Chapter 3 Flashcards
(192 cards)
1
Q
improve greatly during these early years
A
Gross motor skills
2
Q
Dexterity and control over smaller muscles (hands, fingers) improve.
Skills like grasping a pencil, cutting with scissors, buttoning shirts, and tying shoes develop.
Drawing evolves from scribbling to more defined shapes and figure
A
Fine motor skills
3
Q
requires coordination of small movements; greatly improve during the preschool years
A
Fine-motor skills
4
Q
Children refine large muscle movements, improving balance and coordination. Running, jumping, hopping, climbing, and throwing become smoother and more controlled. Playground activities like swinging, riding tricycles, and playing catch enhance coordination.
A
Gross motor skills
5
Q
usually emerges by age 5 and is influenced by genetics and environment
A
Hand dominance
6
Q
Hand dominance usually emerges by age 5 and by influenced by genetics and environment. Schools and caregivers should support natural preferences instead of forcing a change
A
Handedness
7
Q
fairly steady for most children
A
Physical Development
8
Q
Children get taller, leaner, and stronger. There are variations among children when it comes to physical development. A particular child can be much larger or smaller than average and can still be perfectly healthy. Children at this age are very aware of physical differences, but are not the most tactful people
A
Physical Development
9
Q
has different effect on girls and boys
A
Early and later maturing
10
Q
Often a disadvantage in many cultures. Associated with emotional difficulties (e.g. depression, anxiety, lower achievement in school, drug and alcohol abuse, unplanned pregnancy, etc.) Social influences can contribute to risky behaviors. Researchers found a correlation between age at menarche and adult BMI. The younger the girl was when they had their first period, the greater adult BMI on average.
A
Early maturation for girls (adolescent years)
11
Q
Associated with popularity Recent research point to more disadvantages than advantages. Tend to engage in more delinquent behavior. At a greater risk for depression, victimization by bullies, eating disorders, early sexual activity, and for abusing alcohol, drugs, and cigarettes
A
Early maturation for boys (adolescent years)
12
Q
May experience lower self-esteem May have a more difficult time initially Studies show that in adulthood, who matured later tend to be more creative, tolerant, and perceptive
A
Later maturation for boys
13
Q
May seem to have fewer problems, but may worry something is wrong with them, so adult reassurance and support are important
A
Later maturation for girls (adolescent years)
14
Q
is essential for children’s cognitive, physical, social, and emotional development
A
Play
15
Q
helps children explore their environment, learn new behaviors, and develop problem-solving skills.
A
Play
16
Q
Babies engage in this kind of games
A
Sensorimotor play
17
Q
Preschoolers enjoy this type of play
A
make-believe and simple rule-based games.
18
Q
Elementary children develop this type of plays that teach cooperation and fairness.
A
complex fantasy play and structured games
19
Q
emphasized that there are cultural differences in play.
A
Vygotsky
20
Q
in athletics has benefits for all students’ health, well-being, leadership skills, and their social relationships.
A
Physical activity and participation
21
Q
promote active play since most teens do not get much physical activity in their daily lives.
A
Schools
22
Q
Research suggests that this may enhance the development of specific types of mental processing known to be important in challenges encountered in academics and throughout the lifespan.
A
systematic exercise programs
23
Q
Students in Asian countries have more?
A
Frequent recess breaks
24
Q
is limited in most schools for students with disabilities.
A
Sports participation
25
are especially important for students with attention-deficit hyperactivity disorder (ADHD).
Recess breaks
26
State that students have equal opportunities to participate in PE classes and extracurricular sport
Federal Laws
27
have the legal obligation. Not expected to change their standards for making or staying on a team, but are expected to make reasonable accommodations
Schools
28
is a growing problem especially for children.
Obesity
29
The incidence of childhood obesity has doubled in every age group from?
Ages 2 to 19
30
Obesity rates are high among children from?
Low-income families
31
Causes: poor diet, genetic factors, increased hours sitting in front of TV and playing video games, and lack of exercise
Obesity
32
Consequences: diabetes, strain on bones and joints, respiratory problems, and a greater chance of heart problems in adults; playing with friends or participating in sports can be affected negatively as well.
