Human Development
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| Chapter 8 | show 🗑
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| show | self concept.
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| show | self concept.
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| show | self-definition.
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| show | Self concept.
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| How does the sense of self have a social aspect? | show 🗑
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| show | Toddlerhood, as children develop self-awareness.
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| show | self-definition.
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| When does the child's self-definition typically change and why? | show 🗑
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| show | Concrete, observational behaviors, external characteristics, preferences, possessions, members of household, particular skills rather than general abilities, unrealistically positive.
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| What can't children do until around age, in regards to describing themselves? | show 🗑
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| show | Single representations, representational mappings, representational systems.
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| in neo-Piagetian terminology, 1st stage in development of self-definition, in which children describe themselves in terms of individual unconnected characteristics and all or nothing terms. | show 🗑
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| the self one actually is | show 🗑
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| the self one would like to be | show 🗑
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| show | Representational mappings.
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| the judgment a person makes about his or her self worth | show 🗑
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| Which definition of the age 5 to 7 shift is: statements about self are one dimensional, thinking jumps from one thing to another, no logical connections, can't imagine having two emotions at once, cannot consider different aspects of self at same time. | show 🗑
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| show | Single representation.
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| Which definition of the age 5 to 7 shift is: make logical connections between one aspect of self and another, completely positive, all or nothing terms, cannot see how one might be good at some things and not others | show 🗑
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| neo-Piagetian terminology, 3rd stage development of self-definition, in middle childhood, in which child begins to integrate specific features of self into general, multidimensional concept and self descriptions will become more balanced and realistic. | show 🗑
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| show | Representational systems.
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| show | Compliance with authority, appropriate conduct, humility, sensible longing to community, Chinese.
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| How do parents transmit how to define the self? | show 🗑
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| show | Individuality, self-expression, self-esteem, European-American.
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| show | As early as age 3 or 4, increases with age.
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| show | Personal attributes and beliefs, personality traits and tendencies, unqualifiedly positive light
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| How do Chinese children tend to describe themselves? | show 🗑
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| show | Self-esteem.
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| What is self-esteem based on? | show 🗑
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| show | Positive or negative self-perceptions, self-perceptions and socioemotional functioning.
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| show | Not necessarily.
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| show | Middle childhood.
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| show | Internalization of parental and societal standards, begin to shape and maintain self worth.
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| When self-esteem is high, a child is motivated to do what? | show 🗑
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| show | Success.
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| show | Helpless pattern.
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| show | Become demoralized when fail, attribute poor performance to personal deficiencies, don't try new strategies.
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| show | Attribute failure to factors outside cells, need to try harder, try new strategies.
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| Trace early self concept development. | show 🗑
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| Discuss cultural influence on early self concept development. | show 🗑
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| Explain the significance of the 5 to 7 shift. | show 🗑
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| How does young children’s self-esteem differ from older children's? | show 🗑
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| How does the helpless pattern arise? | show 🗑
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| show | Give specific, focused feedback rather than criticize child.
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| show | Ability to understand and regulate one's feelings.
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| show | way they show emotions, sensitivity to how others feel, weight children guide behavior, ability to get along with others.
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| show | Can talk about feelings, discern feelings of others, understand emotions are connected with experiences, on get what you want be happy, don't get what you want be sat.
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| show | Do not understand they can experience contrary emotional reactions at same time.
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| show | Middle childhood.
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| When do emotions directed toward the self typically develop? | show 🗑
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| Are children able to recognize what brings on emotions directed towards the self? | show 🗑
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| show | Do not describe shame or pride.
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| Describes the progression of the 5 to 7 shift in ages 5 to 6. | show 🗑
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| show | Would feel proud or ashamed but only if observed.
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| show | Would feel ashamed or proud even if no one saw them.
