Human Development
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| show | psychosocial development during the 1st 3 years.
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| show | personality.
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| personality development is intertwined with social relationships | show 🗑
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| subjective reactions to experience that are associated with psychological and behavioral changes | show 🗑
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| What are early signals to babies’ feelings that are indicators of development? | show 🗑
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| What are highlights of a child’s psychosocial development at birth to 3 months? | show 🗑
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| show | Can anticipate, become angry, be weary, smiled, coo, laugh.
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| show | Age 3 to 6 months.
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| show | Play social games, tried to get responses from people, talked, touch, express differentiated emotions, showed joy, fear, anger, surprise.
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| What are highlights of a child’s psychosocial development at 9 to 12 months? | show 🗑
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| show | Explorer, use people they are attached to as a secure base, mastered the environment, more calm bedding, more eager to assert themselves.
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| show | Can be anxious, identify with adulthood, workout limitations in fantasy.
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| show | Crying.
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| show | Hunger cry, angry cry, pain cry, frustration cry.
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| show | hunger cry
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| show | anger cry
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| a sudden onset of loud crying without preliminary moaning, sometimes followed by holding the breath | show 🗑
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| show | frustration cry.
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| show | Most developmentally sound-prevent distress, making soothing unnecessary.
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| show | Spontaneously after birth until about the 3rd month, involuntary smile during periods of REM sleep.
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| Why do smiles during REM sleep cycles become less frequent during the 1st 3 months? | show 🗑
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| Explain the cycle of waking smiles during the first 4 months. | show 🗑
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| When babies laugh at the unexpected, what does it show? | show 🗑
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| show | Unfold from simpler ones.
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| show | Content Mae, interest, distress.
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| What emotions start to show in the 1st 6 months? | show 🗑
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| show | self-conscious emotions.
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| realization that one's existence and functioning are separate from those of other people and things | show 🗑
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| show | Self-evaluative emotions.
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| Self conscious emotions only arise after children have developed _. | show 🗑
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| show | Between 15 and 24 months.
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| Self-awareness is necessary before children can be aware of what kinds of things? | show 🗑
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| At what age do children become better able to evaluate their own thoughts and desires against what is considered socially appropriate? | show 🗑
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| When are children able to demonstrate self-evaluative emotions? | show 🗑
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| When do emotions begin develop? | show 🗑
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| show | From 15 to 24 months.
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| When does acquisition and retention of standards and rules of society begin to develop? | show 🗑
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| show | In the 2nd year.
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| show | Not self evaluative-being the object of attention, evaluated embarrassment-mild form of shame.
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| show | empathy.
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| acting out of concern for a stranger with no expectation of reward | show 🗑
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| show | “Put oneself in another person's place.”
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| True or false: emotional experiences can have long-lasting effects on the structure of the brain. | show 🗑
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| show | During first 3 months, differentiation of basic emotion begins as cerebral cortex becomes functional, bringing cognitive perceptions into play
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| show | Around 9 or 10 months, frontal cortex, hypothalamus, limbic system process sensory information-may facilitate relationship between cognitive and emotional spheres; as connections become denser; infant can experience and interpret emotions at same time
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| show | During the 2nd year, infant develops self-awareness, self-conscious emotions, able to better regulate emotions and activities; may be related to myelination of the frontal lobes
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| show | Around age 3, hormonal change in autonomic nervous system coincides with the emergence of the evaluative emotions.
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| part of the autonomic system that prepares the body for action | show 🗑
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| show | parasympathetic system.
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| show | By the brain maturing, and an infant gaining self-awareness
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| How do babies show emotion? | show 🗑
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| show | Crying, show interest/curiosity, smile, reach out
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| show | Child develops self-awareness, recognize identity separate and different from rest of world, can wish they had something someone else has
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| Explain a typical sequence of evaluative emotions. | show 🗑
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| show | Parts of the brain mature and can act, allowing a child to experience and interpret emotions.
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| characteristic disposition or style of approaching and reacting to situations | show 🗑
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| show | temperament.
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| show | How, what, how.
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| show | mental, emotional, behavioral.
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| _ is relatively consistent and enduring. | show 🗑
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| show | Developing personality.
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| What are the 3 temperamental patterns of people? | show 🗑
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| show | “easy” children.
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| children with an irritable temperament, irregular biological rhythms, and intense emotional responses | show 🗑
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| show | “slow to warm up” children.
