chapter 3

Question 1

first attachment

Answer 1

between child and parent or caregiver; quality of bond can affect how one navigates relationships throughout life

Question 2

secure attachment

Answer 2

children who show some distress when their caregiver leaves but are able to compose themselves knowing that their caregiver will return
- child is confident to explore

Question 3

insecure attachment

Answer 3

have trouble making emotional connections with others; they can be aggressive or unpredictable toward their loved ones– a behavior that is rooted in the lack of consistent love and affection they experienced in their childhood

Question 4

divorce

Answer 4

stressful event for all participants, likely followed by periods of conflict

• changes disrupt child’s life (relocation, school change, leaving friends)
• first two years after divorce: most difficult period for children, especially young adolescents
• may have problems in school, skip school, lose/gain weight, trouble sleeping
• others may increase responsibility, maturity, coping skills

Question 5

peers

Answer 5

children develop within peer groups

• cliques: small groups, friendship based
• usually same sex, age, interests, activities
• serve emotional, security needs; stable social context

Question 6

crowds

Answer 6

large, less intimate, loosely organized affiliations

• shared interests, activities, attitudes, reputations
• jocks, brains, nerds, druggies, goths, populars, loners
• common in early and middle adolescence; less in late adolescence and less with confident teens

Question 7

popular prosocial or antisocial

Answer 7

prosocial: academically and socially competent
antisocial: often athletic, aggressive boys, bullies

Question 8

rejected aggressive or withdrawn

Answer 8

aggressive: conflict, hyperactivity, impulsivity
withdrawn: timid, socially awkward. often bullied

Question 9

controversial

Answer 9

positive and negative social qualities; have friends but can be hostile or prosocial

Question 10

neglected

Answer 10

well adjusted, socially competent, shy but happy

Question 11

authoritative

Answer 11

high warmth, high control

• set clear limits, enforce rules, and explain consequences
• children more likely to do well in school, be happy

Question 12

authoritarian

Answer 12

low warmth, high control

• not openly affectionate, strict punishment, controlling
• children more likely to feel guilty, depressed

Question 13

permissive

Answer 13

high warmth, low control, love children

• few rules or consequences, low behavior expectations
• children likely to have trouble interacting with peers

Question 14

rejecting/neglecting/uninvolved

Answer 14

low warmth, low control

- don’t care, don’t bother to communicate or teach

Question 15

culture and parenting

Answer 15

differences in cultural values affect parenting styles

• asian families use “training” parenting style
• latino parenting involves granting autonomy to children
• protective: high warmth and control; low in granting autonomy
• authoritative: high warmth, control, and granting autonomy

Question 16

bronfenbrenner’s model

Answer 16

every person develops from being an individual (sex, age, health, etc) to within a microsystem (family, friends, school activities, teacher, etc.) inside a mesosystem (the interactions among all the microsystem elements), embedded in an exosystem (social settings that affect the child, even though the child is not a direct member—community resources, parents’ workplace, etc.); all are part of the macrosystem (the larger society with its laws, customs, values, etc.). All development occurs in and is influenced by the time period—the chronosystem

Question 17

play, recess, and physical activity

Answer 17

play is essential for development

• babies: pound, shake, throw, suck, act on environment
• preschoolers: make-believe, games with rules
• elementary school: more complex fantasy, games, sports, cooperation, negotiation, fairness
• adolescents: physical, social development (cliques)
• exercise and recess may enhance academic performance
• especially needed for ADHD students
• must be provided for all students with disabilities

Question 18

physical development: young children

Answer 18

gross-motor skill development:

• large muscles form
• improve balance, run, jump, climb, hop
• change from toddling to smooth walking

fine-motor skills:

• coordination of small movements
• work with large paint brushes and legos, fat pencils and crayons, soft clay and playdough

Question 19

physical development: elementary school years

Answer 19

steady physical development

• large variation among children
• become taller, leaner, stronger during these years
• better able to master sports and play games
• girls 11-14 on average are taller, heavier than same-age boys