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| Erikson's 3rd stage and psychosocial development, in which children balance the are cheaper sequels with reservations about doing so. | show 🗑
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| What virtue is associated with initiative versus guilt? | show 🗑
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| The courage to envision and pursue goals without being unduly inhibited by guilt or fear of punishment | show 🗑
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| show | Describing themselves positively or negatively
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| How do children show emotional growth? | show 🗑
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| How do children show initiative? | show 🗑
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| Trace two typical developments in understanding of emotions. | show 🗑
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| show | Children go out and try new things without fear, develop virtue of purpose.
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| show | Gender identity.
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| What is an important aspect of the developing self concept? | show 🗑
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| Psychological or behavioral differences between males and females | show 🗑
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| True or false: in children age 3 to 6, boys and girls on average remain more alike than different. | show 🗑
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| What are some of the behavior differences between boys and girls age 3 to 6? | show 🗑
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| What are some of the cognitive differences between boys and girls aged 3 to 6? | show 🗑
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| show | gender roles.
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| socialization process whereby children, at an early age, learn appropriate gender roles | show 🗑
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| What are the 3 related aspects of gender identity? | show 🗑
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| show | Women take care of children, men are providers and protectors.
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| Where are gender roles the most diverse and flexible? | show 🗑
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| show | gender typing.
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| show | gender stereotypes.
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| show | Biological, evolutionary, psychoanalytic, cognitive, social learning.
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| What are the basic beliefs of the biological approach? | show 🗑
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| show | Children develop gender roles in preparation for adult mating and reproductive behavior.
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| show | Gender identity occurs when child identifies with same sex parent.
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| show | Once a child learns she is a girl or he is a boy, child sorts information about behavior by gender and acts accordingly.
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| show | Child sorts by gender because culture dictates that gender is an important schema.
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| What are the basic beliefs of the social learning approach? | show 🗑
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| The existence of similar gender roles in many cultures suggested some gender differences may be why? | show 🗑
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| show | Genetic, hormonal, neurological.
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| _ in the bloodstream before or about the time of birth may affect the developing brain | show 🗑
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| What is congenital adrenal hyperplasia? | show 🗑
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| show | Children born ambiguously or male with extremely small penises and race female, still declared themselves male later on in life.
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| Darwin's theory that gender roles developed in response to men's and women's differing reproductive needs | show 🗑
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| show | Biologically based with a purpose.
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| Why does Darwin believed that males tend to seek as many partners as possible? | show 🗑
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| show | Woman invest time and energy in pregnancy, limited number of children, child survival is important, looks for mate who will remain with her, support their offspring, raise child to reproductive maturity, more caring, nurturing than men.
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| According to evolutionary theory, what develops during childhood as preparation for adult roles? | show 🗑
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| show | Should be universal, resistant to change.
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| show | Women of all cultures tend to be primary caregivers.
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| What is evidence against the evolutionary theory? | show 🗑
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| show | Dynamic process.
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| in Freudian theory, the process by which a young child adopts characteristics, beliefs, attitudes, values, behaviors of the parent of the same sex | show 🗑
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| What other theorists use the term gender identity? | show 🗑
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| show | When child represses wished to possess the parent of the other sex and identifies with the parent of the same sex.
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| show | No.
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| According to the cognitive approach, how do children come to realize their gender? | show 🗑
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| What is Kohlberg’s theory of gender development? | show 🗑
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| What is an example of gender knowledge precedes gendered behavior? | show 🗑
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| show | Children search for cues about gender, realize gender they belong to, adopt behaviors perceived as consistent.
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| awareness that one will always be a male or female. | show 🗑
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| What is another name for gender consistency? | show 🗑
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| At what 3 stages does gender consistency development? | show 🗑
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| show | gender identity.
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| show | Age 2 and 3.
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| show | gender stability.
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| When does gender consistency occur? | show 🗑
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| the realization that a girl is still a girl even if she has a short haircut and plays with trucks and a boy remains a boy even if he has long hair and earrings. | show 🗑
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| show | gender stability.
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| show | gender consistency.
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| show | Gender concepts influence behavior.
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| show | gender consistency does not need to precede gender typing, gender typing may be heightened by more sophisticated understanding that gender consistency brings.
