Term
|
Definition
| a persons theory of what other people might be thinking |
|
|
Term
|
Definition
| feeling and acting in ways that are helpful and kind, without obvious benefit to oneself |
|
|
Term
|
Definition
| feeling and acting in ways that are deliberately hurtful or destructive to another person |
|
|
Term
|
Definition
| a balance, within a person, of traditionally male and female psychological characteristics |
|
|
Term
| autonomy vs shame and doubt |
|
Definition
| Erikson- Toddlers either succeed or fail in gaining a sense of self-rule over their own actions and bodies |
|
|
Term
|
Definition
| how a person evaluates his or her own worth, either in specifics or overall (intelligence, attractiveness) |
|
|
Term
|
Definition
| a persons understanding of who he or she is, includes appearance, personality |
|
|
Term
|
Definition
| the reason or reasons one has for acting or behaving in a particular way |
|
|
Term
|
Definition
| hostile or violent behavior or attitudes toward another |
|
|
Term
|
Definition
| in an adult, having a BMI of 30 or more, for kids being above the 95th percentile |
|
|
Term
|
Definition
| a marked delay in a particular area of learning that is not caused by an apparent physical disability |
|
|
Term
|
Definition
| unusual difficulty with reading, thought to be the result of some neurological underdevelopment |
|
|
Term
|
Definition
| severe difficulty in making arithmetical calculations, as a result of brain disorder. |
|
|
Term
|
Definition
| a condition in which a person not only has great difficulty concentrating for more than a few moments but also is inattentive, impulsive, and overactive |
|
|
Term
|
Definition
| the ability to concentrate on some stimuli while ignoring others |
|
|
Term
|
Definition
|
|
Term
| concrete operational thought |
|
Definition
| Piagets term for the ability to reason logically about direct experiences and perceptions |
|
|
Term
|
Definition
| measures of mastery or proficiency in reading, math, writing, science, or any other subject |
|
|
Term
|
Definition
| a test designed to determine a person's ability in a particular skill or field of knowledge |
|
|
Term
|
Definition
| tests designed to measure intellectual aptitude, or ability to learn in school |
|
|
Term
| industry versus inferiority |
|
Definition
| Erikson- children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent |
|
|
Term
|
Definition
| the ability to understand social interactions, including the causes and consequences of human behavior |
|
|
Term
|
Definition
| the tendency to assess ones abilities, achievements social status, and other attributes by measuring them against those of other people, especially ones peers |
|
|
Term
|
Definition
| the period following the onset of puberty during which a young person develops from a child into an adult |
|
|
Term
|
Definition
| the time between the first onrush of hormones and full adult physical development |
|
|
Term
|
Definition
| the first occurrence of menstruation |
|
|
Term
|
Definition
| a sex hormone, the best known of the male hormones, secreted in men more than women |
|
|
Term
|
Definition
|
|
Term
|
Definition
| the relatively sudden and rapid physical growth that occurs during puberty, each body part increases in size on a schedule |
|
|
Term
|
Definition
| a boys first ejaculation of sperm, ejaculations signal sperm production, occurs during sleep (wet dream) |
|
|
Term
| primary sex characteristics |
|
Definition
| the parts of the body that are directly involved in reproduction (vag, uterus, ovaries, testicules, penis) |
|
|
Term
| secondary sex characteristics |
|
Definition
| physical traits that are not directly involved in reproduction but that indicate sexual maturity, beard, breasts |
|
|
Term
|
Definition
| a persons idea of how his or her body looks |
|
|
Term
|
Definition
| the idea that each new generation forgets what the previous generation learned about harmful drugs |
|
|
Term
| formal operational thought |
|
Definition
| Piaget- fourth stage in cognitive development, characterized by more systematic logic and the ability to think about abstract ideas |
|
|
Term
|
Definition
| reasoning that includes propositions and possibilites that may not reflect reality |
|
|
Term
|
Definition
| a characteristic of adolescent thinking that leads young people to focus on themselves to the exclusion of others |
|
|
Term
|
Definition
| an adolescents idea that he or she cannot be overcome or even harmed by anything that might defeat a normal mortal (fast driving, unprotected sex) |
|
|
Term
|
Definition
| the other people, who adolescents believe, are watching ,ad ntaking note his or her appearance, ideas and behavior, makes teens self-conscience |
|
|
Term
|
Definition
| the logical principle that certain characteristics of an object remain the same even if other characteristics change, constant definition of oneself |
|
|
Term
|
Definition
| Erikson- the attainment of identity, the point at which a person understand who he or she is as a unique individual, in accord with past experiences and future plans |
|
|
Term
|
Definition
| Erikson- premature identity formation, which occurs when an adolescent adopts parents or societys roles and values wholesale, without questioning and analysis |
|
|
Term
|
Definition
| a situation in which an adolescent does not seem to know or care about what his or her identity is |
|
|
Term
|
Definition
| a way for adolescents to postpone making identity achievement choices by finding an accepted way to avoid identity achievement. Ex: going to college |
|
|
Term
|
Definition
| encouragement to conform with ones friends in behavior, dress, and attitude, usually considered a negative force |
|
|
Term
|
Definition
| child rearing in which the parents set limits but listen to the child and are flexible |
|
|
Term
|
Definition
| child rearing with high behavioral standards, punishment of misconduct and low communication |
|
|
Term
|
Definition
| child rearing with high nurturance and communication but rare punishment, guidance, or control |
|
|
Term
|
Definition
| difficulty with emotional regulation that involves outwardly expressing emotions in uncontrolled ways, such as by lashing out in impulsive anger or attacking other people or things |
|
|
Term
|
Definition
| difficulty with emotional regulation that involves turning ones emotional distress inward, as by feeling excessively guilty, ashamed, or worthless |
|
|
Term
| Baumrinds three basic parenting styles |
|
Definition
| authoritative, authoritarian, permissive, uninvolved |
|
|
Term