Obesity
33
binge eating followed by throwing up or vomiting. Hard to detect, but causes digestive damage
About 2% of the US population have this.
Bulimia Nervosa
34
self-starvation, excessive exercise. Can lead to organ failure, extreme weight loss, or death In this process, an individual may lose 20-25% of their body weight. Most often affects adolescents and young adults.
Anorexia nervosa
35
uncontrollable overeating, leading to physical and psychological problems
Binge eating disorder
36
these movements of online communities provide support and reinforce harmful behaviors:
Pro-anorexia (pro-ana)
pro-bulimia (pro-mia)
ONLINE INFLUENCE AND SUPPORT FOR ED
37
He developed bioecological model, which explains that development occurs through interactions within different layers of the environment.
Urie Bronfenbrenner
38
These layers constantly interact and influence each other, shaping a person’s growth over time. This model emphasizes that individuals do not develop in isolation but within a system of relationships and external influences.
Bioecological model
39
explains that development occurs through interactions within different layers of the environment.
Urie bronferbrenner
40
shape a child's early experiences, laying the foundation for emotional, social, and intellectual growth.
Families
41
begins before birth, with factors such as prenatal care, maternal stress, and nutrition affecting development
Influence of families
42
all contribute to a child’s sense of identity and security.
Family dynamics, interactions, and cultural backgrounds
43
Two parents and children.
Nuclear families
44
One parent raising the child.
Single-parent families
45
Step-parents, step-siblings.
Blended families
46
Grandparents, aunts, uncles living together.
Extended families
47
Households led by LGBTQ+ parents.
Same-sex parent families
48
Providing care to non-biological children.
Adoptive foster families
49
high warmth, high control
Authoritative Parents
50
Set clear expectations, enforce rules with reasoning, and provide warmth and emotional support
Authoritative Parents (high warmth, high control)
51
Outcomes: Children tend to be confident, independent, and perform well academically
Authoritative Parents
52
Strict, rule-based parenting with little emotional warm
Authoritarian Parents (low warmth, high control)
53
low warmth, high control
Authoritarian Parents
54
Outcomes: Children may be obedient but can experience anxiety, low self-esteem, and social difficulties
Authoritarian Parents (low warmth, high control)
55
high warmth, low control
Permissive Parents
56
Loving but set few rules, allowing children to make most of their own decisions.
Permissive parents (high warmth, low control)
57
Outcomes: Children may struggle with self-discipline and respect for authority.
Permissive parents (high warmth, low control)
58
low warmth, low control
Rejecting/Neglecting/Uninvolved Parents
59
Lack of involvement or guidance in a child’s life
Rejecting/ Neglecting/ Uninvolved parents (low warmth, low control)
60
Outcomes: Children may experience emotional insecurity, behavioral problems, and academic struggles
Rejecting/Neglecting/Uninvolved Parents (low warmth, low control)
61
often emphasize discipline, obedience, and education, which may be misinterpreted as authoritarian.
Asian families
62
focus on family loyalty and respect, balancing warmth and strictness
Latino Families
63
value independence and self-expression, encouraging democratic parenting.
Western cultures
64
shapes how discipline, education, and emotional expression are approache
Cultural Context
65
refers to the emotional bond between a child and caregiver.
Attachment
66
caregiver is responsive and nurturing
Secure attachment
67
Secure attachment (caregiver is responsive and nurturing) leads to:
Confidence, better emotional regulation, and social skills.
68
caregiver is inconsistent or neglectful
Insecure attachment
69
Insecure attachment (caregiver is inconsistent or
neglectful) leads to:
Anxiety, fear, difficulty forming relationships, and behavioral issues
70
can be stressful, especially for young children and adolescents
Divorce
71
influence behavior, values, and identity formation.
Peers
72
support emotional and social well-being, while negative experiences (rejection, bullying) can cause distress
Positive peer relationships
73
Groups of 3-12 close friends with shared interests and activities. Provide emotional security but can also
pressure members to conform.
Cliques
74
Groups based on shared interests, social status, and activities (e.g., jocks, nerds, goths). Influence identity but are less intimate than clique
Crowds
75
Determine acceptable behavior, dress, language, and interests. Can reinforce positive behaviors (teamwork, academic achievement) or negative ones (bullying, exclusion).