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| What might the achievement of gender identity motivate children to do? | show 🗑
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| theory proposed by Bem, the children socialize themselves and their gender roles by developing a mentally organized network of information about what it means to be a male or female in a particular culture | show 🗑
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| Which gender development approach combines elements of cognitive developmental and social learning theory? | show 🗑
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| _ seeks to describe a cognitive mechanism through which gender learning and gender typing can occur | show 🗑
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| mentally organized network of information that influences a wide for any of behaviors | show 🗑
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| What are the basics of the gender schema theory? | show 🗑
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| show | Influencing judgments about behavior.
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| What does Bem suggest about children who show stereotypical behavior? | show 🗑
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| What are arguments against the gender schema theory and Kohlberg's theory? | show 🗑
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| At what age do children begin to develop a repertoire of rigid stereotypes a bout of gender that they apply to themselves and others? | show 🗑
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| At what age do schemas become more complex as children begin to take in and integrate contradictory information, such as the fact that many girls have short hair? | show 🗑
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| show | Age 7 or 8.
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| show | Explore how children think about gender, what they know about it at various ages.
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| What is the disagreement about cognitive approaches to gender development? | show 🗑
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| show | Observing models.
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| show | Social cognitive theory.
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| According to the social learning approach, what reinforces gender typing? | show 🗑
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| show | social cognitive theory.
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| In what learning theory can children mentally combine observations of multiple models and generate their own behavioral variations? | show 🗑
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| show | How children differentiate between boys and girls before they have a concept of gender, what initially motivates children to acquire gender knowledge, how gender norms become internalized.
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| show | socialization.
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| According to social cognitive theorist what plays a central part in gender development? | show 🗑
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| show | Socially guided control to self-regulation of gender related behavior.
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| show | Family influences, peer influences, cultural influences.
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| True or false: experience in the family seems to reinforce gender typical preference is an attitude. | show 🗑
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| Which gender tends to be more strongly gender socialized concerning flavor preferences? | show 🗑
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| Which gender seems to have more freedom in their clothes, games and choice of playmates? | show 🗑
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| show | Same-sex.
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| Even in early childhood, the peer group is a _ influence on gender typing. | show 🗑
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| What kind of gender groups to 3-year-olds typically playing? | show 🗑
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| show | Influences by peers and media, it not as much models children see at home.
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| show | Television.
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| What does social learning theory predict about children who watch television and their gender typing? | show 🗑
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| True or false: children's books, especially illustrated ones, are not a source of gender stereotypes. | show 🗑
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| What are major strengths of the socialization approach? | show 🗑
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| show | Biological, evolutionary, psychoanalytic, cognitive, social learning.
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| show | Gender differences are biologically based, related to hormones in the brain from birth.
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| What are the basics of the evolutionary approach to the study of gender development? | show 🗑
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| show | Child identifies with the same sex.
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| What are the basics of the cognitive approach to the study of gender development, according to the cognitive developmental theory (Kohlberg)? | show 🗑
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| show | Child's sorts by gender because culture dictates that gender is important schema.