| What are the most significant developments in relation to each developmental domain (biosocial, cognitive, psychosocial) for 6-11 year olds and adolescents |
|
Definition
• Biological 6-11: slower growth, obesity/physical fitness, growth plates can cause growing pains
• Biological Adol.: puberty, maturity, more rapid growth, nutrition like calories and protein is important
• Psych. 6-11: concrete operational thought (Piaget) can reason logically about events they perceive as long as principles can be applied to specific cases. Language development/comprehension increases
• Psych. Adol.: Egocentrism- self centered, problem with authority. Advance to formal operational thought- more abstract, see world as it could be
• Socio. 6-11: social comparison, perception of intellectual competence declines, big peer group influence
• Socio. Adol.: formation of social relationships with parents, peers, peer groups |
|
|
Term
| Explain how a specific change in the microsystem of a child in either life stage might affect a child’s development in relation to each developmental force. Examples of changes in the microsystem might include: marriage of a parent, divorce, friendships, day care, adoption, new school. |
|
Definition
Divorce:
Socio.: child loses parent/role model/supervisor
Bio.: less money so less activities for kids, could affect eating habits
Psych.: conflict causes stress, emotionally insecure, maybe depression |
|
|
Term
| What is your expected role(s) – parent, teacher, coach, uncle/aunt, other – with children of these ages in the future? How might you use the information regarding development in ages 6 through adolescence to better prepare for this role(s) |
|
Definition
| My expected role is to be encouraging and nurturing to the child but also to be clear and firm with the rules that the child should follow. I will be sure to explain the rules clearly and explain why they need to be followed. For good physical development I will encourage and stress the need for exercise and a healthy diet while limiting the use of technology and fatty foods. I will also encourage them with their schoolwork so that they will not begin to feel inferior. |
|
|
Term
| Describe the health condition of children ages 6-adolescence |
|
Definition
6 to 11: slimmer and stronger, are considered to be at the healthiest point of life.
Adol.: growth spurts of height & weight, lack of calcium and iron, need calories and protein for rapid growth |
|
|
Term
| Review Erikson’s psychosocial developmental stages. How might these stages be enacted by individuals in each life stage |
|
Definition
4th stage: Industry vs. inferiority: self esteem drops so conformity increases, want to be the best at something
5th stage: Identity vs. role confusion: try out many different roles of themselves in order to find the identity they want to establish |
|
|
Term
| Piaget’s theories have formed the basis for discussion in the cognitive realm. The two stages of cognitive development that are appropriate during these age groups are concrete operational thinking and formal operational thinking. Describe characteristics of these stages and be able to define and provide examples. |
|
Definition
Concrete operational thinking: kids can reason logically about things and events they perceive, begin to understand logic. Egocentrism goes down a little
Formal operational thinking: Deal with abstractions, test hypotheses, see infinite possibilities, deductive reasoning and problem solving, start seeing world as it could be. Can make conclusions from facts |
|
|
Term
| What are some of the effects of poverty on youth? Effects of stress? |
|
Definition
| Insecurity, low self-esteem, parent-child relationship can be strained due to stress and fighting, inability to focus on schoolwork, may drop out of school in order to get a job |
|
|
Term
| Identity formation is very important, especially at the adolescent stage. What identity statuses are possible while one is developing an identity? Be familiar with the works of Erikson and Marcia. |
|
Definition
Marcia: ID status
o Achievement: child goes through crisis and makes a change
o Moratorium: going through a crisis
o Foreclosure: make commitment without crisis
o Diffusion: no crisis, no commitment
Erikson: identity vs. role confusion: balancing trying out many selves and finding the right one |
|
|
Term
| What are characteristics and outcomes of each of the three basic parenting styles? |
|
Definition
• Authoritarian: high amounts of control with little to no warmth, parent does not consider child’s needs or wants, little give and take. These children end up more unhappy with lower self-esteem and can be overly aggressive
• Authoritative: balanced level of control and warmth/nurturing. Explain the rules clearly and take child’s wants and needs into consideration. These kids usually end up with better grades, more responsible and self-reliant, and friendlier
• Permissive: offers nurturing/warmth but little control. Punishment is infrequent and parents just accept bad behavior. Kids end up having little self control and act on impulse
• Uninvolved: parents avoid any kind of involvement in kid’s lives. Provide for basic needs and stay emotionally unattached. Kids usually do poorly in school and are aggressive |
|
|
Term
| Why is it important to have parents involved in the lives of their children |
|
Definition
| It is important because children are more likely to perform better in school if the parent is involved and encouraging. Also the children seem to be more friendly and responsible because they are treated with respect but also discipline so they are held accountable for their actions. |
|
|
Term
| Select one of the theories of moral development. Describe the theory. Identify what you believe to be strengths/weaknesses of this theory in relation to understanding moral development in children aged 6-adolescence |
|
Definition
• Kohlberg’s Theory: mostly for males
• Preconventional morality: 4-10, obedience to authority w/o knowing why
• Conventional morality: 10-13, follow rules to maintain social order, understand them
• Post conventional morality: 13+, laws exist for benefit of the people, begin to determine if laws are acceptable or not |
|
|
Term
| Identity development can be a difficult process for any adolescent. What additional challenges might a young person face in identity development if he/she homosexual? How might the process be challenging for a person of a cultural minority within a society? |
|
Definition
| Children are already experiencing enough problems with peer pressure, new romantic aspects, peer groups, parents, the whole issue |
|
|