Peer cultures
76
support emotional well-being, self-esteem, and coping mechanisms. This also help students navigate challenges like family issues, school pressure, and bullying
Friendships
77
These children are both academically and socially competent. They do well in school and communicate well with peers. When they disagree with other children, they respond appropriately and have effective strategies for working things out.
Popular prosocial children
78
This subgroup of children of them includes boys who are aggressive. They may be athletic, and other children tend to think they are. “ cool “ in the ways they bully other children and they defy adult authority.
Popular Antisocial Children
79
Higher rates of conflict and hyperactivity/impulsivity characterize the behaviors of this subgroup. These children have poor perspective-taking skills and self control. They often misunderstand the intentions of others, assigned, blame, and aggressively on angry or hurt feeling.
Rejected aggressive children
80
This children are timid and withdrawn, often the targets of bullies. They are all socially, awkward and withdrawn from social interruptions to avoid being scorned or attacked.
Rejected withdrawn children
81
Pause the scripture implies, these children have both positive and negative social qualities and, as result, their social status to can change overtime. They can be hostile or disruptive in some situations and then engage in positive prosocial behaviors in others. These children have friends and are generally happy with their relationships.
Controversial Children
82
Perhaps surprisingly, most of them are well adjusted, and they are not less socially competent than other children. Peers tend to view them as shy, but they don’t report being lonely or unhappy about their social lives. Apparently they don’t experience the extreme social anxiety and wariness that with drawn children do.
Neglected Children
83
Leads to low self-esteem, depression, and social
anxiety.
Emotional Effects
84
Rejected students participate less, show lower achievement, and may drop out
Academic Struggles
85
Higher risk of criminal behavior, substance abuse, and social difficulties in adulthood
Long-term effects
86
Helping rejected students develop social skills can prevent long-term negative effect
Teacher intervention
87
Used to achieve a goal (e.g., taking a toy).
Instrumental
88
Intentionally harmful (physical or verbal)
Hostile
89
Damaging relationships (spreading rumors,
exclusion).
Relational Aggression
90
Harassment via social media
Cyber aggression
91
Types of aggression:
Instrumental
Hostile
Relational aggression
Cyber Aggression
92
Exposure to violent media increases?
Aggression
93
Children________________ they see in movies, TV, and video games
model behaviors
94
Teachers and parents should guide children in media consumption to encourage?
positive behaviors
95
Violent video games can
Increase aggressive thoughts and behaviors.
96
Prosocial games promote ?
cooperation, empathy, and problem-solving skills
97
Setting high expectations and challenging students to improve. Providing guidance and structured support to help students succeed. Students with supportive teachers put in more effort and stay engaged in learning.
Academic Caring
98
Showing patience, respect, and concern for students’ well-being. Being approachable and understanding students' personal struggles. Especially important for at-risk students, who may need emotional support before they engage academically.
Personal Caring
99
Excessive screen time can reduce?
focus and social skills
100
Includes people’s general sense of themselves along with all their beliefs, emotions, values, commitments, and attitudes.
Identity
101
integrates all the different aspects and roles of the self
Identity
102
He did not start his career as a psychologist. He ended up teaching in Vienna after travelling, studied psychoanalysis with Anna Freud
Erik Erickson
103
The infant must form a first loving, trusting relationship with the caregiver or develop a sense of mistrust
Basic trust vs Basic Mistrust
104
The child’s energies are directed toward the development of physical skills, including walking, grasping, controlling the sphincter. The child learns control but may develop shame and doubt if not handled well
Autonomy vs Shame or Doubt
105
The child continues to become more assertive and to take more initiative but may be too forceful, which cam lead to guilt feelings
Initiative vs Guilt
106
The child must deal with demands to learn new skills or risk a sense of inferiority, failure, and incompetence
Industry vs Inferiority
107
The teenager must achieve identity in occupation, gender roles, politics, and religion.
Identity vs Role Confusion
108
process by which adolescents consider and try out alternative beliefs, values, and behaviors in an effort to determine which will give them the most satisfaction.
Exploration
109
refers to individuals’ choices concerning political and religious beliefs, for example, usually as a consequence of exploring the options
Commitment
110
Individual has made choices and is committed to pursuing them
Identity Achievement
111
Exploration with a delay in commitment to personal and occupational choices
Moratorium
112
Commitment without exploration.