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| What are the basics of the social learning approach (social cognitive theory) approach to the study of gender development? | show 🗑
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| show | Through their culture and environment
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| show | It is what people are taught or have acquired through environment and experience
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| For children, is play just for fun or does it have a purpose? | show 🗑
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| show | healthy development of body and brain, children engage with world, use imagination, discover flexible ways to use objects and solve problems, prepare for adult roles
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| How can play help children's development? | show 🗑
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| show | any activity that serves so many vital purposes at certain phase of life must have evolutionary basis
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| Describe the pros and cons of academically oriented videos and play things. | show 🗑
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| Describe physical play in infancy. | show 🗑
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| Describe physical play for preschoolers in early childhood. | show 🗑
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| Describe physical play in middle childhood. | show 🗑
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| What are 2 ways to categorize children's play? | show 🗑
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| play involving repetitive large muscular movements | show 🗑
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| show | constructive play
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| show | dramatic play
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| What are the 4 categories of cognitive play (cognitive complexity)? | show 🗑
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| show | pretend play, fantasy play, imaginative play
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| What is the simplest category of cognitive play? | show 🗑
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| show | locomotor play
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| show | object play
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| Describe constructive play and give an example. | show 🗑
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| What percent of children's time is spent in constructive play? | show 🗑
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| show | involves imaginary objects actions or roles and rests on symbolic function
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| When does dramatic play emerge? | show 🗑
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| What is dramatic play based on? | show 🗑
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| show | peaks, increase in frequency, complexity, declines in school age
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| show | school-age
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| Describe formal games with rules and give an example. | show 🗑
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| show | all domains-cognition, emotion, language, sensorimotor
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| What might limit the amount of pretend play children participate in? | show 🗑
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| show | age 2-imitative of caregiver, follow scripts; age 3 and 4-more imaginative, self-initiated
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| What might dramatic play strengthen? | show 🗑
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| What occurs in the peak period of early childhood? | show 🗑
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| According to the Evolutionary Theory, how does play benefit children? | show 🗑
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| show | peak-childhood, decline-with sexual maturity
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| what benefits does play have for children? | show 🗑
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| show | Birds and mammals play more intelligent, reptiles don't play, less intelligent.
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| Early _ play is common among all mammals and may support brain development. | show 🗑
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| _ play may help develop muscle strength, endurance, physical skills, efficiency of movement. | show 🗑
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| show | Play with objects.
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| show | Social.
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| _ play seems to be almost exclusively human activity, practice adult skills for later in life. | show 🗑
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| show | Abundance of toys, absence of demands on children, heavy parental involvement in play, play based preschool curriculum.
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| show | 6 types, too simplistic.
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| What are Mildred Parten’s 6 types of play? | show 🗑
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| What does sociability have to do with Mildred Parten’s 6 types of play? | show 🗑
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| What did Parten suggest about the long-term effects of less social play? Has research found this to be true? | show 🗑
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| What do researchers looked at in regards to children playing together? | show 🗑
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| show | Simply prefer it that way.
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| What might be negative reasons a child plays a lung? | show 🗑
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| _ play, a combination of Parten’s unoccupied and onlooker categories and is often a manifestation of shyness. | show 🗑
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| show | Unoccupied behavior.
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| Which category of Parten’s social and nonsocial play is: child watches other children play, talks, ask questions, make suggestions, does not interplay, observe specific children. | show 🗑
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| Which category of Parten’s social and nonsocial play is: child plays alone with toys that are different from those used by nearby children, makes no effort to get close to them. | show 🗑
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| show | Parallel play.
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| Which category of Parten’s social and nonsocial play is: plays with other children, talk about play, borrow and lend, control who may play in group, play similarly, acts independently, interested in being with others rather than activity itself. | show 🗑
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| show | Cooperative or organized supplementary play.
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| How does dramatic play become more social during preschool years? | show 🗑
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| show | Dramatic play.
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| How are children who have imaginary companions different from other children? | show 🗑
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| show | Middle childhood, biology, gender identification, adult reinforcement, peer influence.
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| How are boys and girls play different? | show 🗑
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| What do cultural values affect in play? | show 🗑
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| How do preschoolers play? | show 🗑
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| How does play contribute to and reflect development? | show 🗑
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| What are the 4 levels of cognitive play? | show 🗑
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| show | Unoccupied behavior, onlooker behavior, solitary independent play, parallel play, associative play, cooperative or organize supplementary play
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| How can the cognitive and social dimensions of play be connected? | show 🗑
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| show | Affects what child does, how they do it, what type of play they are more likely to engage in
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| show | Can be taught to be independent or interdependent, whether preschool children play or are taught, type of play engaged in, competitiveness.
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| show | discipline.
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| show | Instruction or training.
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| show | corporal punishment.
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| show | Reinforcement, punishment.
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| show | Stop undesirable behavior.
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| Do children learn better from reinforcement or punishment? | show 🗑
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| type of reinforcement, child must see it as rewarding, receded fairly consistently after showing desired behavior | show 🗑
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| show | Internal.
