Midterm final deck Flashcards
(23 cards)
The Interactionist Perspective
Not nature vs. nurture, rather nature AND nurture.
How nature impacts nurture
How nurture impacts nature (if a parent is anxious, it changes the way a child works and looks at the world)
How to parent a child depends on their temperament
If a child is born with a speech delay, gets no therapy, does not go to preschool, and has bad nutrition then this nurture will affect their nature and the speech delay will be worse than in a child who had more support.
Temperament
stable traits that we possess that are considered constitutional or biologically based. They usually have to do with things related to reactivity and self-regulation. Although they are considered constitutional, they interact with and are influenced by the environment.
Interacts with and is effected by parenting
9 dimensions of temperament?
Activity level
Activity Level- movement, play level. Mellow, lethargic, bursts of activity.
3 clusters of temperament?
Easy?
Based on a study done with babies by Chess, Birch, and Thomas. Not every baby in the study fits into one of the three types.
Easy- Regular or predictable functions, easy adaptability, positive approach, positive mood, calmness.
Goodness of Fit
Environment meets the needs of the temperament
Goodness of fit relates to the relationship between the environment and temperament.
Things that result in poorer outcomes:
Excessive parent-child conflict
Stressors in the environment harm the fit
Children with a difficult temperament are more prone to a poor fit
Kids with ADHD tend to have more of a difficult temperament and its harder for them to have a good fit with parents and teachers
They need such a specific style, and not everyone can meet those needs.
Part of these clusters is parent perception
What kind of caretaking or response style is best for these temperaments?
Easy children tend to go well with many different parenting styles. Same with teachers, can go a bunch of different places and do well.
Slow to warm up children do better with patient, encouraging, calm, and warm caretakers and teachers.
Difficult children do best with flexible, patient, and non-punitive. Can also do well with some structure but not rigid structure.
Ecological Model (Bronfenbrenner)
The Ecological Model
Comes from Gardiner.
The ecological model reminds us that the larger social and physical environment effects how we cope and react. Interacts with biological and temperament.
Contextual forces to child’s biological, psychological, and temperamental characteristics.
Bronfrenbrenner’s Ecological Model (divides environment into 5 nested systems)
NEED TO BE ABLE TO GIVE EXAMPLES FOR MIDTERM!
Microsystem- closest layer to child.
Includes the child, family, school, home, church, daycare, pediatrician
All the individuals in places that have a direct impact on the child
Can be positive or negative: good parents/ bad parents. Good school/ bad school. All impacts kids differently
Mesosystem- second level.
Provides connections between various microsystems
Positives in development: Family going to church, child in the school, parent-teacher conferences
Negatives in development: two sets of caretakers that don’t get along and agree (two systems interacting in a negative way)
Exosystem- setting beyond child’s immediate environment, but nevertheless have an impact on child and the microsystem.
Ex: Parents work, parents friends, neighbors, extended family
Depends on the culture of the family
Positives in development: parents promotion at work which provides more income
Negatives in development: parent being laid off from work, taking away necessary income
Macrosystem- customs, values, and laws considered important in the child’s culture.
Determines acceptable and unacceptable behavior.
Positives in development: Relative freedom permitted by government, good social policies
Negatives in development: Clash between culture and society, war
*Chronosystem- the time that one grows up in. Patterning of environmental events.
Living toward WWII, depression, post 9/11
Post 9/11- way more security. Events in our lifetime change the way things work.
Children growing up today have access to technology that Dr. Gershon didn’t have access to.
This can be both a positive and negative on development.
Cyberbullying, leaving out friends and posting pictures.
Whole new access to a public forum that creates the opportunity for kids to get hurt.
Changes kids experience growing up. These things didn’t occur when we didn’t have access to this technology.
*Was added afterwards
All of these systems interact in very complex ways.
Developmental Niche
Helps us understand how aspects of culture guide development.
Includes living space, toys, nutritional status, climate, reading material
•Influenced by
1. Physical and social setting of daily life
2.Psychology of care takers: Parenting style, collectivist, individualistic, developmental expectations.
