
  • usually are employed in a position where they have to take lots of orders from people
  • are often raise their kids in places with higher crime rates
  • they tend to be more authoritarian
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11
Q

parental behaviour: direct instruction

A

this is telling the kid how, when and why certain behaviours are important (this can help thekids understand peoples feelings, develop self control, and internalize values)

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12
Q

parental behaviour: modelling (and counterimitation)

A

occurs when kids learn appropriate behaviour by watching their parents engage in that behaviour
counterimitation: learning what should NOT be done by observing the behaviour (like when a sibling gets punished for doing something they wont be likely to do that)

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13
Q

parental behaviour: rienforcement and punishment

A

reinforcement: any action that increases the likelihood the action that it follows
punishment; any action that increases the likelihood of the action that it follows

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14
Q

parental behaviour: negative reinforcement trap

A

unwittingly reinforcing a behaviour you want to discourage

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15
Q

ways in which punishment can have negative consequences

A
  • it may stop an undesired behaviour, but doesnt necessarily teach desired behaviours
  • can make kids feel anxious, fearful, and resentful
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16
Q

what is physical punishment associated with? (6)

A
  • increased agression
  • mental health probs
  • poor parent-child relationship
  • delinquent and antisocial behaviour
  • delayed cognitive development
  • increased incidence of child abuse
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17
Q

3 ways that parental conflict affects the kids

A
  1. the kid may feel like the family is not stable or secure, which may make them feel anxious, fearful, or sad
  2. the ineffetive styles of interacting with the other parent may start to spill over into the relationship with the child
  3. the more time the parents spend fighting, the less they spend effectively parenting
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18
Q

stresses the child has about the parents

A
  • if the parent becomes unemployed, or may become unemployed

- if parents are really stressed out and withdraw from the family, or become less accepting of the children

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19
Q

what are 2 charictaristics of the child that influence parental behaviour

A
  1. age

2. temperment and baheviour

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20
Q

child’s influence on parental behaviour: age

A
  • the way that the parents show warmth and control changes

- the parents grant more autonomy, but also expect more responsible behaviour

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21
Q

child’s influence on parental behaviour: temperament and behaviour

A

-it is best if the parents and children have the same temperament and behaviour (if they are different less time is spent together, and the parent may see it as not wanting to spend time with them, rather than just not liking the activity_

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22
Q

child maltreatment: physical abuse

A

this is the likely or actual use of physical force to cause suffering or injury

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23
Q

child maltreatment: sexual abuse

A 
this is: 
fondling
exposure
rape
exploitation
using sexually explicit language
showing a kid porn
involving a kid in porn
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24
Q

child maltreatment: emotional maltreatment

A 
involves: 
ridicule
rejection
humiliation
degradation
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25
Q

child maltreatment: neglect

A

failure to provide for the childs healthy development, or secure their physical safety

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26
Q

social and cultural factors that increase the risk of abuse

A

poverty
social isolation
acceptance of physical punishment

27
Q

parent factors that increase the risk of abuse

A
  • if parents were maltreated as children
  • if parents have an unrealistic expectation of children’s behaviour
  • if parents have poor interactions with each other
28
Q

child factors that increase the risk of abuse

A
  • age: infants and toddlers are less able to regulate aversive behaviours
  • health: if the kid is sick a lot
  • relationship: stepkid, rather than actual kid
29
Q

children who have suffered abuse may:

A
  • permanent physical damage
  • poor relationships with peers
  • be agressive
  • poor self control
  • lower grades
  • disruptive in class
  • depressed
  • abuse people when they are adults
30
Q

best way to prevent abuse (and what parents must do to do that)

A

decrease the use of physical punishment
-parents must: learn about the risks, understand typical behaviour development in kids, learn how to best resolve conflict with kids)

31
Q

eriksons stages of psychosocial development: initiative vs guilt

A
  • in this stage kids take more initiative and do more for themselves, guilt occurs when kids realize that their initiatives may place them in conflict with others
  • the purpose of this stage is to apperently find the balance b\w individual initiative and the willingness to cooperate with others
32
Q

differences between the complex emotions of toddlers and preschool age children

A

the complex emotions are the same but they come from different sources

  • shame comes from failng to defend a classmate
  • fear comes from “monsters”, and worries about school and health
33
Q

regulating emotions in early childhood

A
  • they realize that sometimes they should conceal their emotions
  • they see the consequences and causes of certain emotions
  • they can regulate their own emotions and rely less on their parents for that
  • they use mental strategies to regulate emotions
  • they use the right strategies in the right setting (whether the situation can be controlled or not)
34
Q

what happens when children have difficulty regulating their emotions

A
  • they have more conflict with peers
  • there is more difficulty resolving conflicts with peers
  • there is less adaptive adjustment to school
35
Q

what are young childrens self concepts based on

A
  • physical charictaristics
  • preferences
  • competencies
  • possessions
36
Q

what is the theory of mind

A

ideas about connections between thoughts, beliefs, intentions, and behaviour

37
Q

wellman and the theory of mind

A

he suggested that there are 3 phases of development of the theory of mind in preschool years

  • 2yrs: aware of desires and links those to behaviours
  • 3yrs: can distinguish mental from physical world, uses mental verbs (forget, think, ect), still focuses mostly on desires
  • 4yrs: knows that actions are based on beliefs, which may or may not be accurate
38
Q

what are the 2 basic theories about what causes advances in the theory of mind?

