Quiz #1 Flashcards
Authoritarian parents
try to control their children’s behavior and attitudes unquestioned mandates.
They establish rules and regulations for standards of conduct that they expect to be followed rigidly and unquestioningly.
The message is do it because I say so.
Punishment need not be corporal but maybe Stern withdraw of love and approval.
The children are more likely to be courteous, loyal, honest, dependable, but docile.
Permissive parents
exert little or no control over their children’s actions.
They avoid imposing their own standards of conduct and allow their children to regulate their own activities as much as possible.
These parents consider themselves to be resources for the children rather than role models.
The parents consult the children in the decision-making processes.
These parents rarely punished their children.
Authoritative parents
combined practices from both authoritarian and permissive parenting styles.
They direct their children’s behavior and attitudes by emphasizing the reason for the rules and negatively reinforcing deviations.
Parental control is firm and consistent but tempered with encouragement, understanding, and security.
Control is focused on the issue, not on withdrawal of load of work. Punishment.
These children will have high self-esteem who are self-reliance, assertive, inquisitive, content, and highly interactive with other children.
Discipline
means to teach or refers to a set of rules governing conduct.
In a narrow sense it refers to the action taken to reinforce the rules after noncompliance.
Limit setting refers to
the establishing of the rules for guidelines for behavior.
For example, parents can place time limits on the amount of time their children spend watching the television or chatting online.
Minimizing misbehavior –
the best approach is to structure interactions with children to prevent or minimize unacceptable behavior.
Family centered care minimizing this behavior –
– set realistic goals for acceptable behavior and expected achievements.
– structure opportunities for small successes to lessen feelings of inadequacy.
– praise children for desirable behavior with attention and verbal approval.
– structure the environment to prevent unnecessary difficulties, such as place fragile objects in an inaccessible area.
– set clear and reasonable rules, expect the same behavior regardless of the circumstances, if exceptions are made, clarify that the change is for one time only.
– teach desirable behavior through own example, such as using a quiet calm voice rather than screaming.
– review expected behavior before special or unusual events, such as visiting a relative or having dinner at a restaurant.
– phrase request for appropriate behavior positively, such as put the book down, rather than don’t touch the book.
– call attention to unacceptable behavior as soon as it begins, use distraction to change the behavior for offer alternatives to annoying actions, such as exchanging a quiet toy for one that is too noisy.
– Give advance notice work friendly reminders such as when the TV program is over, it is time for dinner. Or I’ll give you to the count of three and then we have to go.
– Be attentive to situations that increase the likelihood of misbehaving, such as over excitement were fatigue, or decreased personal tolerance to minor infractions
– offers sympathetic explanations for not granting a request, such as I’m sorry I can’t read to you the story now, but I have to finish dinner. Then we can spend
time together.
– Keep any promises made to children
– avoid outright conflicts, timber discussions with statements such as let’s talk about it and see what we can decide together for I have to think about it first
– provide children with opportunities for power and control
Nursing alert –
– when reprimanding children, focused only on the misbehavior, not only child.
Use of “I” messages rather than “you” messages express personal feelings without accusation or ridiculed.
For example, an “I” message attacks the behavior – “I am upset when Johnny is punched, I don’t like to see him hurt”-
not the child.
Reasoning –
involves explaining why it’s wrong and it is usually appropriate for older children, especially when moral issues are involved.
However young children cannot be expected to see the other side because of their egocentrism.
Unfortunately, reasoning is also combined with scolding, which sometimes takes the form of shame or criticism.
For example, the parent may state you are a bad boy preventing your brother, children actually take such remarks seriously and personally believing that they are bad.
Family centered care – implementing discipline:
consistency – implement disciplinary action exactly as agreed on and for each infraction.
Timing – initiate discipline as soon as the child misbehaves: if the laser necessary, such as to avoid embarrassment, verbally disapprove of the behavior and statement disciplinary will action will be implemented.
Commitment – follow through with details of the discipline, such as timing of minutes, avoid distractions that may interfere with the plan such as telephone calls.
Unity – make certain that all caregivers agree on the plan and are familiar with the details to prevent confusion and alliances between child and one parent.
Flexibility – choose disciplinary strategies that are appropriate to the child ge age and temperament and the severity of the misbehavior.
Planning – plan disciplinary strategies in advance and prepare child if feasible such as explained the use of the timeout, for unexpected misbehavior try to discipline when you are calm.
Behavior orientation – always disapprove of the behavior, not the child, with statements such as that was the wrong thing to do, I am in happy when I see behavior like that.
Privacy – administer discipline in private, especially with older children, who may feel ashamed in front of others.