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| Do all people fit into one of the 3 patterns of temperament? Are variations normal? | show 🗑
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| Describe an “easy” child. | show 🗑
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| Describe a “difficult” child. | show 🗑
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| show | Mild intense reactions, both positive and negative, responds slowly to change, regular to irregular eat/sleep schedule, mildly negative initial response to new stimuli, gradually develops liking for new stimuli after repeated, unpressured exposures
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| Appropriateness of environmental demands and constraints on a child's temperament | show 🗑
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| show | Temperament.
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| Does temperament persist? | show 🗑
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| show | Various emotions, self regulatory capacities, parental treatment, other life experiences, cultural influence.
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| the match between a child's temperament and the environmental demands and constraints the child must deal with | show 🗑
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| Give an example of goodness of fit for each type of child. | show 🗑
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| What are ways parents can feel less guilty, anxious, hostile, loss of control, rigid or inpatient about a child's reactions? | show 🗑
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| How can a parent help a temperamental child? | show 🗑
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| What is another name for inhibition to the unfamiliar? | show 🗑
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| show | inhibition to the unfamiliar.
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| a part of the brain that detects and reacts to unfamiliar events and is involved in emotional responses | show 🗑
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| show | Seemed to maintain that pattern to some degree.
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| What might contribute to reactivity and inhibited or uninhabited behavior? | show 🗑
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| show | Parents encourage children to venture into new situations, the children tend to be less inhibited.
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| What happened when mothers responded and sensitively to children, who behaved inhibited? | show 🗑
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| What can reinforce or soften a child's original temperamental bias? | show 🗑
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| What are the 3 patterns of temperament identified by the New York longitudinal study? | show 🗑
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| What evidence is there for the stability of temperament? | show 🗑
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| What is the importance of goodness of fit? | show 🗑
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| What evidence is there of biological influences on shyness and boldness? | show 🗑
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| How can temperament affect behavior? | show 🗑
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| How do infants show temperamental differences? | show 🗑
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| How enduring are temperamental differences? | show 🗑
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| show | No, it is different across all cultures.
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| Describe the monkey experiment by Harry Harlow and describe its results. | show 🗑
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| What are the needs of an infant from its mother? | show 🗑
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| When babies have responsive mothers, what did they show greater increases in? | show 🗑
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| show | Frequent and positive.
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| show | Nurturing, responsive, communicative
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| What roles do fathers play in early personality development? | show 🗑
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| significance of being male or female | show 🗑
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| What does being male or female affect? | show 🗑
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| show | Between ages 1 and 2, preference in toys, play activities, playmates of the same sex.
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| show | Before behavior is gender differentiated, it maybe before they can talk.
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| At what age can infants begin to tell the difference between a male and female face? On what basis? | show 🗑
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| show | Dolls, match face with correct gender.
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| socialization process by which children, at an early age, learn appropriate gender roles | show 🗑
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| show | Gender-typing.
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| show | Fathers.
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| Do mothers or fathers treat boys and girls more differently, even during their 1st year? | show 🗑
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| What have cross-cultural variations suggested about rough play “in the male biology”? | show 🗑
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| show | African fathers are very hands-on with children, Chinese fathers almost never hold infants. African fathers are very gentle with children, US fathers are rough with children.
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| Compare the roles of fathers and mothers in a meeting infants needs. | show 🗑
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| show | Same at birth except for length and weight, start behaving differently around age 1 to 2 in preference for toys, playmates, activities
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| How do parents influence gender typing? | show 🗑
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| show | Around age 1 to 2
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| show | Preference for toys, playmates, activities.
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| Erikson’s 1st stage and psychosocial development, in which infants develop a sense of the reliability of people and objects | show 🗑
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| What do babies depend on others for? | show 🗑
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| let's people form intimate relationships | show 🗑
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| enables people to protect themselves | show 🗑
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| show | Hope.
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| show | Child will view the world as unfriendly, unpredictable, have trouble forming relationships.
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| What happens if trust dominates in Erikson's theory? | show 🗑
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| show | Sensitive, responsive, consistent caregiving.
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| show | To develop a sense of reliability of people and objects.
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| show | Hope-believe that someone can fill needs and obtain desires.
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| show | attachment.
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| show | strange situation.
