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Developmental Psychology > PART 8. PSYCHOSOCIAL DEVELOPMENT IN EARLY CHILDHOOD > Flashcards

PART 8. PSYCHOSOCIAL DEVELOPMENT IN EARLY CHILDHOOD Flashcards

1
Q

Sense of self; a cognitive construction of evaluative mental pictures of one’s abilities and traits.

A

Self-concept

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2
Q

True or False. Self-concept does not have a social aspect.

A

False. There is, kids include their growing understanding of how others see them.

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3
Q

A cluster of characteristics used to describe oneself. This changes between 5 and 7 years old.

A

self-definition

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4
Q

3 Steps in age 5 to7 Shift based on Neo-Piagetian Analysis

A
  1. single representations (4 years old)
  2. representational mappings (5 to 6 years old)
  3. representational systems (in middle childhood)
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5
Q

The first stage in self-definition wherein children describe themselves as individual, unconnected characteristics, and in all-or-nothing terms.

A

single representations (4 years old)

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6
Q

The second stage in self-definition wherein children make logical connections between aspects of self but still sees characteristics in all-or-nothing terms.

A

representational mappings (5 to 6 years old)

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7
Q

The third stage in self-definition wherein children start to integrate specific features of the self into a general, multidimensional concept.

A

representational systems (in middle childhood)

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8
Q

The judgement of a person makes about his or her self-worth.

A

self-esteem

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9
Q

True or False. By the end of age 3, individual differences in understanding conflicting emotions are evident.

A

False. By age 3

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10
Q

True or False. By the end of age 3, emotions directed towards self develop.

A

True

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11
Q

True or False. When self-esteem is contingent on success, they view failure as an indictment of their worth and may feel helpless to do better.

A

True

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12
Q

True or False. When kids are high in self-esteem, they are generally motivated to achieve.

A

True

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13
Q

This is the 3rd stage in Erikson’s theory, when kids balance the urge to pursue goals with reservation about doing so.

A

initiative vs guilt (3 to 5 yrs old)

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14
Q

Refers to the awareness developed in early childhood that one is male or female.

A

gender identity

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15
Q

It pertains to psychological or behavioral differences between males and females.

A

gender differences

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16
Q

This is supported by the concept “78% of gender differences are small to negligible.”

A

gender similarities hypothesis

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17
Q

Aspects of Gender Identity

A
  1. gender roles
  2. gender typing
  3. gender stereotypes
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18
Q

These are behaviors, interests, attitudes, skills, and traits that a culture considers appropriate for each sex; differs from males and females.

A

gender roles

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19
Q

A socialization process whereby children, at an early age, learn appropriate gender roles.

A

gender typing

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20
Q

These are preconceived generalizations about male or female role behavior.

A

gender stereotypes

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21
Q

5 Perspectives on Gender Development

A
  1. Biological
  2. Evolutionary
  3. Psychoanalytic
  4. Cognitive
  5. Social learning
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22
Q

Theory on gender development that believes many or most behavioral differences between sexes can be traced to biological differences.

A

Biological Approach

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23
Q

Theory on gender development that kids develop gender roles in preparation for adult mating and reproductive behavior.

A

Evolutionary Approach

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24
Q

Theory on gender development that believes gender identity occurs when the child identifies with same-sex parent.

A

Psychoanalytic Approach

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25
Q

A gender development theory that believes once a child learns their sex, they sort information about behavior by gender and acts accordingly.

A

Cognitive Approach; Cognitive development theory

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26
Q

A gender development theory that believes the child mentally combines observations of gendered behavior and creates own behavioral variations.

A

Social learning approach; Social cognitive theory

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27
Q

A gender development theory that believes a kid organizes information about what is considered appropriate for a boy or a girl on the based on culture.

A

Gender-schema theory

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28
Q

Who theorized Evolutionary Approach?

A

Charles Darwin

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29
Q

Who theorized Psychoanalytic Approach?

A

Sigmund Freud

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30
Q

Who theorized Cognitive Approach?

A

Lawrence Kohlberg

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31
Q

Who theorized Social Learning Approach?

A

Albert Bandura

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32
Q

Who theorized Gender-schema Theory?

A

Sandra Bam
Carol Lynn Martin
Charles F. Halverson

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33
Q

A disease found in girls that is caused by high prenatal levels of androgens.

A

congenital adrenal hyperplasia

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34
Q

Darwin’s theory that gender roles develop in response to men’s and women’s differing reproductive needs.

A

theory of sexual selection

35
Q

In Freudian theory, it is the process by which a young child adopts characteristics, beliefs, attitudes, values, and behaviors of the parent of the same sex.

A

identification

36
Q

It is the awareness that one will always be male or female. This is also called sex-category constancy.

A

gender constancy

37
Q

3 Stages of Gender Constancy

A
  1. gender identity
  2. gender stability
  3. gender consistency
38
Q

This stage of gender constancy pertains to the awareness of one’s own gender and that of others.

A

gender identity

39
Q

This stage of gender constancy refers to the awareness that gender does not change but kids base on superficial appearances (clothing or hairstyle) and stereotyped behaviors.

A

gender stability

40
Q

This stage of gender constancy is the realization that a girl is still a girl even with a short haircut, and a boy remains a boy even with a long hairstyle.

A

gender consistency

41
Q

True or False. Play is not essential in the development of a child.

A

False. Play is important in the development of the body and brain since it enable kids to use imagination to engage with the world.