Question 20

physical development: adolescent years

Answer 20

puberty, beginning of sexual maturity, ability to reproduce

• series of changes in the body
• girls around 12 or 13 on average
• boys around 12 to 14 on average
• height differences
• girls reach final height around age 15 or 16
• boys reach final height age 19
• maturity

Question 21

maturation

Answer 21

refers to changes that occur naturally and spontaneously and that are, to a large extent, genetically programmed

Question 22

menarche

Answer 22

first menstrual period

Question 23

spermarche

Answer 23

first sperm ejaculation

Question 24

erikson’s stages of development: stage 1

Answer 24

trust v. mistrust: age birth to 12 or 18 months

- feeding; develop trusting relationships with caregiver or develop sense of mistrust

Question 25

erikson's stages of development: stage 2

Answer 25

autonomy v. shame/doubt: age 18 months to 3 years - toilet training; child develops sense of personal control over physical skills and a sense of independence; or the child could develop shame/doubt and low will

Question 26

erikson's stages of development: stage 3

Answer 26

initiative v. guilt: age 3 to 6 years | - child explores, makes decisions, and initiates activities; or the child could become too forceful and leads to guilt

Question 27

erikson's stages of development: stage 4

Answer 27

industry v. inferiority: age 6 to 12 years | - school; learn new skills or risk sense of inferiority, failure

Question 28

erikson's stages of development: stage 5

Answer 28

identity v. role confusion: adolescence | - peer relationships; achieve identity in occupation, gender roles, politics, religion

Question 29

erikson's stages of development: stage 6

Answer 29

intimacy v. isolation: young adulthood | - love relationships; develop intimacy or suffer feelings of isolation

Question 30

erikson's stages of development: stage 7

Answer 30

generativity v. stagnation: middle adulthood | - parenting/mentoring; satisfy and support next generation

Question 31

erikson's stages of development: stage 8

Answer 31

ego integrity v. despair: late adulthood | - reflection on, acceptance of one's life; sense of fulfillment

Question 32

media/aggression

Answer 32

aggressive models found on TV - 82% of programs model some violence - high incidence of violence in children's programs - playing violent video games increases aggressive behavior - playing positive video games can increase prosocial behavior

Question 33

self-concept and self esteem

Answer 33

self-concept: - individual's knowledge and beliefs about self - evolves through constant self-evaluation - i am ___ self esteem: - value and judgement we place on our own characteristics, abilities, and behaviors - can vary depending upon the situation or task

Question 34

racial-ethnic identity (assimilation)

Answer 34

adopt values/behaviors of majority culture

Question 35

racial-ethnic identity (seperated)

Answer 35

associate only with their ethnic group

Question 36

racial-ethnic identity (marginality)

Answer 36

live in majority culture, feel alienated

Question 37

racial-ethnic identity (biculturalism)

Answer 37

maintain ties to both cultures

Question 38

theory of mind/intention

Answer 38

understanding that other people are people too, with their own minds, thoughts, feelings, beliefs, perceptions

Question 39

kohlberg's moral development: stage 1

Answer 39

preconventional: judgment based on person's own needs - obedience orientation: obey rules, avoid punishment - rewards/exchange: personal needs/wants determine right and wrong

Question 40

kohlberg's moral development: stage 2

Answer 40

conventional: take into account laws, expectations - relationship: to be good is to be nice, please others - law/order: obey laws/authority; maintain social system

Question 41

kohlberg's moral development: stage 3

Answer 41

postconventional: abstract judgments, principles of justice - social contract: greatest good for greatest number - universal ethical principles: uphold principles of human race, social justice, no matter what laws/society says

Question 42

types of aggression

Answer 42

- instrumental: aggressive behavior intended to achieve a goal; means to an end goal (wanting to get attention; gain resources; football players) - hostile: direct action to hurt someone; anger (ex. pulling hair) - overt: physical attack of hostility- more common among boys - relational: hostile, verbal and other actions to harm social relationships- more common among girls - cyber: using email/social media to spread rumors, make threats, terrorize peers * aggressors use aggression to get what they want * often assume other child intended to harm them * learning conflict management usually helps

Question 43

when do students cheat?

Answer 43

if focused on performance goals, feel low self-efficacy for task, feel they won't get caught