Termination – after the discipline is administered consider the child as having a clean slate and avoid bringing up the incident or lecturing.
Positive and negative reinforcement is the basis of behavior modification theory –
behavior that is rewarded will be repeated: behavior that is not rewarded will be extinguished.
Using rewards is a positive approach.
With young children, using paper stars is an effective method.
For older children, the token system is appropriate, especially if a certain number of stars or tokens yield special rewards, such as a trip to the movies or a new book.
Consistently ignoring behavior will eventually extinguished or minimize the act.
although this approach sounds simple, it is difficult to implement consistently.
Parents will frequently give in and resort to previous patterns of discipline.
Timeout is an excellent disciplinary strategy for young children.
Time out is a refinement of the common practice of sending a child to his or her room and is a type of unrelated consequence.
It is based on the premise of removing the reinforcer such as the satisfaction or attention the child is receiving from the activity.
Natural consequence –
those that occur without any intervention, such as being late and having to clean up the dinner table.
Logical consequence –
hose that are directly related to the role, such as not being allowed to play with another toy until the used ones are put away.
Corporal or physical punishment –
most often takes the form of a spanking.
family centered care – using time out:
– selected area for timeout that is safe, convenient, and stimulating, but where the child can be monitored, such as in the bathroom, hallway, or laundry room.
– determine what behaviors warrant a time out.
– Make certain children understand the roles and how they are expected to behave.
– explain to the children the process of the timeout:
when they misbehave, they will be given one warning. If they do not obey, they will be sent to a place designated for time out.
They are to sit there for a specified period. If they cry, refuse, or display any disruptive behavior, the timeout period will begin after the quiet down.
When they are quiet for the duration of the time, they can leave the room.
– a role for the length of time out is one minutes per year of age, use a kitchen timer with an audible bell to record the time rather than a watch.
Sensory motor:
tertiary circular reactions 13 to 18 months
– cognitive development:
active experimentation to achieve previously unattainable goals.
Increases concept of object permanence.
Differentiation of oneself from objects.
Early traces of memory. Beginning awareness of spatial, casual, temporal relationships.
Able to enter into an action at any point without reproducing entire sequence.
Sensory motor:
tertiary circular reactions 13 to 18 months
Behavior:
insatiable curiosity about the environment.
Uses all sensory cues for exploration.
Pictures away from parents for longer periods.
Uses physical skills to achieve particular goal.
Can find similar hidden objects but only in first location.
Able to insert round objects into whole.
But smaller objects into each other nesting.
Gestures up and down.
Puts objects into a container and takes them out.
Realizes that out of sight is not out of reach, opens doors and drawers to find objects.
gains comfort from parents voice even if parent is not visible.
Sensory motor:
invention of new means through mental combinations
19 to 24 –
cognitive development:
awareness of object permanence regardless of number of invisible displacements.
Can infer a cause only while experiencing the effect.
Imitation increasingly symbolic period beginning sense of time in terms of anticipation, memory, and ability to wait.
Egocentrism in thought and behavior.
Global organization of thought.
Sensory motor:
invention of new means through mental combinations
19 to 24 –
Behavior:
searches for an object through several hiding places.
Will infer caused by getting two or more experiences such as candy missing and sister is smiling.
Imitates words and sounds of animals.
Imitate adult behavior domestic mimicry.
Follows directions and understands requests.
Uses words up, down, come, go with meaning.
May sit and wait for meals at the table for a short period.
Has some sense of time, waits in response to just a minute, may use the word now.
Refers to self by name. Engages in parallel play.
Demonstrates awareness of ownership.
Concerned with ritualistic routine schedule.
Preoperational:
2 to 4 years – cognitive development:
increased use of language as mental symbolization.
Egocentrism still present in thoughts, play, and behavior.
Increased sense of time, space, casuality.
Preoperational:
2 to 4 years – Behavior:
uses two or three word phrases. Increased vocabulary, refers to self by pronoun.
Possessive of the own toys and uses word mine.
Begins to use past tense verbs.
Uses phrases going to, in a minute, today, all done.
Uses many future oriented words such as tomorrow, next day, afternoon, has poor concept of the passage of time.
Follows directions using prepositions such as, behind, under, in back of.
Domestic mimicry is common during toddlerhood.
true
Characteristics of preoperational thought:
egocentrism –
inability to envision situations from perspectives other then one’s own.
Example, if a person is positioned between the toddler and another child , the toddler, who is facing the person, will explain that both children can see the middle persons face. The child is unable to realize at the other child views the middle person from a different perspective, the back.