A
  1. language: they learn words such as “think”, “know” and “believe” that let them describe a situation where someone has a false belief
  2. social interaction: this gives children the insight into different mental states
39
Q

the theory of mind and autism

A

kids with autism usually fail at false belief tasks

  • some people say its because there is a lack of theory of mind
  • some kids focus on only one facet of the othere persons behaviour and ignore other facets
40
Q

preschool play compared to infant play

A

kids in preschool now engage in much less parallel play and more cooperative play
-they shift from having to use realistic things when they play make believe to using more abstract ones

41
Q

make-believe and cultural values

A
  • kids have different roles depending on what is valued in their culture and what they usually see adults doing
  • the level of assertiveness and politeness also varies depending on the culture
42
Q

what kind of stuff does playing make believe benefit

A
  • language skills
  • memory
  • reasoning
  • understanding of other peoples thoughts beliefs and feelings
43
Q

what are imaginary companions associated with in make-believe

A

they are associated with more real life sociability than kids with no imaginary companions

44
Q

what is included in solitary play

A

colouring

  • solving puzzles
  • building
  • reading
45
Q

when is solitary play a concern

A

when it involves wandering aimlessly or hovering around people that are playing but not joining in

46
Q

do kids like to play with others of different gender

A
  • no, not really, and they get upset if you make them, even when the activity is gender neutral
  • by 2-3 children begin to self segregate
  • by 10-11 most kids are playing with the same gender
47
Q

what does maccoby say about why kids want to play with their own gender

A

he says that girls and boys play differently

-he says that girls have difficulty influencing boys

48
Q

altruistic behaviour in preschool children

A

they gradually increase understanding of other peoples needs

  • they learn appropriate altruistic responses
  • they start to learn to see things from another persons point of view (empathy)
49
Q

situational influences of altruistic behaviour

A
  • feelings of responsibility
  • feelings of competence
  • mood
  • costs of helping
50
Q

altruism and heredity

A
  • it is an evolutionary adaption since helping others increases the chances of us being helped
  • genes have some impact
  • the influence of heredity is more indirect (if the kid is shy they may not be able to help, or if they cant regulate their emotions they may be to upset by the others distress that they cant help)
51
Q

how can parents influence altruistic behaviour

A
  • model what they want
  • disciplinary practices
  • opportunities to behave prosocially
52
Q

what are the 2 general dimensions of parenting?

A

warmth and responsiveness
control
(usually best to be hight on warmth and use an average amount of control)

53
Q

social role:

A

set of cultural guidelines about how one should behave, especially with other people (many are associated with gender)

54
Q

GENDER stereotypes

A

beliefs and images about males and females, these are not necessarily true

55
Q

learning gender stereotypes at age: 18m, 2yr, 4yr, and school age

A

18m: look longer at pictures of toys meant for their own gender
2yr: have some knowledge of gender stereotyping of adult activities
4yr: now there is a more extensive knowledge of gender stereotypes
school age: they know what “male” and “female” jobs tend to look liek

56
Q

actual differences in genders

A
  • men are larger and stronger
  • boys are more active
  • females have better verbal capabilities
  • males are slightly better at math
  • males have higher spatial ability
  • girls are easily influenced by adults
  • girls are better with emotions
  • men are more physically agressive
  • females have more relational agression (undermine others’ socail relationships)
57
Q

how are gender stereotypes influenced by parents

A
  • kids hold traditional gender views if their parents do
  • parents are more accepting of gender typical behaviour
  • mothers typically go along with gender-related comments made by their kids
  • father are more likely to actively encourage gender typed play
58
Q

the influence peers have on gender stereotypes

A
  • peers “reward” others for gender typical behaviour with social acceptance
  • they “punish” kids that dont with ridicule
  • they teach “appropriate” gender behaviour by example
59
Q

what is gender identity

A

whatever gender you identify with

60
Q

kohlberg’s 3 steps to fully understanding your gender as a child

A
  1. gender labeling: whatever the kid understands that they are, and calling themselves that by age 2-3
  2. gender stability: understanding that boys become men and girls become women, this is understood at preschool age
  3. gender constancy: understanding that gender doesnt change over situations or personal wishes, understood at about 4-7
61
Q

when does kohlberg say that we learn about gender roles

A

after the three stages

62
Q

gender-schema theory:

A

the idea that kids want to learn more about an object, activity or behaviour after first deciding whether it is masculine or feminine

63
Q

biological influences on gender stereotypes

A
  • may have something to do with having historically different roles (child rearing for women, and providing food and protection for men)
  • can have somethig to do with hormones

family development (13 decks)

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