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Childhood Dev't > 10. Social/Emotional Dev't in Preschoolers > Flashcards

10. Social/Emotional Dev't in Preschoolers Flashcards

1
Q

When do kids start to develop a sense of self?

A

15-18 months

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2
Q

What characterizes how toddlers define themselves?

A

Focus on characteristics that are observable and concrete.

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3
Q

Define social role

A

A set of cultural guidelines for how a person should behave.

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4
Q

Define gender roles

A

The culturally-prescribed roles considered appropriate for males/females.
- one of the earliest learned social roles

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5
Q

Define gender stereotypes

A

Beliefs about how males/females differ in personality, traits, interests, behaviours
- may or may not be true

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6
Q

Define instrumental traits

A

Traits that reflect active involvement with and influence over the environment.

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7
Q

Define expressive traits

A

Traits that reflect emotional functioning and a focus on interpersonal relations.

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8
Q

Men are usually associated with ___ traits.

Women are usually associated with ___ traits.

A

Instrumental

Expressive

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9
Q

How do preschoolers see gender stereotypes?

A

As rigid guidelines that are binding for all boys/girls.

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10
Q

Define gender identity

A

perception of oneself as either male or female (or other?)

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11
Q

According to social learning theorists (Bandura), how do children learn gender roles?

A

reinforcement and observational learning

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12
Q

How do mothers/fathers tend to differ in their treating male/female children?

A

Mothers: respond based on knowledge of the individual child
Father: respond based on gender stereotypes

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13
Q

How do peers contribute to learning gender roles?

A
  • critical of cross-gender play
  • once rules are learned, harshly punish violations
  • ages 2-3: preference for same-gender play
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14
Q

What are 3 distinct features of same-gender play

A
  • spontaneous, child-driven
  • resistant to parent efforts to the contrary
  • prevalent even in neutral games
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15
Q

Why does Maccoby think kids tend to same-gender play?

A
  1. boys’ style of play is aversive to girls: boys prefer rough-and-tumble/competitive, girls not as much
  2. girls’ style of play is ineffective with boys (enabling as opposed to constricting)
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16
Q

Define enabling

A

Interactions that tend to support others and sustain the interaction

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17
Q

Define constricting

A

Interactions that result in one partner threatening, contradicting, or dominating the other (e.g. winning)

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18
Q

What is the effect of gender-based play?

A
  • solidifies child’s emerging gender identity

- sharpens the contrast between M/F

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19
Q

What are 3 influences on gender-role learning

A
  • parents
  • peers
  • TV
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20
Q

Why does gender stereotyping have more influence on children than adults?

A

As we age, we are exposed to more experiences overall, which decreases the overall impact of media messages.

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21
Q

According to Kholberg, what 3 elements does understanding of development involve:

A
  1. gender labeling
  2. gender stability
  3. gender consistency
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22
Q

define gender labeling

A

Age 2-3

Learning to name who is a boy and who is a girl

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23
Q

define gender stability

A

Preschool years

Understanding that a person’s natural gender does not change

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24
Q

define gender consistency

A

Ages 4-7

Understanding that maleness or femaleness do not change based on situations or personal wishes (e.g. clothing or toys)

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25
Q

define gender constancy

A

The knowledge that gender can be identified, is stable, and remains consistent over time.
- Kohlberg: this is requires before kids fully develop gender-stereotyping of activities

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26
Q

define gender-schema theory

A

Using gender-based information to decide whether an activity or object is worth learning more about.
- once gender is understood, the world is viewed through a gender-based lens.

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27
Q

In Erikson’s psychosocial development theory, what happens for young children?

A
  • realize taking initiative can lead to conflict with others
  • purpose is achieved with a balance between initiative and cooperation
  • self-esteem is a byproduct
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28
Q

define self-esteem

A

feelings about personal worth

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29
Q

Describe self-esteem in preschoolers

A
  • at it’s peak

- drops when children enter school

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30
Q

Features of the family systems theory

A
  • family as a system of interacting elements
  • parents influence children directly and indirectly
  • children influence parents
  • family is embedded in other social systems
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31
Q

What are two general dimensions of parental behaviour?

and others

A
  1. degree of warmth/responsiveness
  2. amount of control
    Others:
    - mental & physical health
    - child’s needs
    - prosocial network of supportive relationships
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32
Q

What three factors are the basis for a balanced approach to control?

A
  • age-appropriate expectations
  • consistency
  • communication
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33
Q

What are the 4 prototypical parenting styles?