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| According to what theory are infants and parents biologically predisposed to become attached to each other? What purpose does this serve? | show 🗑
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| show | takes less than half an hour, mother leaves baby with the stranger and comes back, mother leaves baby alone and comes back after stranger, monitoring babies response each time the mother returns.
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| What does the strange situation test monitor? | show 🗑
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| What are the 4 main patterns of attachment? | show 🗑
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| pattern in which an infant cries or protests when the primary caregiver leaves and actively seeks out the caregiver on his or her return | show 🗑
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| pattern in which an infant rarely cries when separated from the primary caregiver and avoid contact on his or her return | show 🗑
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| pattern in which an infant becomes anxious before the primary caregiver leaves, is extremely upset during his or her absence, and both seeks and to resist contact on their return. | show 🗑
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| Describe tendencies of a secure attachment child. | show 🗑
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| Describe tendencies an avoidant attachment child. | show 🗑
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| show | Anxious before mother leaves, when mother returns seek out contact but resist by kicking or squirming, do little exploration, hard to comfort.
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| How are the 3 attachment patterns across all cultures? | show 🗑
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| show | disorganized-disoriented attachment.
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| show | Organize strategy.
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| What kind of behaviors do disorganized-disoriented attachment babies show? | show 🗑
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| show | Premature, autism, down syndrome, mothers abuse alcohol or drugs.
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| show | Plays when mother is nearby, responds enthusiastically when mother returns.
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| show | When mother returns does not make eye contact or greet her, almost as if he has not noticed her return.
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| show | Hovers close to mother, does not greet her in reunion, instead is angry and upset.
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| show | Inconsistent, contradictory behavior, fall apart, overwhelmed by stress.
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| How is a baby’s attachment established according to Ainsworth and Bowlby? | show 🗑
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| What factors are important in a baby's attachment? | show 🗑
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| show | Yes, but it may take somewhat varied forms.
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| show | irritability on an infant’s part may prevent the development of a secure attachment, neurological or psychological conditions, heart rate.
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| wariness of strange people and places, shown by some infants during the second half of the first year | show 🗑
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| distress shown by some people, typically an infant, when a familiar caregiver leaves | show 🗑
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| What might stranger anxiety and separation anxiety reflect attachment to? | show 🗑
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| Is separation anxiety common? Among what age group? | show 🗑
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| Why can help ease separation anxiety? | show 🗑
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| As the attachment theory proposes, security of attachment seems to affect what? | show 🗑
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| Is a securely attached toddler or an insecurely attached toddler more likely to have a larger, more varied vocabulary? Why? | show 🗑
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| show | more curious/empathetic/self-confident, get along better with other children, interact more positively with parents/teachers/peers, better able to resolve conflicts, better self-image, socially well-adjusted, quality of attachment in romantic partner
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| show | Intimacy of friendship, quality of attachment in a romantic partner.
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| What are some long-term effects of attachment in insecure attachment children? | show 🗑
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| show | Behavior problems at all levels of schooling, psychiatric disorders.
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| show | The way adults recall early experiences with their parents.
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| What can a parent attachment history affect? | show 🗑
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| Describe for patterns of attachment. | show 🗑
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| show | Baby has working model of mother and puts trust in to consistency of her behavior, role of temperament-irritability may prevent the development of a secure attachment.
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| show | Baby can get anxious of being separated from parents or being near someone new, but when stranger and separation are slowly introduced in familiar setting, infant may react more positively, and if stability of care is competent.
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| show | however the parent was treated, they will have the tendency to treat the child the same way.