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| What is an effective punishment? | show 🗑
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| How can a harsh punishment be harmful to a child? | show 🗑
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| use of physical force with the intention of causing pain, but not injury so as to correct or control behavior | show 🗑
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| What are examples of corporal punishment? | show 🗑
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| What can be risks of corporal punishment? | show 🗑
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| What does current research suggest for a child's punishment? | show 🗑
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| verbal attacks on a child by a parent that may result in psychological harm | show 🗑
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| show | 1) yelling or screaming, 2) threatening to hit or spank, 3) swearing or cursing, 4) threatening to send child away or take out of house, 5) calling child dumb or lazy.
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| disciplinary techniques designed to induce desirable behavior by appealing to a child's sense of reason and fairness | show 🗑
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| disciplinary strategy designed to discourage undesirable behavior through physical or verbal enforcement of parental control | show 🗑
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| disciplinary strategy that involves ignoring, isolating, showing dislike for child | show 🗑
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| show | Setting limits, demonstrating logical consequences, explaining, discussing, negotiating, getting ideas from child about what is fair.
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| Which technique of discipline is the most effective method for getting children to accept parental standards? | show 🗑
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| show | Discipline through physical or verbal enforcement of parent, demands, threats, withdrawal of privilege, spanking.
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| Describe withdrawal love. | show 🗑
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| Which 2 out of the 3 techniques of discipline are ineffective, and why? | show 🗑
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| What may affect how well a child except a disciplinary method? | show 🗑
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| show | Reinforcement-very, punishment-not much, inductive reasoning-very, power assertion-not much, withdrawal love-ineffective.
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| show | Temperament, parenting style.
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| show | authoritarian parenting.
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| parenting style emphasizing self-expression and self regulation | show 🗑
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| parenting style blending respect for a child's individuality with an effort to instill social body is | show 🗑
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| show | Authoritarian, permissive, authoritative, uninvolved (neglectful)
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| Describe authoritarian parenting. | show 🗑
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| show | Parents-more detached, less warm; children-disconnected, with drawled, distrustful.
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| Describe permissive parenting. | show 🗑
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| show | Parents-warm, noncontrolling, undemanding; children-immature, leased self-controlled, least exploratory.
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| Describe authoritative parenting. | show 🗑
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| show | Parents-loving, accepting; children-loved, secure, most self reliant, self-controlled, self assertive, exploratory, content.
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| show | Parents focus on their needs rather than child, can cause behavioral disorders.
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| show | Sensible expectations, realistic standards, consistent rules, independent choices, guided, no-win meeting expectations, cell commitments, participate actively in family duty, responsible.
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| show | Internalization of broader skills.
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| show | Warmth, inductive discipline, interest and involvement in children’s contact with peers, proactive teaching of social skills.
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| What innate factors did Baumrind’s parenting styles not consider? | show 🗑
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| What are some differences between Western and non-Western parenting styles? | show 🗑
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| How can parents’ way of resolving conflicts with young children contribute to the success of authoritative child-rearing? | show 🗑
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| show | Right way to raise a child, does not show cause and effect, parenting styles can change, temperament, children's competence.
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| show | Can affect whether a child is discontent, with strong, distrustful, amount of control child has, relationship with parent, warmth in family, self control, self-reliant, exploration.
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| What are 3 issues of concern for parents, caregivers and teachers of preschool children? | show 🗑
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| Behavior intended to help others out of inner concern and without expectation of external reward | show 🗑
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| What may involve self-denial or self-sacrifice? | show 🗑
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| any voluntary behavior intended to help others | show 🗑
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| show | Altruism.
🗑
|
||||
| What may contribute to individual differences in prosocial behavior? | show 🗑
|
||||
| How can prosocial behavior being urged? | show 🗑
|
||||
| show | instrumental aggression.
🗑
|
||||
| show | overt aggression.