Identity Foreclosure
113
Individuals do not explore any options or commit to any actions.
Identity Diffusion
114
The young adult must develop intimate relationships or suffer feelings of isolation
Intimacy vs isolation
115
Each adult must find some way to satisfy and support the next generation
Generativity vs stagnation
116
The culmination is a sense of acceptance of oneself and a sense of fulfillment
Ego integrity vs despair
117
Experience of a person constantly being aware of how they are perceived by others, particularly those in a dominant group, and how that perception shapes their own self-image, leading to a fragmented sense of self
Double consciousness
118
four outcomes for ethnic minority youth in their search for identity:
Assimilation
Seperated
Marginality
Biculturalism or integration
119
William Cross (1991; Cross & Cross, 2007; DeCuir-Gunby, 2009) devised a framework that specifically addresses African American racial identity. The process he calls nigrescence has five stages:
Pre-encounter
Encounter
Immersion/Emersion
Internalization
Internalization-Commitment
120
An African American’s attitude may range from ignoring race to feeling neutral about race, to actually being anti-Black.
Pre-encounter
121
Often triggered by encounters with overt, covert, or institutional racism.
Encounter
122
Cross sees this as a transition—an in-between state that may cause people to be anxious about “becoming the ‘right kind’ of Black person.”
Immersion/ Emersion
123
Individuals are firmly connected to and secure in their sense of racial identity
Internalization
124
This stage is very closely connected with internalization. The main difference is a person’s continued interest in and commitment to Black affairs
Internalization-commitment
125
In psychology, it generally refers to our perceptions of ourselves—how we see our abilities, attitudes, attributes, beliefs, and expectations
Self-Concept
126
is made up of more specific concepts, including academic and nonacademic self-concepts, and these self-concepts are made up of even more specific concepts such as self-concepts in math and languages or appearance and popularity with friends
Self-concept
127
For academic subjcets, this both perceptions of competence and affect or attitudes.
Self-concept
128
are not necessarily integrated into an overall self-concept for adults after they finish their formal education because they are no longer in situations where specific academic subjects are taught and tested
Specific-subject self-concept
129
evolves through constant self-evaluation in different situations. Children and adolescents are continually asking themselves, in effect, “How am I doing?”
Self-concept
130
Younger children tend to have positive and
optimistic?
Self-concept
131
contribute to a person’s self-concept in any given domain and also to an overall sense of self-worth
Self-evaluation
132
An overall judgment of self-worth that includes feeling proud or ashamed of yourself as a person
Self esteem
133
is a perception about who you are.
Self-concept
134
is an overall, general sense of value or self-worth.
Self-esteem
135
AT 2-3 YEARS OLD: Children begin to recognize that others have their own thoughts and emotions.
Development of theory
136
Between 3-5 years old: Children realize that beliefs can differ from reality
Development of theory of Mind
137
Children recognize their own intentions.
Around the age of 2
138
Children begin to recognize others’ intention
Preschool age
139
Often misinterpret actions as intentional and react with aggression
Aggressive children
140
Ability to understand different perspectives develops gradually. Important for:
Cooperation and Teamwork
Conflict Resolution
Reducing Prejudice
Moral Development
141
involves understanding right and wrong
Moral Development
142
Inspired by Piaget’s cognitive development theory. Moral reasoning assessed through moral dilemmas
KOHLBERG’S THEORY OF MORAL DEVELOPMENT
143
Judgment Is Based Solely on a Person’s Own Needs and Perceptions
Preconventional Level
144
Obey rules to avoid punishments and bad consequences.
Stage 1: Obedience Orientation
145
Right and wrong is determined by personal needs and wants—“If I want it, it is right.
Stage 2: Rewards/Exchange Orientation
146
The Expectations of Society and Laws Are Taken into Account
Conventional Level
147
Being good means being nice and pleasing others.
Stage 3: Being Nice/Relationships Orientation
148
Laws and authorities must be obeyed; the social system must be maintained
Stage 4: Law and Order Orientation
149
Judgments Are Based on Abstract, More Personal Principles of Justice that Are Not Necessarily Defined by Society’s Laws
Postconventional (Principled) Level
150
The moral choice is determined by socially agreed upon standards—“the greatest good for the greatest number.”