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| How do infants and caregivers read each other's non-verbal signals? | show 🗑
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| process by which infant and caregiver communicate emotional states to each other and respond appropriately | show 🗑
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| What do infants have a strong drive to do? | show 🗑
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| The ability of both infant and caregiver to respond appropriately and sensitively to each other's mental and emotional states is _. | show 🗑
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| show | send behavioral signals
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| show | healthy interaction
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| show | to read others' behavior and to develop expectations about it
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| show | social referencing
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| show | social referencing
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| show | baby receives new toy, looks at caregiver for guidance in behavior
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| one person forms an understanding of how to act in an unfamiliar situation by seeking another person's perception | show 🗑
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| show | 12 months
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| show | rise of self conscious emotions (embarrassment, pride), development of sense of self, process of socialization and internalization
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| show | infant and caregiver communicate emotional states and respond to each
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| What is the importance of mutual regulation? | show 🗑
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| How do infants use social referencing? | show 🗑
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| What percentage of mothers does postpartum depression affect? | show 🗑
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| When does postpartum depression occur? | show 🗑
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| What are some factors that can cause postpartum depression? | show 🗑
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| Can a mother's postpartum depression affect a baby? How? | show 🗑
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| How might a mother with postpartum depression treat a baby differently than a mother without? | show 🗑
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| show | give up sending emotional signals, learn they have to power to draw responses from people, mother unreliable, world untrustworthy, may become depressed,
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| What 3 things might put infants of depressed mothers at risk for getting depression? | show 🗑
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| What are some withdraw emotions? | show 🗑
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| show | true
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| show | insecure
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| What can happen long term to a child with a mother that has depression? | show 🗑
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| show | Zoloft, nortriptyline, listen to music, visual imagery, aerobics, yoga, relaxation, massage therapy
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| show | improve mother-baby interaction behavior, infant faster growth, fewer pediatric problems, more normal biochemical values, better developmental test scores
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| sense of self | show 🗑
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| show | self concept
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| Our _ is our image of ourselves. | show 🗑
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| infant's realization that they can control external events | show 🗑
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| When does the sense of self arise? | show 🗑
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| sense of being a physical whole with boundaries separate from the rest of the world | show 🗑
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| show | self-awareness
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| show | about 3 months
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| At what age do infants pay attention to their mirror images? When do they show more interest in others' images than themselves? | show 🗑
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| When does conceptual self awareness develop? | show 🗑
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| show | self- coherence, self awareness, conceptual self awareness
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| show | A sign of self-awareness.
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| Erikson's 2nd stage and psychosocial development, in which children achieve a balance between self-determination and control by others | show 🗑
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| show | 18 months to 3 years.
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| What is the 2nd stage of Erikson's psychosocial development marked by? | show 🗑
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| What virtue emerges during the autonomy versus shame and doubt stage? | show 🗑
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| show | Toilet training, language.
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| Why do adults need to set limits for toddlers? What can help them realize those limits? | show 🗑
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| show | “Terrible twos,” negativism.
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| show | negativism.
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| show | Self control, contribute to sense of competence, avoid excessive conflicts.
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| show | Discourage negativism, encourage socially acceptable behavior.
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| show | be flexible, parent as safe harbor, child friendly home, no physical punishment, choices, consistency, avoid interrupting activities, give warnings, suggest not command, remind child expectations, time out to end conflict, positive atmosphere.
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| Which is harder for toddlers to comply with: do’s or don'ts? | show 🗑
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| When will children have less self control? | show 🗑
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| show | socialization.
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| during socialization, process by which children accept societal standards of conduct as their own | show 🗑
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| show | Compliance with parental expectations.
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| How do children behave when they have made society standards their own? | show 🗑
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| show | self-regulation.
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| control of infants behavior to conform to a caregivers demands or expectations, even when the caregiver is not present | show 🗑
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| Give an example of self-regulation. | show 🗑
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| Trace the early development of the self concept. | show 🗑
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| show | autonomy
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| Describe the conflict of autonomy versus shame and doubt. | show 🗑
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| show | healthy striving for independence, not stubbornness.
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| show | Self-regulation.
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| What domains of development does self-regulation linked to? | show 🗑
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| show | Cognitive awareness, emotional control.
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| What gives children a strong desire to please their parents? | show 🗑
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| show | attention regulation.
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| show | Self conscious and evaluate of emotions, such as empathy, shame, guilt.
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| show | Resisting temptation, make amends.
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| Are the terrible twos a universal trait of 2-year-olds in the world? | show 🗑
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| What explains the cultural contrast of the terrible twos stage? | show 🗑
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| show | Conscience.
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| Konchanska’s term for wholehearted obedience of a parent orders without reminders or lapses | show 🗑
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| show | situational compliance.
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| Konchanska’s term for eager willingness to cooperate harmoniously with a parent in daily interactions, including routines, chores, hygiene and play | show 🗑
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| _ includes both emotional discomfort about doing something wrong and the ability to refrain from doing it | show 🗑
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| show | Internalize moral standards.
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| show | Willingness to do the right thing, because child believes it is right, not just because someone else said so.
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| show | Gentle guidance rather than force, threats, other forms of negative control.