42
Q

True or False. Play contributes to all domains of development.

A

True. Kids may stimulate their senses, exercise muscles, gain mastery over body, make decisions, and acquire new skills.

43
Q

Categories of Play

A
  1. cognitive complexity

2. social dimension of play

44
Q

Levels of play based on cognitive complexity by Smilansky

A
  1. Functional play
  2. Constructive play
  3. Dramatic play
  4. Formal games with rules
45
Q

Also called locomotor play as it uses large muscle movements.

A

Functional play

46
Q

Also called pretend, fantasy, or imaginative play since it involves imaginary people and situations.

A

Dramatic play

47
Q

Aka object play as this uses objects and materials to make something.

A

Constructive play

48
Q

Level of play that is an organized game with known procedures and penalties.

A

Formal games with rules

49
Q

A combination of Parten’s unoccupied and overlooker categories, often a manifestation of shyness.

A

reticent play

50
Q

6 Types of Play based on social dimension according to Mildred B. Parten

A
  1. Unoccupied behavior
  2. Onlooker behavior
  3. Solitary independent play
  4. Parallel play
  5. Associative play
  6. Cooperative or organized supplementary play
51
Q

A category of Parten’s play wherein a child does not seem to be playing but watches anything of momentary interest.

A

Unoccupied behavior

52
Q

A category of Parten’s play wherein a child spends most time watching others play. They talk to them, asks question or make suggestions, but does not join the play.

A

Onlooker behavior

53
Q

A category of Parten’s play wherein a child plays alone with toys different from others and make no effort to get close to them.

A

Solitary independent play

54
Q

A category of Parten’s play wherein a child plays independently with toys like used by other kids, but not necessarily playing them the same why.

A

Parallel play

55
Q

A category of Parten’s play wherein a child plays with other children. They are interested more in being with other children than the activity itself.

A

Associative play

56
Q

A category of Parten’s play wherein a child plays in a group organized for a goal. By a division of labor, children take on different roles and supplement each other’s efforts.

A

Cooperative or organized supplementary play

57
Q

The tendency to select playmates of one’s own gender.

A

gender segregation

58
Q

A method of molding children’s character and of teaching them to exercise self-control and engage in acceptable behavior.

A

discipline

59
Q

Forms of Disciplne

A
  1. Reinforcement
  2. Punishment
  3. Inductive techniques
  4. Power assertion
  5. Withdrawal of love
60
Q

True or False. Children usually learn more from being reinforced for good behaviors than being punished for undesirable behaviors.

A

True

61
Q

A form of discipline that is aimed to increase the likelihood of desirable behaviors.

A

Reinforcement

62
Q

A form of discipline that is aimed to lessen the likelihood of undesirable behaviors.

A

Punishment

63
Q

A reinforcement that may be tangible or intangible.

A

external reinforcement

64
Q

A reinforcement that is produced because of external reinforcement. This may be sense of pleasure or accomplishment.

A

internal reinforcement

65
Q

It is the use of physical force with the intention to inflict pain, but not injure a child, for the purpose of correction.

A

Corporal punishment

66
Q

A disciplinary technique designed to induce desirable behavior by appealing to a child’s sense of reason and fairness.

A

Inductive techniques

67
Q

A disciplinary strategy designed to discourage undesirable behavior through physical or verbal enforcement of parental control.

A

Power assertion

68
Q

A disciplinary technique that includes ignoring, isolating, or showing dislike for the child.

A

Withdrawal of love

69
Q

3 Parenting Styles according to Diana Baumrind

A
  1. Authoritarian parenting
  2. Permissive parenting
  3. Authoritative parenting
70
Q

A parenting style added by Eleanor Macobby and John Martin that describes parents who focus more on their need rather than that of their kids.

A

Neglectful/Uninvolved parenting

71
Q

A parenting style that emphasizes control and obedience.

A

Authoritarian parenting

72
Q

A parenting style that emphasizes self-expression and self-regulation.

A

Permissive parenting

73
Q

A parenting style that is the blending of respect for a child’s individuality and an effort to instill social values.

A

Authoritative parenting

74
Q

True or False. Authoritative parenting is high in warmth but low in control.

A

False. Authoritative parenting is high in BOTH warmth and control.

75
Q

True or False. Authoritarian parenting is high in control but low in warmth.

A

True

76
Q

True or False. Permissive parenting is low in warmth but high in control.

A

False. Permissive parenting is high in warmth but low in control.

77
Q

True or False. Neglectful parenting is low in both warmth and control.

A

True

78
Q

True or False. Inductive reasoning is effective in most situation; power assertion and withdrawal of love may be harmful.

A

True

79
Q

A behavior that is intended to help others out of inner concern and no expectation of external reward.

A

altruism

80
Q

Refers to any voluntary behavior intended to help others.

A

prosocial behavior

81
Q

An aggressive behavior used as a means of achieving a goal without the intention to harm the other child.

A

instrumental aggression

82
Q

An aggressive behavior that is openly directed at its target.

A

overt (direct) aggression

83
Q

An aggressive behavior that is aimed at damaging or interfering with another person’s relationships, reputation, or psychological well-being.

A

relational aggression

84
Q

True or False. Relational aggression are usually typical of boys.

A

False. Relational aggression are usually typical of GIRLS. Boys are typically on the overt (direct) aggression.

Developmental Psychology (15 decks)

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