Developmental Psychology - Early Childhood Part 3
This flashcard deck covers key concepts in early childhood development, focusing on developmental psychology theories, gender identity, and emotional coaching. It provides a comprehensive overview of important terms and ideas relevant to understanding early childhood growth and learning.
less formal than Montessori; teachers follow children’s interest and support them in exploration
o Reggio Emilia Approach
Key Terms
less formal than Montessori; teachers follow children’s interest and support them in exploration
o Reggio Emilia Approach
– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child
Assessment should consider both typical age-related developmental milestones and the individual differences unique to each child. This ensures a ba...
– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child
o Developmentally Appropriate Practice
– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child
o Developmentally Appropriate Practice
our total picture of our abilities and traits
o Self-Concept Children’s self-definition typically change between ages 5 and 7
self-evaluative part of the self-concept, the judgement children make about their overall worth
o Self-Esteem • Children’s self-esteem tends to be unidimensional (either good or bad)
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| Term | Definition |
|---|---|
less formal than Montessori; teachers follow children’s interest and support them in exploration | o Reggio Emilia Approach |
– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child | Assessment should consider both typical age-related developmental milestones and the individual differences unique to each child. This ensures a balanced understanding of the child’s abilities and needs. |
– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child | o Developmentally Appropriate Practice |
– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child | o Developmentally Appropriate Practice |
our total picture of our abilities and traits | o Self-Concept Children’s self-definition typically change between ages 5 and 7 |
self-evaluative part of the self-concept, the judgement children make about their overall worth | o Self-Esteem • Children’s self-esteem tends to be unidimensional (either good or bad) |
monitor their children’s emotions, view negative emotions as opportunities for teaching, assist them in labelling emotions, and coach them in how to deal effectively with emotions | o Emotion-Coaching Parents |
view their role as to deny, ignore, or change negative emotions | o Emotion-Dismissing Parents |
– involve a comparison of one’s self or one’s actions to social standards | o Social Emotions • Guilt, shame and pride • Developed after they gain self-awareness and accept the standards of behavior their parents have set |
the courage to envision and pursue goals without being unduly inhibited by guilt or fear of punishment | o Purpose |
don’t care who they step in just to achieve their goals | o Maladaptive Tendency: Ruthlessness |
too much guilt to do anything so nothing would happen | o Malignant Tendency: Inhibition |
– awareness of one’s femaleness or maleness and all it implies in one’s society of origin | o Gender Identity |
– psychological or behavioral differences between males and females | o Gender Differences Boys and girls do equally well on tasks involving basic mathematical skills and are equally capable of learning math but show variations in specific abilities |
– behaviors, interests, attitudes, skills, and personality traits that a culture considers appropriate for males or females | o Gender Roles |
the acquisition of gender role | o Gender-typing |
preconceived generalizations about male or female behavior | o Gender Stereotypes |
the selection of sexual partners is a response to differing reproductive pressures early men and women confronted in the study for survival | o Theory of Sexual Selection |
adoption of characteristics, beliefs, attitudes, values, and behaviors of the parent of the same sex | o Identification |
a child’s realization that his or her gender will always be the same | o Gender Constancy |
awareness of one’s own gender and that of others, which typically occurs ages 2 and 3 | • Gender Identity |
awareness that gender does not change | • Gender Stability |
the realization that a girl remains a girl even if she has a short haircut and plays with trucks, typically occurs between ages 3 and 7 | • Gender Consistency |
it views children as actively extracting knowledge about gender from their environment before engaging in gender-typed behavior | o Gender-Schema Theory • Place more emphasis on the influence of culture • Children match their behavior to their culture’s view of what boys and girls are supposed to be and do |
observation enables children to learn much about gender-typed behaviors before performing them | o Social Cognitive Theory |