A
  1. Authoritarian
  2. Authoritative
  3. Indulgent-permissive
  4. Indifferent-uninvolved
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34
Q

Describe authoritarian parenting

A

High control
Low responsiveness/warmth
- Expect rules to be followed without discussion - no room for compromise
- Value hard work, respect, obedience.
- rigidly punish disobedience
- little display of love and warmth to children
- may be hostile toward children

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35
Q

Describe authoritative parenting

A 
Reasonable (moderate to high) control 
High warmth/responsiveness.
- set clear rules, expectations, consequences
- Explain rules, encourage discussion.
- not as rigid in application of rules
- willing to negotiate and discuss issues
- warm and loving toward children
- responsive to children’s needs
36
Q

Describe indulgent-permissive parenting

A

Low demandingness
High warmth/responsiveness
- Accept children’s behaviour (lots of freedom, not a lot of clear rules and expectations)
- Consequences for misbehaviour are rare: do not believe in strict discipline and control
- provide lots of love and warmth

37
Q

Describe indifferent-uninvolved parenting

A

Low parental involvement (low warmth)
Low control (uninvolved).
- Provide for basic needs, but little else
- also described as “disengaged” parenting
- little time or emotion devoted to parenting
- tend not to set a lot of rules
- do not correct or limit children’s behaviour
- little expression of love and warmth

38
Q

Describe the effect of authoritarian parenting

A

Children have lower self-esteem, less socially-skilled, dependent, passive, conforming.
- In poverty, this style can protect children.

39
Q

Describe the effect of authoritative parenting

A

Children are responsible, self-reliant, friendly, creative.

40
Q

Describe the effect of indulgent-permissive parenting

A

Children are impulsive and easily frustrated; irresponsible, conforming, immature.

41
Q

Describe the effect of indifferent-uninvolved parenting

A

Children have low self-esteem; impulsive, moody, and aggressive; behavioural problems.

42
Q

What 3 behavioural techniques can parents use to influence their children?

A
  1. direct instruction
  2. modelling
  3. feedback
43
Q

What is direct instruction?

A

Telling a child what to do, when, and why; “coaching”

  • Can involve asking the child, discussing options and implications
  • Explain links between emotion and behaviour
  • Teach how to navigate tricky social situations
44
Q

What is modelling?

A

Learning by observing, including:

  • counterimitation
  • disinhibition/inhibition
45
Q

Define counterimitation

A

Learning by observing what should NOT be done.

46
Q

Define disinhibition

A

An increase in all behaviours like those observed, particularly aggression.

47
Q

Define inhibition

A

A decrease in one or more types of behaviour.

48
Q

Describe feedback

A

Parents indicate whether a behaviour is appropriate and should continue/reoccur, or is inappropriate and should stop.

49
Q

Define reinforcement

A

Any action that increases the likelihood of reoccurrence.

50
Q

Define punishment

A

Any action that decreases the likelihood of reoccurrence.

51
Q

Define negative reinforcement trap

A

reinforcing the very behaviours that are targeted for elimination:

  • parent tells child to do something
  • child resists
  • parent removes to original request to stop the resistant behaviour
52
Q

Punishment works best when…

A
  • administered immediately
  • consistent
  • with explanation
  • if within a warm, affectionate relationship
53
Q

Drawbacks of punishment

A
  • can escalate into abuse
  • suppressive: only temporary if the children do not learn replacement behaviours
  • undesirable side effects: message can get lost when kids are upset
  • children might imitate punishing behaviour (e.g. hitting)
  • does not teach a new, more appropriate behaviour
54
Q

What is a time-out?

A

A punish in which the child has to sit alone in a quiet, unstimulating environment, or is excluded for a short time from a desirable activity.

  • one minute per year of age
  • follow by explaining
55
Q

What is time-away?

A

Being diverted from a conflict-generating activity to some other, usually quieter, activity.
- more of a diversion that a consequence

56
Q

What are the 5 styles of grandparenting?

A
  1. Formal - express strong interest, but hand-off
  2. Fun-seeking - primary source of fun, but avoid serious interactions
  3. Distant - little contact
  4. Dispensing-family-wisdom - provide info/advice to parents/grandchildren
  5. Surrogate-parent - assume roles/responsibilities of a parent
57
Q

What does research on same-sex parents tell us?

A

Quality of family relationships is a more important factor than sexual orientation (children are the same regardless of homo/hetero family structure).

