Term
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Definition
- Combines best features of both authoritarian and permissive styles
- Emphasizes development of autonomy in children within reasonable limits
- Uses reasoning, overt demonstrations of power through mild punishment, or psychological reinforcement to provide structure
- Reasoning behind the policies that the parent establishes is shared with the child, and the child’s opinion is heard in the appropriate context
- Encourages a child’s success in school, development of a healthy sense of personal autonomy, and positive work attitudes
- Particularly effective when children become adolescents because it coincides with the appropriate autonomy that young adults seek
- Practices acceptance and involvement in the ways that parents respond to their children’s needs and individual differences
- Practices strictness and supervision in parental monitoring and supervision of their children’s behavior in order to bring conformity to family rules
- Practices granting autonomy to encourage the teen’s expression of individuality and permitting participation in family decision making
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Term
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Definition
- Firmly grounded in traditional child rearing methods
- Relies predominately on controlling children’s behavior
- Values obtaining children’s immediate and long-range obedience to wishes of parent.
- Obedience is obtained in numerous ways
- Physical punishment and other forceful means are often used to gain the child’s cooperation
- Parents intimidate children rather than promote healthy feelings of self-worth
- Concepts: Poisonous pedagogy and toxic parenting
- Associated with Failure to Thrive (FTT)
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Term
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Definition
- Avoids excessive control
- Does not enforce obedience to externally defined standards
- Allows children to regulate their own activities
- Parents believe that they should respond to their children as individuals and encourage them to be autonomous
- Incorporates reasoning and manipulation rather than overt demonstrations of power to gain children’s cooperation
- Parents allow greater latitude in children’s behavior
- Children are consulted often to allow them to voice their own opinions
- Children are expected to learn from their mistakes
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Term
| Zone of Proximal Development (ZPD) |
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Definition
| Many tasks that are too difficult for children to master alone can be accomplished successfully with the guidance and assistance of adults who are more skilled than children. |
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Term
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Definition
are emotionally uninvolved, appear to be too busy or self absorbed to function adequately as a parent |
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Term
| Piaget's Stages of Cognitive Development |
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Definition
Cognitive Development: how humans come to know and understand the world
4 Stages of Cognitive Development
Sensorimotor (birth to 3 years)
Preoperational-Intuitive (3-6 years)
Concrete Operations (6-11)
Formal Operations (Adolescence and Older) |
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Term
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Definition
Sociocultural Theory
Social interaction is basis of child’s learning
Emphasizes self-efficacy and self-esteem
Zone of Proximal Development: the levels of what children can accomplish on their own or with help
Higher level- they need more assistance
Lower Level- they need less assistance |
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Term
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Definition
first fears: 2nd half of first year
stranger anxiety: 8–12 months |
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Term
| Emotional Self Regulation |
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Definition
Adjusting own state of emotional intensity
Requires effortful control
Grows over first year, with brain development
Caregivers contribute to child’s self-regulation style. |
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Term
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Definition
Reactivity:
speed and intensity of
emotional arousal
attention
motor activity
Self-regulation:
strategies modifying reactivity
Easy – 40%
Difficult – 10%
Slow-to-warm-up – 15%
Unclassified – 35% |
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Term
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Definition
Combines genetics and environment
Child-rearing to match temperament |
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Term
| Eating New foods-Child development |
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Definition
Appetite decreases due to slower growth.
Wariness of new foods is adaptive.