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| What cooperation goes beyond committed compliance, a child's eager willingness to cooperate harmoniously with a parent not only in disciplinary situations, but in a variety of daily interactions. | show 🗑
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| How does attachment affect cooperation? | show 🗑
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| What are factors in the success of socialization? | show 🗑
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| Secure attachment and a warm, mutually responsive, parent-child relationship seem to foster what? | show 🗑
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| show | Committed compliance, situational compliance, receptive cooperation.
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| show | moral emotions.
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| conduct in the face of strong temptation to break rules or violate standards of behavior | show 🗑
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| show | moral cognition.
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| show | Moral emotions, moral conduct, moral cognition.
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| Disagreements that involves negotiation, reasoning, resolution | show 🗑
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| How can having constructive conflicts help a child develop moral understanding? | show 🗑
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| Who achieved better results in teaching children to resist temptation: mothers who requested, compromised and bargained or mothers who threatened, teased, insisted or gave in? | show 🗑
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| show | discussion of emotions in conflict situations, let to conscious development
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| show | between age two and three years old, when parent says no, child later remembers not to do it because parent said no earlier
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| How does self-regulation contribute to socialization? | show 🗑
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| show | committed-obey parent’s orders without lapses, situational-obey parent’s orders when being watched, receptive cooperation-cooperate with parent in daily activities
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| show | if a child has a bad temperament, they will have trouble making friends
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| How does attachment affect socialization? | show 🗑
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| show | infant of a warm, mutually responsive parent showed moral emotions and conduct sooner
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| How do toddlers exercise autonomy and develop standards for socially acceptable behavior? | show 🗑
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| show | gain trust from being able to rely on mother, for attachments through trust
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| show | parents, other children in and out of home
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| show | sibling conflicts
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| show | sibling relationships
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| Can a baby’s attachment to a parent affect their relationship with siblings? | show 🗑
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| show | Younger child reaches 18 months, younger child begins to more around and becomes more assertive
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| How can constructive conflicts with a sibling help children? | show 🗑
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| show | first few month-look, smile, coo at other babies; 6-12 months-smile, babble at, touch other babies; 1 year-learn to walk, pay less attention to others; 1 ½ to 3 years-interest in other children, learn how to deal with others
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| How do toddlers learn from others? | show 🗑
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| How does cooperative activity develop during the second and third years? | show 🗑
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| show | children learn how to negotiate and solve disputes
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|
||||
| show | temperament, readiness to accept new people, ability to adapt to change, experience
🗑
|
||||
| Explain how sibling relationships can play a part in socialization. | show 🗑
|
||||
| Describe changes in sibling interactions during childhood. | show 🗑
|
||||
| Trace changes in sociability during the first three years. | show 🗑
|
||||
| What two influences affect sociability in the first three years? | show 🗑
|
||||
| show | 57.5%.
🗑
|
||||
| show | High quality home environment, high-quality child care, maternal sensitivity.
🗑
|
||||
| What is a factor in the impact of the mothers working outside the home? | show 🗑
|
||||
| show | Type, amount, quality, stability of care, family's income, age at which children start receiving non-maternal care.
🗑
|
||||
| What makes a child sensitive to child care? | show 🗑
|
||||
| show | structural characteristics.
🗑
|
||||
| show | process characteristics.
🗑
|
||||
| show | Well-trained caregivers, low child staff ratios, better cognitive and social outcomes.
🗑
|
||||
| show | Caregiver, stimulating interactions with responsive adults, low staff turnover, stability of care.
🗑
|
||||
| show | Infants need consistent caregiving in order to develop trust and secure attachments.
🗑
|
||||
| What are some key factors in choosing a good child care facility? | show 🗑
|
||||
| show | Amount of care, quality of care, type of care, stability of care.
🗑
|
||||
| show | Stress, being seen by adults as aggressive, disobedient, hard to get along with.
🗑
|
||||
| show | Scored higher on tests of language comprehension, cognition, readiness for school, better vocabulary scores, fewer behavioral problems.
🗑
|
||||
| Which is more influential, child care or family characteristics? | show 🗑
|
||||
| show | Income, home environment, amount of mental stimulation the mother provides, mother sensitivity to her child.
🗑
|
||||
| How did child care of fact attachment? | show 🗑
|
||||
| show | Child becomes more responsive and competent and play with other children.
🗑
|
||||
| show | Counteracted by activities that enhance child attachment to caregivers and peers, emphasize child initiating learning, internalized motivation, focus on group social development.
