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mistakes make feel shame and guilt |
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monitor emotions, view negative emotions as opportunity for teaching and coaching; tend to be better self soothers, fewer behavior probs |
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deny, ignore or change behavior |
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Piaget 2 stages of Moral Reasoning |
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heteronomous and autonomous |
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think of justice and rules as unchangeable; judge by considering consequences(4-7 years) |
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(10 and up) aware that rules are created by people, must consider the actor as well as consequences |
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acquisition of traditional masculine/feminine roles |
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androgens, which promote development of male physical characteristics |
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Evolutionary Psychology View |
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adaption during human evolution produced psychological sex differences |
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gender differences result from contrasting roles of men and woman |
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young children are sexually attracted to opposite sex parents(discredited today) |
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children gender development occurs thru observing and being rewarded/punished for gender-appropriate behavior |
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cognitive gender development theory |
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children acquire gender typing after identifying gender |
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gender typing emerges as children gradually develop gender schemes under gender appropriate/disappropriate in their culture |
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Baumrind's Parenting Styles |
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authoritarian, authoritative, neglectful, indulgent |
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restrictive, punitive style with strict limits and consequences children: unhappy, fearful, anxious |
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encourages independence but with limits established with children thru verbal interchange children: cheerful, achievement-oriented |
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uninvolved children: socially incompetent, poor self control and esteem |
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highly incolved but place few demands on them children: behavior problems, lack respect and low achievers |
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corporal punishment is associated with |
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higher levels of immediate compliance and aggression among children |
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most psychologists recommend handling misbehavior by |
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reasoning with child and explaining consequences |
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childrens prosocial behavior and competence in peer relations |
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children of divorced parents |
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show adjustment probs but not significant amount |
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Freud and Erikson believed that play helps children |
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master anxieties and conflicts |
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Piaget said play advances |
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infants derive pleasure from exercising sensorimotor schemes |
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repetition of behavior when new skills are being learned |
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child transforms physical environment into a symbol, make-believe play |
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combines sensorimotor/practice play with symbolic representation |
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television effects on children |
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makes them passive learners, teaches stereotypes, violent models, unrealistic views of the world |
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effects of TV on children's aggression |
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links between watching violence and acting aggressively |
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linked with reductions in school achievement, although educational programming my enhance achievement |
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