🗑
|
||||
| aggression aimed at damaging or interfering with another person’s relationships, reputation or psychological well-being | show 🗑
|
||||
| What is an example of instrumental aggression? | show 🗑
|
||||
| What is the most common type of aggression in early childhood? | show 🗑
|
||||
| True or false: the ability to show some instrumental aggression may be a necessary step and social development. | show 🗑
|
||||
| _ is an exception to the generalization that boys and girls are more similar than different. | show 🗑
|
||||
| In what ways are boys more aggressive than girls? | show 🗑
|
||||
| Describe relational aggression. | show 🗑
|
||||
| show | Temperament, intensely emotional, low self control, genetics, environmental sources, parental behavior, attachment, maternal warmth, affection, stress, home atmosphere, discipline, social support, violence, stable Friendships.
🗑
|
||||
| show | Manipulative behavior, make child feel guilty or ashamed. What are some of the most common fears in preschool children?
🗑
|
||||
| show | Intense fantasy life, confuse appearance with reality
🗑
|
||||
| which are young children more likely to be scared of something that looks scary. Or something capable of doing harm? | show 🗑
|
||||
| Describe older children's fears. | show 🗑
|
||||
| Where can fears come from? | show 🗑
|
||||
| show | Instilling sense of trust, normal caution, not too protective, overcoming own fears, reassurance, encouragement, open expression of feelings.
🗑
|
||||
| show | Ridicule, coercion, logical persuasion.
🗑
|
||||
| What can influence altruism? | show 🗑
|
||||
| show | Gender, genes, environment, exposure to violence, parental behavior, stress, discipline, parenting style, friendships.
🗑
|
||||
| show | Child's mind, how parent handles fear, parents fear, personal experience.
🗑
|
||||
| show | Altruism, prosocial behavior, what they are taught to do, cultural influence.
🗑
|
||||
| show | Intense fantasy life, confuse appearance with reality, personal experience, hear about things.
🗑
|
||||
| Wednesday relationships with siblings and playmates become more important? | show 🗑
|
||||
| show | Property rights-who owns it and who is entitled to play with it.
🗑
|
||||
| show | Children learn to stand up for principles, negotiate disagreements, joint dramatic play.
🗑
|
||||
| True or false: sibling rivalry is the main pattern between brothers and sisters in early life. | show 🗑
|
||||
| What things are prevailing at and sibling relationships? | show 🗑
|
||||
| show | Same sex girls.
🗑
|
||||
| How can the quality of sibling relationships carry over to relationships with other children? | show 🗑
|
||||
| How do older and younger siblings tend to behave in regards to each other? | show 🗑
|
||||
| What are some positive factors of being an only child versus having siblings? | show 🗑
|
||||
| show | Playgroups, child care, preschool.
🗑
|
||||
| show | Higher levels of fear, anxiety, depression.
🗑
|
||||
| show | Parents have more time for them, greater attention, stimulation, hopes, expectations.
🗑
|
||||
| At about what age do children began to have friends? | show 🗑
|
||||
| show | Through friendship, interaction with casual playmates.
🗑
|
||||
| show | learn that being a friend is a way to have a friend, how to solve problems in relationships, put itself in another person's place, moral values, gender role norms, practices adult roles.
🗑
|
||||
| What are traits the young children look for in a friend? | show 🗑
|
||||
| What are her traits that young children rejected in a friend? | show 🗑
|
||||
| show | With siblings-affection, interest, influence, rivalry; without-do the same or more motivated, day care for friends
🗑
|
||||
| show | People to play with, learn to get along, reject, demanding or aggressive children.
🗑
|
||||
| How does the resolution of sibling disputes contribute as socialization? | show 🗑
|
||||
| How can birth order and gender affect typical patterns of sibling interaction? | show 🗑
|
||||
| show | Only children do the same if not a little better because parents can be dedicated to only them.
🗑
|
||||
| How do preschoolers choose playmates and friends? | show 🗑
|
||||
| How do preschoolers behave with friends? | show 🗑
|
||||
| show | Learn how to solve problems, put selves in another person's place, moral values, gender role norms, practices adult roles.