🗑
|
||||
| show | As long as the child care is high quality and the mother is sensitive, there seems to be no major impact, poor child care quality and long amounts of time spent in child care can have a negative impact.
🗑
|
||||
| List 5 criteria for good child care. | show 🗑
|
||||
| show | As long as the infants had a stimulating home environment and sensitive mother they seemed to do okay.
🗑
|
||||
| show | As long as the child care is high quality and the mother is sensitive, there seems to be no major impact, poor child care quality and long amounts of time spent in child care can have a negative impact.
🗑
|
||||
| action taken deliberately to endanger another person, involving potential bodily injury | show 🗑
|
||||
| failure to meet a dependant’s basic needs | show 🗑
|
||||
| physically or psychologically harmful sexual activity or any sexual activity involving a child and an older person | show 🗑
|
||||
| rejection, terrorism, isolation, exploitation, and the degradation, ridicule or a failure to provide emotional support, love and affection | show 🗑
|
||||
| action or inaction that may cause behavioral, cognitive, emotional or mental disorders | show 🗑
|
||||
| show | maltreatment.
🗑
|
||||
| show | Physical abuse, neglect, sexual abuse, emotional maltreatment.
🗑
|
||||
| show | Enter to the body, punching, beating, kicking, shaking, burning.
🗑
|
||||
| show | Not providing child with food, clothing, medical care, protection, supervision.
🗑
|
||||
| show | failure to thrive.
🗑
|
||||
| form of maltreatment in which shaking an infant or toddler can cause brain damage, paralysis or death | show 🗑
|
||||
| Between 1990 and 2004 did the amount of child abuse and neglect increase or decrease? | show 🗑
|
||||
| show | 60%.
🗑
|
||||
| show | 18%
🗑
|
||||
| show | 10%
🗑
|
||||
| What percentage of children identified as maltreated are emotionally maltreated? | show 🗑
|
||||
| show | More than one third.
🗑
|
||||
| What factors can cause failure to thrive? | show 🗑
|
||||
| _ is a form of maltreatment found mainly in children under 2 years, most often in infants. | show 🗑
|
||||
| show | Frustrated, angered by infants crying, unable to handle stress, has unrealistic expectations for infant behavior, may lose control.
🗑
|
||||
| show | Fragile brain bounces back and forth inside's call, causes bruising, bleeding, swelling, permanent and severe brain damage, paralysis, death.
🗑
|
||||
| _ is the leading cause of death in child abuse cases in the US. | show 🗑
|
||||
| What percentage of shaken babies died? What damage can survivors of shaken baby syndrome be left with? | show 🗑
|
||||
| show | 8, mother.
🗑
|
||||
| show | Extreme disturbance in child rearing, aggravated by family problems, poverty, lack of education, alcoholism, depression, antisocial behavior, large, poor, single-parent families.
🗑
|
||||
| Where do most neglected cases occur? | show 🗑
|
||||
| What are characteristics of an abusive household? | show 🗑
|
||||
| show | Substance abuse.
🗑
|
||||
| show | Physical abuse, emotional maltreatment, substance abuse, family violence.
🗑
|
||||
| What kind of community can make abuse more likely to happen? | show 🗑
|
||||
| Even when poorer, what kind of community can make abuse less likely to happen? | show 🗑
|
||||
| What are 2 cultural factors associated with child abuse? | show 🗑
|
||||
| Who should be told about possible maltreatment? | show 🗑
|
||||
| What kinds of services are available for children and parents who have been abused? | show 🗑
|
||||
| In 2004, about what percent of victims of maltreatment were placed in foster homes? | show 🗑
|
||||
| show | Removes child from immediate danger, but is often unstable, further alienates the child from the family, may turn out to be another abusive situation.
🗑
|
||||
| show | Become homeless, commit crimes, become teenage mothers.
🗑
|
||||
| show | Misread emotional signals on bases.
🗑
|
||||
| What are some long-term consequences of maltreatment? | show 🗑
|
||||
| What are some long-term consequences of maltreatment in adolescents? | show 🗑
|
||||
| show | 1/3.
🗑
|
||||
| How did abuse affect a child's mood? | show 🗑
|
||||
| show | Anxious, depressed, angry, hostile, mistrust, isolated, more likely to abuse alcohol or drugs.
🗑
|
||||
| show | Genetic, some genotypes may be more resistant to trauma.