Needs high-quality diet
Imitates others’ food choices |
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Term
| Language and Spatial Skills |
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Definition
| when the left hemisphere of the brain is active |
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Term
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Definition
| Belief that inanimate objects have lifelike qualities |
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Term
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Definition
Based on observable characteristics:
appearance
possessions
behavior
Typical emotions and attitudes
Asserting rights to objects
(“Mine!”) helps define |
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Term
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Definition
Judgments we make about our own worth
Feelings about those judgments
Includes:
global appraisal
judgments of different aspects of self |
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Term
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Definition
feeling same or similar emotions as another person
complex mix of cognition and emotion
must detect emotions, take other’s perspective |
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Term
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Definition
Basic trust vs. mistrust Birth to 1 year
Autonomy vs. shame/doubt 1–3 years
Initiative vs. guilt 3–6 years
Industry vs. inferiority 6–11 years
Identity vs. role confusion Adolescence
Intimacy vs. isolation Early adulthood
Generativity vs. stagnation Middle adulthood
Integrity vs. despair Late adulthood |
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Term
| Information processing theory |
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Definition
Human brain is symbol-manipulating system
input equals experiences
output equals behavioral response
Development seen as continuously changing, not formal stages |
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Term
| Violation of expectation method |
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Definition
| they may habituate babies to a physical event (expose them to the event until their looking declines) to familiarize them with a situation in which their knowledge will be tested. |
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Term
| Core knowledge perspective |
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Definition
| babies are born with a set of innate knowledge systens, or core domains of thought. Each of these prewired understandings permits a ready grasp of new, related information and therefore supports early, rapid development. |
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Term
| Language and spatial skills |
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Definition
| (typically housed in the left hemisphere) increase at an astonishing pace. |
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Term
| Sex differences in motor skills |
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Definition
| increase with age, but they remain small throughout childhood. Social pressures more from boys than girls to be active and physically skilled |
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Term
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Definition
measurements against typical performance for age
standardization |
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Term
| Primary circular reactions |
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Definition
| 1–4 months. simple motor habits centered around own body |
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Term
| Secondary circular reactions |
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Definition
| 4-8 months, repeat interesting effects in surroundings |
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Term
| Tertiary circular reactions |
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Definition
| 12-18 months, exploration of objects’ properties through novel actions |
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Term
Language Development:
Behaviorist |
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Definition
Learned through:
operant conditioning (reinforcement)
imitation |
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Term
Language Development:
Nativist |
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Definition
Language Acquisition Device (LAD)
biologically prepares infants to learn rules of language |
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Term
Language Development:
Interactionist |
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Definition
Inner capacities and environment work together.
Social context is important. |
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Term
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Definition
Adult–child interactions
Teacher qualifications
Relationships with parents
Licensing and accreditation
Physical setting
Group size
Caregiver–child ratio
Daily activities |
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Term
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Definition
Happiness smile: from birth
social smile: 6–10 weeks
laugh: 3–4 months
Anger
general distress: from birth
anger: 4–6 months
Fear first fears: 2nd half of first year
stranger anxiety: 8–12 months |
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Term
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Definition
Secure – 65%
Avoidant – 20%
Resistant – 10%
Disorganized/disoriented – 5% |
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Term
| Leading cause of childhood death and childhood injury |
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Definition
Malnutrition, infectious diseases
Poverty, societal conditions |
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Term
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Definition
| Failure to distinguish others’ views from one’s own |
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Term
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Definition
| cannot mentally reverse a set of steps |
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Term
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Definition
| Private speech, also called internal speech, refers to occasions when people talk aloud to themselves. This is particular prevalent amongst children. |
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Term
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Definition
in which a teacher or more advanced peer helps to structure or arrange a task so that a novice can work on it successfully.
which is heavily dependent on verbal instruction - may not be equally useful in all cultures of for all types of learning. |
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Term
| Piaget and self-directed speech |
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Definition
| While Piaget may view private speech as egocentric or immature, Vygotsky understood the importance of self-directed speech. |
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Term
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Definition
At the rear and base of the brain is the cerebellum, a structure that aids in balance and
control of body movement. Fibers linking the cerebellum to the cerebral cortex grow and
myelinate from birth through the preschool years. This change contributes to dramatic gains
in motor coordination: By the end of the preschool years, children can play hopscotch, throw a
ball with a well-organized set of movements, and print letters of the alphabet. Connections
between the cerebellum and the cerebral cortex also support thinking (Diamond, 2000): Children
with damage to the cerebellum usually display both motor and cognitive deficits, including
problems with memory, planning, and language |
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Term
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Definition
located at the base of the brain (refer to Figure 8.4), plays a critical role by releasing two hormones that
induce growth. |
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Term
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Definition
is necessary from birth on for development of all body
tissues except the central nervous system and genitals. Children who lack GH reach an average
mature height of only 4 feet, 4 inches. When treated early with injections of GH, such children
show catch-up growth and then grow at a normal rate, becoming much taller than they would
have without treatment |
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Term
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Definition
| When moving through the world, adults continuously encounter an array of information, available simultaneously from multiple sensory and perceptual systems.Rather than experiencing separate, independent inputs, however, our experience of this multitude of information is of unified, distinct objects and events; the ability to form these unified percepts is commonly referred to as “inter-modal perception” |
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