🗑
|
||||
| show | Self-definition, single representation, representational mapping.
🗑
|
||||
| In early childhood, can young children see the difference between the real self and the ideal solve? | show 🗑
|
||||
| show | Yes.
🗑
|
||||
| How do children show self-esteem? | show 🗑
|
||||
| How do children show emotional growth? | show 🗑
|
||||
| show | They want to do more and more, learned that some things don't meet social approval
🗑
|
||||
| show | Initiative versus guilt, purpose.
🗑
|
||||
| _ is an aspect of the developing self concept. | show 🗑
|
||||
| show | Boys-aggressiveness; girls-empathetic, prosocial, less problem behavior.
🗑
|
||||
| Children learn gender roles at an early age through _. | show 🗑
|
||||
| show | Preschool years.
🗑
|
||||
| show | Biological, evolutionary, psychoanalytic, cognitive, social learning.
🗑
|
||||
| What does the evidence suggests about some gender differences? | show 🗑
|
||||
| What does the evolutionary theory see children's genders roles as? | show 🗑
|
||||
| show | A child identifies with the same sex parent after giving up the wish to possess the other parent.
🗑
|
||||
| What does the cognitive developmental theory maintain about gender identity? | show 🗑
|
||||
| According to Kohlberg, what leads to the acquisition of gender roles? | show 🗑
|
||||
| show | Observing what males and females do in their culture.
🗑
|
||||
| show | Socialization, parents, peers, media, cultural influence gender typing.
🗑
|
||||
| How do boys and girls become aware of the meaning of gender? | show 🗑
|
||||
| show | Environmental, genetic, gender typing.
🗑
|
||||
| How do preschoolers play? | show 🗑
|
||||
| show | Shows cognitive and social development
🗑
|
||||
| What benefits does play have? | show 🗑
|
||||
| show | Cognitive and social development.
🗑
|
||||
| According to Smilanky, how do children progress cognitively through play? | show 🗑
|
||||
| show | During early childhood, develop social and cognitive skills.
🗑
|
||||
| What types of play emerge in early childhood? | show 🗑
|
||||
| show | Early childhood, nonsocial play is not necessarily immature.
🗑
|
||||
| Who do children prefer to play with? | show 🗑
|
||||
| Why can cognitive and social aspects of play be influenced by? | show 🗑
|
||||
| How do parenting practices influence development? | show 🗑
|
||||
| What can be a powerful tool for socialization? | show 🗑
|
||||
| What can be appropriate tools of discipline? What does the parent-child relationship have to be like? | show 🗑
|
||||
| What are the 3 categories of discipline? | show 🗑
|
||||
| show | Negative.
🗑
|
||||
| _ is generally the most effective and _ the least effective in promoting internalization of parental standards. | show 🗑
|
||||
| show | Authoritarian, permissive, authoritative, uninvolved.
🗑
|
||||
| show | Authoritative parents.
🗑
|
||||
| show | No.
🗑
|
||||
| Why do young children help others? | show 🗑
|
||||
| show | Instrumental aggression, 1st physical then verbal.
🗑
|
||||
| show | Overt aggression.
🗑
|
||||
| What kind of aggression do girls tend to have? | show 🗑
|
||||
| Why do young children hurt others? | show 🗑
|
||||
| Why do children develop fears? | show 🗑
|
||||
| show | Real and imaginary objects and events.
🗑
|
||||
| show | More realistic fear.
🗑
|
||||
| show | Positive.
🗑
|
||||
| Describe older siblings and younger siblings activities. | show 🗑
|
||||
| Which sibling pairs get along best? | show 🗑
|
||||
| show | Basis of moral principles.
🗑
|
||||
| True or false: the kind of relationship children how with siblings often carries over into other peer relationships. | show 🗑
|
||||
| show | True.
🗑
|
||||
| What kind of playmates and friends to preschoolers choose? | show 🗑
|
||||
| show | Aggressive children.
🗑
|
||||
| show | Prosocial children.
🗑
|
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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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
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