58
Q

Characteristics of first-born children

A
  • parents have higher expectations
  • more affectionate and more punitive
  • children score higher on IQ tests
  • more likely to go to college/uni
  • more willing to conform to parents’ expectations
59
Q

Characteristics of later-born children

A
  • more realistic expectations
  • more relaxed in discipline
  • less concerned with pleasing adults, need to get along with older siblings, so:
    more popular
  • more innovative
60
Q

Characteristics of only children

A
  • more likely to succeed in school

- higher levels of intelligence, leadership, autonomy, maturity

61
Q

Describe sibling relationships over time

A
  • established early

- stable

62
Q

What factors contribute to the quality of sibling relationship?

A
  • children’s temperament
  • gender (more harmonious between same gender)
  • age - improve as younger reaches adolescence
  • parents - fair treatment to all; intervention
  • relationship between parents
63
Q

What kind of play is the norm for preschool children?

A

cooperative play

64
Q

How do preschoolers resolve conflict

A

typically with aggression - hitting, pushing, biting, kicking

65
Q

Define bullying

A

Unprovoked aggression, with the sole goal of gaining power over some one by verbal, social, or physical harassment.

66
Q

How do preschoolers show prosocial behaviour

A

Concern for hurts, comfort by hugging or trying to find source of upset.

67
Q

What purpose does make-believe play play?

A
  • Entertainment
  • Expresses cultural values
  • Promotes cognitive development (language, memory, reasoning, theory of mind)
  • Promotes social competency
  • Emotion exploration/regulation
68
Q

Describe imaginary companions

A
  • common (2/3 kids)
  • positive social correlations: more sociable, more real friends
  • no impact on real/imaginary distinction
69
Q

Describe solitary play

A
  • normal and healthy

- wandering and hovering are not heathy - may be signs of anxiety

70
Q

Describe parental influence in play

A
  • can scaffold children’s play by getting involved
  • can help mediate - children play longer and more cooperatively (scaffolding with social skills)
  • coach - teach social skills
  • attachment provides the child with an inner working model of relationship
71
Q

How does self-control develop according to Kopp?

A

Infancy: learn self-soothing thru parental regulatory activities

  1. age 1: learn that there are external limits
  2. age 2: capable of some self-control away from parent
  3. age 3: children can devise way to self-regulate
    * individual differences
72
Q

How do parents influence children’s self-control?

A
  • strict parents - less self-control in children because accustomed to external control
  • better self-control when parents encourage independence in decision-making
  • develop better self control when rewards/consequences are reliable and consistent
73
Q

What factors influence self-control

A
  • parental influences

- temperament

74
Q

How does temperament influence self-control?

A
  • difficulty moderating emotions = difficulty regulating behaviour
  • anxiety = more compliance, natural inhibition
  • fearless/bold children respond to teaching from ppl with a strong attachment relationship
75
Q

2 strategies to resist temptation

A
  1. remind yourself of the long-term goal

2. reduce attraction of the tempting event

76
Q

Define delay of gratification

A

the ability to hold off on immediate satisfaction in order to obtain a larger reward later.

77
Q

Define social conventions

A

arbitrary standards of behaviour agreed to by a cultural group to facilitate interactions within the group

78
Q

Define moral rules

A

not arbitrary, designed to protect people

79
Q

Describe moral development in preschoolers

A
  • by age 3, distinguish moral rules from social conventions

- know the difference between lies and mistakes

80
Q

Define extinction

A

A way of reducing a behaviour (ignoring) where there is a gradual reduction and disappearance of the behaviour because the behaviour is no longer followed by a reinforcer

81
Q

Define extinction burst

A

an increase in responding/intensity of response that occurs during extinction
-> extinction may produce aggressive behaviour

82
Q

What are 9 ways to guide children’s behaviour in a healthy way?

A
  1. develop a warm, affectionate relationship
  2. clear directions and fair rules
  3. give instruction and guidance so they can do it on their own; don’t order them around
  4. clear and fair consequences for behaviour; stick to them
  5. explain your requests
  6. modelling
  7. give them a choice (a sense of control)
  8. positive reinforcement when children do well
  9. ignore rather than punish mild inappropriate behaviour (e.g., whining)
83
Q

Define parenting styles

A

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

84
Q

Define the concept of demandingness/control

A

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

85
Q

Define the concept of warmth/responsiveness

A

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

86
Q

Describe the harmonious parenting style.

A

Egalitarian.
Had control, but did not exercise control.
Children score high on intelligence tests.

Childhood Dev't (15 decks)

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