3.Custom of child care and child rearing (type of community, who you live with, early care takers, sleep routines and concentrations, feeding routines, neighborhood influences, school experiences, informal learning, religious experience, and rights of passage.
Sleeping:
•Co sleeping: Practice is routine in most of world cultures not US.
Feeding
•Nutrition is both for both physical development
Cultures with very formal rights and rituals around becoming an adult.
In the US we have a protracted adolescents
Give us a long time to find ourselves
Stressors Faced by Students in Transition to Middle School
Struggle to transition to middle school may be because:
Classes change
1 teacher for everything, who is accountable for you
Often larger environment
Kids have to be responsible for their own materials
Bringing things home
Getting from class to class
Middle school occurs earlier and earlier
Some not developmentally ready
Others are ok with this
Adolescent age (11-13) is a challenging age where they’re not so independent, surge of hormones, cant manage material.
Middle school environment does not match the needs of that age.
Stage-Environment Fit: middle school environment is not meeting the needs of that developmental stage.
Motivation goes down, anxiety and learned helplessness goes up.
Some students with did well academically in elementary school struggle academically in middle school.
Characteristics of middle school that do not match needs:
Many different classes
Management/organization of materials
Many teachers: not same relationship with one teacher who can help an uncomfortable/anxious child
Larger school
Change of focus from activity/task learning to grade and product
Focus shifts in middle school: now we look at achievement or grades. In elementary school, it was task oriented.
Every transitional year, there is huge increase in school phobia.
Iraqi Kinship Marriage System
Iraqi families believe that is it safer to marry a cousin than a stranger.
Nearly half of marriages are between first or second cousins.
“Americans don’t understand what a different world Iraq is because of these highly unusual cousin marriages”
Iraqis world is divided into two groups: Kin and strangers
Nepotism is a moral duty to them
Whoever is in power will bring his relatives in from the village and give them important positions.
Neighborhood Influences on a Child
Direct- many or few resources, high concentration of poverty
Indirect- support or stress on parents or caretakers from neighborhood
Contagion
Impact of peers in neighborhood on children
Can be positive or negative
As kids move from childhood to adolescence the impact of peers increases.
If you’re in a school that uses suspension, the out of school suspension can be bad for kids in bad neighborhood.
They will at least still be supervised
Collective Socialization
Collaborative efforts of community to socialize children
Ex: youth groups, girl/boy scouts, athletics run by parents
Resource Exposure
Availability of resources vs. risk and danger
Family Management
Manage exposure, give opportunity but limit risk/danger
Protective factor
There is an institutionalized neighborhood microsystem in Japan-
Houses on either side of you and the three across the street:
That is where you go to help
The parents in the other houses are like your second family
Very supportive: your parents can’t help you, there are a bunch of others that can
They’re like extended family
Consistent contact
Support system
In Japan, the group is very important
Social Referencin
Social Referencing:
12-15 months, they begin social referencing. Complex emotional skill
Uncertain situations= look at their grown ups to see how to feel
Use adults facial expressions to see how to feel
Ability to do this means you really have to be able to read and interpret facial expression of another.
Cognitive Empathy:
Around 7, children acquire cognitive empathy.
Full awareness of emotional experience of others.
Can understand why someone feels a certain way and why.
We see more prosocial behavior at times
Emotional Empathy:
End of the 2nd year, a child understands a person can feel differently than oneself
Emotional empathy- can sense someone is upset in a vague way
In moments of time you may see kind actions.
NOT to be confused with cognitive empathy (they can’t fully understand someone else’s perspective)
Ex: give mommy a tissue if she is crying
Offer to help someone distressed
Adolescents:
Start to have emotional mood swings created by a surge in hormones
Adolescents can feel very much like a toddler:
“I NEED HELP” “I DON’T NEED HELP”
Adolescents also begin to self-reflect
Can be moved by a story, poem, or book, in a way that a child cannot
Adolescents develop an awareness of how genuine emotion is.
Understanding of masking or display rules of emotion: feel one emotion but not display the emotion you’re feeling.
You can understand that you do that, and that others do that.
Display rules: rules of what we express, which may not be the same as how we feel
We learn rules of display from our culture
Display Rules:
Maximize
Enhancing expression of the emotion that you feel.