🗑
|
||||
| What kind of resilience do many maltreated children show? | show 🗑
|
||||
| show | Abusive or neglectful parent, childhood and possibly adult trauma
🗑
|
||||
| What can be done about child abuse and neglect? | show 🗑
|
||||
| show | From birth, simpler emotions develop into complex emotions
🗑
|
||||
| How do babies show emotions? | show 🗑
|
||||
| How do complex emotions develop? | show 🗑
|
||||
| True or false: emotional development is orderly. | show 🗑
|
||||
| What are early signs of emotion, both behaviorally and physically? | show 🗑
|
||||
| Brain development is closely linked with _ development. | show 🗑
|
||||
| Self-conscious and self evaluate of emotions arise after the development of _. | show 🗑
|
||||
| How do infants showed temperamental differences? | show 🗑
|
||||
| show | Pretty stable, but can be modified by experience
🗑
|
||||
| show | Easy, difficult, slow to warm up.
🗑
|
||||
| _ appear to be largely inborn and have a biological basis. | show 🗑
|
||||
| Are temperamental patterns stable? How can they be modified? | show 🗑
|
||||
| show | Child's temperament, environmental demands.
🗑
|
||||
| True or false: cross-cultural differences in temperament may reflect child raising practices. | show 🗑
|
||||
| What roles do mothers and fathers play in early personality development? | show 🗑
|
||||
| show | Child raising practices, caregiving roles.
🗑
|
||||
| show | Maternal closeness, warmth, responsiveness, physical care.
🗑
|
||||
| show | Social construction.
🗑
|
||||
| show | True.
🗑
|
||||
| How and when do gendered differences appear? | show 🗑
|
||||
| How do infants gain trust in their world and form attachments? | show 🗑
|
||||
| How do infants and caregivers read each other's nonverbal signals? | show 🗑
|
||||
| show | Basic trust versus basic mistrust, birth to 18 months.
🗑
|
||||
| show | Sensitive, responsive, consistent caregiving.
🗑
|
||||
| According to the strange situation, what are the 4 patterns of attachment? | show 🗑
|
||||
| _ measure attachment in natural settings and in cross-cultural research. | show 🗑
|
||||
| show | Babies temperament, quality of parenting
🗑
|
||||
| show | Yes, parents memory may influence their child's attachment
🗑
|
||||
| When may stranger anxiety and separation anxiety began to arise? What can they be relayed it to? | show 🗑
|
||||
| show | Mutual regulation.
🗑
|
||||
| show | 12 months.
🗑
|
||||
| show | Yes, especially if severe or chronic.
🗑
|
||||
| When and how does the sense of self arise? | show 🗑
|
||||
| show | Self-regulation, children began to take it over self control
🗑
|
||||
| show | Watching what other people do
🗑
|
||||
| When and how does self concept begin to develop? | show 🗑
|
||||
| What is Erikson’s 2nd stage of personality development? | show 🗑
|
||||
| In the US culture, _ is a normal manifestation of the shift from external control to self control. | show 🗑
|
||||
| When does socialization begin? | show 🗑
|
||||
| show | Socialization.
🗑
|
||||
| show | Precursor of conscience.
🗑
|
||||
| Toddlers who show _ compliance tend to internalize adult roles more readily than those who show _ compliance. | show 🗑
|
||||
| Children whose show _ can be active partners in their socialization. | show 🗑
|
||||
| _ play a distinct role in socialization. | show 🗑
|
||||
| show | True.
🗑
|
||||
| show | More interest in other children, increasing understanding of how to deal with others.
🗑
|
||||
| How does early childcare affect infants and toddlers development? | show 🗑
|
||||
| How does parental employment affect infants and toddlers development? | show 🗑
|
||||
| What is the most important element in quality of care in a child care center? | show 🗑
|
||||
| show | True.
🗑
|
||||
| show | Quality, quantity, stability, type of care.
🗑
|
||||
| Does child care or family characteristics greater influence in infants and toddlers development? | show 🗑
|
||||
| show | .
🗑
|
||||
| show | .
🗑
|
||||
| What are 4 forms of maltreatment? | show 🗑
|
||||
| show | Infants and toddlers.
🗑
|
||||
| show | Characteristics of abuser or neglect her, family, community, culture
🗑
|
||||
| What can maltreatment interfere with mentally? | show 🗑
|
||||
| show | Yes.
🗑
|
||||
| How can maltreatment be prevented or stopped? | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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