Term
|
Definition
| The psychological conflict of the preschool years. |
|
|
Term
|
Definition
| The set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is. This mental representation of the self has profound implications for children’s emotional and social lives, influencing their preferences for activities and social partners and their vulnerability to stress. |
|
|
Term
|
Definition
| The judgments we make about our own worth and the feelings associated with those judgments. |
|
|
Term
| Prosocial (Altruistic) Behavior |
|
Definition
| Actions that benefit another person without any expected reward for the self. |
|
|
Term
|
Definition
| Feelings of concern or sorrow for another’s plight. |
|
|
Term
|
Definition
| Unoccupied, onlooker behavior and solitary play. |
|
|
Term
|
Definition
A limited form of social participation in which a child plays near other children with similar materials but does not try to
influence their behavior. |
|
|
Term
|
Definition
| Children engage in separate activities but exchange toys and comment on one another’s behavior. |
|
|
Term
|
Definition
| A more advanced type of interaction, children orient toward a common goal, such as acting out a make-believe theme. |
|
|
Term
|
Definition
| Generating and applying strategies that prevent or resolve disagreements, resulting in outcomes that are both acceptable to others and beneficial to the self. |
|
|
Term
|
Definition
| An adult helps make the child aware of feelings by pointing out the effects of the child’s misbehavior on others. |
|
|
Term
|
Definition
| Involves removing children from the immediate setting—for example, by sending them to their rooms—until they are ready to act appropriately. |
|
|
Term
|
Definition
| Protect people’s rights and welfare from two other types of rules and expectations. |
|
|
Term
|
Definition
| Customs determined solely by consensus, such as table manners and politeness rituals (saying “please” and “thank you”). |
|
|
Term
| Matters of Personal Choice |
|
Definition
| Such as choice of friends, hairstyle, and leisure activities, which do not violate rights and are up to the individual. |
|
|
Term
|
Definition
| Children act to fulfill a need or desire—to obtain an object, privilege, space, or social reward, such as adult or peer attention—and unemotionally attack a person to achieve their goal. |
|
|
Term
|
Definition
An angry, defensive response to provocation or a blocked
goal and is meant to hurt another person. |
|
|
Term
|
Definition
| Harms others through physical injury—pushing, hitting, kicking, or punching others, or destroying another’s property. |
|
|
Term
|
Definition
| Harms others through threats of physical aggression, name-calling, or hostile teasing. |
|
|
Term
|
Definition
| Damages another’s peer relationships through social exclusion, malicious gossip, or friendship manipulation. |
|
|
Term
|
Definition
| Any association of objects ,activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes. |
|
|
Term
|
Definition
| An image of oneself as relatively masculine or feminine in characteristics. |
|
|
Term
|
Definition
| Scoring high on both masculine and feminine personality characteristics. |
|
|
Term
|
Definition
| Full understanding of the biologically based permanence of their gender,including the realization that sex remains the same over time, even if clothing, hairstyle, and play activities change. |
|
|
Term
|
Definition
| Information-processing approach to gender typing that combines social learning and cognitive-developmental features. It explains how environmental pressures and children’s cognitions work together to shape gender-role development. |
|
|
Term
|
Definition
| Combinations of parenting behaviors that occur over a wide range of situations, creating an enduring child-rearing climate. |
|
|
Term
| Authoritative Child-Rearing Style |
|
Definition
| The most successful approach—involves high acceptance and involvement, adaptive control techniques, and appropriate autonomy granting. |
|
|
Term
| Authoritarian Child-Rearing Style |
|
Definition
| Low in acceptance and involvement, high in coercive control, and low in autonomy granting. |
|
|
Term
|
Definition
| In addition to unwarranted direct control, authoritarian parents engage in a more subtle type of control in which they intrude on and manipulate children’s verbal expression, individuality, and attachments to parents. |
|
|
Term
| Permissive Child-Rearing Style |
|
Definition
| Warm and accepting but uninvolved; either overindulgent or inattentive and, thus, engage in little control. Instead of gradually granting autonomy, they allow children to make many of their own decisions at an age when they are not yet capable of doing so. |
|
|
Term
| Uninvolved Child-Rearing Style |
|
Definition
| Combines low acceptance and involvement with little control and general indifference to issues of autonomy. |
|
|