Ex: Someone gives you a gift that you like, but you act as though you LOVE it
Minimize
Reducing the expression of an emotion that you feel. This rule is important in Japanese and Chinese culture.
Ex: Child loses a game and they are upset, but they don’t show it.
Ex: Receive upsetting news, but you’re in public so you don’t show it.
Neutralize
Show no emotion, like having a poker face.
We see this where masking is a social rule.
More frequent in males
Mask
Showing the exact opposite of what you feel
Ex: Smile and congratulate a co-worker who you are jealous of.
More frequent in females.
Emotional Contagion- the ability to feel what others are feeling, experience another’s emotion
Not just understand, feel it in you
Something great happens for a friend, you feel joy in you
Need empathy, but is different than empathy
Precursor: Young babies fuss when they hear another person crying, infant doesn’t understand but there is the ability to have discomfort when you know someone else is upset.
Pre Social-Emotional Infant
Emotional expression of infants and their caregivers allow them to mutually regulate interactions.
Mutual regulation in interactions
This early relationship impacts emotional regulation.
Have simple nonverbal behavior which provide cues as per when they want or don’t want interaction. These are referred to as self-directed regulatory behaviors:
Cry
Push away
Open eyes
Close eyes
Smile
Gazing
Can use these behaviors for quiet or for interaction
They become more skilled in picking up emotions from their caretakers.
Reciprocal interaction between caretakers and infants
Caretakers can be more responsive: notice baby is opening their eyes and respond
Lack of caretaker responsiveness can lead to negative outcomes.
Chronic mismatch leads to negative affect and parent-child conflicts
Inability to read babies cues
Inability to respond to babies cues (very depressed moms)
Good enough match leads to positive affects.
Mismatch:
Still-faced/blank face (depressed caregiver or emotionally withdrawn)
Intrusive response leads to chronically mis-coordinated interactions- few positive interactions
Coping strategies= turning away/ efforts to cue parent
Chronic mis-coordination is a risk factor in psychopathology
9 dimensions of temperament?
Rhythmicity
Rhythmicity- biological regularity: the predictability of eating, sleeping, and going to the bathroom.
Easier to parent a child who is predictable so that the parent can organize themselves.
9 dimensions of temperament?
Approach Withdrawel
Approach withdrawal- Response to novel people, stimuli, or situations.
Some babies: everything new they smile and love it. Others can be slow to warm up; others can tantrum and have a hard time transitioning.
9 dimensions of temperament?
Adaptability
Adaptability- the long term reaction to change over time; acclimating to change.
Some babies are nervous the first or second time they see something novel, but they are able to adapt. Other babies are stressed by basically any environment that is not the home.
9 dimensions of temperament?
Sensory threshold
Sensory threshold- the intensity of stimuli needed to evoke a reaction.
Some people: slightest light wakes them up. Other people: sleep through anything.
9 dimensions of temperament?
Quality of mood
Quality of mood- more positive or negative? More gloomy or more pleasant?
Some babies are more smiley will evoke more smiles from caretakers
9 dimensions of temperament?
Intensity of reaction
Intensity of Reaction- strength of emotional reaction. Slightly negative or VERY negative.
Dramatically happy vs. subdued happy
9 dimensions of temperament?
Distractabilty
Distractibility- how easily can a child be diverted from a task?
9 dimensions of temperament?
Attention span/grit
Attention span/ Persistence (grit)- staying with a task despite obstacles.
A lot of continuity in temperament , but not 100% continuity.
3 clusters of temperament?
Difficult
Based on a study done with babies by Chess, Birch, and Thomas. Not every baby in the study fits into one of the three types.
Difficult- Withdrawal to novel stimuli, negative mood, high emotional intensity, slow adaptation
Even over time it took a long time to warm up
3 clusters of temperament?
Slow to warm up
Based on a study done with babies by Chess, Birch, and Thomas. Not every baby in the study fits into one of the three types.
Slow to warm up- negative but mild intensity to new stimuli, moderate activity, slight difficult temperament at first, but once they adapt they will function easily.