Stage 5: Social Contract Orientation
151
There are universal principles of human dignity and social justice that individuals should uphold, regardless of the law and no matter what other people say
Stage 6: Universal Ethical Principles Orientation
152
Six stages of moral reasoning of moral reasoning, or judgements about right and wrong
Preconvetional Level:
Stage 1: Obedience Orientation
Stage 2: Rewards/Exchange Orientation
Conventional Level:
Stage 3: Being Nice/Relationships Orientation
Stage 4: Law and Order Orientation
Postconventional (Principled) Level:
Stage 5: Social Contract Orientation
Stage 6: Universal Ethical Principles Orientation
153
Moral reasoning isn’t just about justice but also about care. More common in women
Giligan’s ethic of care
154
Role of Caring in Education ( Nel Noddings’ “themes of care”)
Caring for Self
Caring for Family & Friends
Caring for Strangers & the World
155
right vs wrong based on justice and harm
Moral Judgment
156
agreed-upon rules for order
Social Conventions
157
individual preferences
Personal Choices
158
Actions that are inherently right or wrong, regardless of laws. Based on justice, fairness, human rights, and harm prevention
Moral Judgements
159
Rules created for order in specific contexts (but not inherently moral). Rules can change depending on context
Social Conventions
160
Decisions based on individual preferences. Not governed by morality or social rules.
Personal Choices
161
Focus: Justice, fairness, and welfare/compassion
Moral Domains
162
Fairness= Equal shares for all
Age 5-6
163
Fairness = Merit-based distribution (those who work harder deserve more)
Age 7-8
164
Fairness = Considering special needs (e.g., extra time for struggling students)
Age 8+
165
Morality involves both fairness and benevolence
Adult perspective
166
Based on social norms and rules.
Conventional Rules
167
Rules are initially seen as absolute (“Rules exist because they do”).
Conventional Domain
168
Rules cannot be changed. Punishment should match outcome, not intention (e.g., breaking three cups accidentally is “worse” than breaking one on purpose).
Piaget’s Moral Realism Stage
169
Rules are made by people and can change over time. Intentions matter in judging right and wrong
Morality of Cooperation (later stage)
170
Believe rules are absolute and breaking them always deserves punishmen
Young children
171
Realize rules serve a purpose but still accept them as needed for order.
Middle childhood
172
May challenge rules and see them as arbitrary social standards.
Adolescence
173
Recognize the conventions are useful but flexible and can be changed for fairness
Adulthood
174
emphasize slow-changing customs; modern cultures adapt more rapidly. Some customs become moralized, especially with religious significance
Traditional Cultures
175
prioritize group opinions over individual choices.
Collectivist Cultures
176
Adults cannot control personal choices. Authority should be obeyed only if fair and just
Authority-centered cultures
177
Model integrates neuroscience, social psychology, and evolution
Haidt’s Social Intuitionist Model
178
Moral reasoning often justifies choices after an initial emotional reaction
Haidt’s Social Intuitionist Model
179
focus on justice and welfare but morality is broader
Western Cultures
180
Group unity and self-sacrifice.
Loyalty/Betrayal
181
Respect for leadership and order.
Authority/Subversion
182
Purity vs. contamination
Sanctity/Degradation
183
Resisting control and valuing freedom.
Liberty/oppression
184
Shared moral beliefs unite groups, fostering loyalty and respect. However, this can also create moral blindness, making outsiders’ values seem “wrong.”
Morality Binds and Blinds
185
Moral education should acknowledge emotions, cultural differences, and broad moral foundations
Morality Binds and Blinds
186
Children imitate caring, generous adult role models
Modeling
187
Moral values must be personally important to influence behavior. Integrated values shape identity and decision-making
Self-concept
188
Performance-driven students with low self-efficacy are more likely to?
Cheat
189
80-90% of student do what?
Cheat
190
Low-achieving and impulsive student tends to?
Cheat
191
in classrooms emphasizing understanding over competition so it lessen?
Cheating
192
when under pressure, cramming, or feeling unsupported by teachers students tends to?
Cheat
