initiative vs. guilt
In erikon's theory, the psycological conflict of early childhood, which is resolved positively through play experiences that foster a healthy sense of initiative through the development of superego, or conscience, that is not overally strict and/or guilt-
I-self
the self as knower and actor, which is separate from the surrounding world, remains the same person over time, has a private inner life not accessible to others, and control its own thoughts and actions
me-self
the self as an object of knowledge and evaluation, consisting of all physical, psychological, and social characteristics that make the self unique
self-concept
the set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is
self-esteem
the judgements individuals make about their own worth and the feelings associated with those judgements
prosocial/altruistic behavior
actions that benefit another person without any expected reward for the self
sympathy
feelings of concern or sorrow for anothers plight
nonsocial activity
unoccupied, onlooker behavior and solitary play
parallel play
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
associative play
a form of true social interaction, in which children engage in separate activities but interact by exchanging toys and communicating on one anothers behavior
cooperative play
a type of social interaction in which children orient toward a common goal, such as acting out a make-believe theme or working on a project together
social problem solving
generating and applying strategies that prevent or resolve disagreements leading to outcomes that are both acceptable to others and beneficial to the self
induction
a type of discipline in which an adult helps make the child aware of feelings by pointing out the effects of the child's misbehavior on others
time out
a form of mild punishment in which children are removed from the immediate setting until they are ready to act appropriate
moral imperatives
- standards that reflect peoples rights and welfare
social conventions
customs such as table manners that are determined by consensus within society
matters of personal choice
concerns that do not violate rights and are up to each individual, such as choice of friends or color of clothing
instrumental aggression
aggression aimed at obtaining an object, privilege, or space with no deliberate intent to harm another person
hostile aggression
aggression intended to harm another person
physical aggression
a form of hostile aggression that harms others through physical injury to individuals or their property
verbal aggression
a form of hostile aggression that harms others through threats of physical aggression, name-calling, or hostile teasing
relational aggression
a form of hostile aggression that damages another's peer relationships through social exclusion, malicious gossip, or friendship manipulation
gender typing
any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes
gender identity
an image of oneself as relatively masculine or feminine in characteristics
androgyny
the gender identity held by individuals who score high on both traditionally feminine personality characteristics
gender constancy
the understanding that sex is biologically based, remaining the same over time even if clothing, hairstyle, and play activities change
gender schema theory
an information-processing approach to gender typing that explains how environmental pressures and childrens cognition work together to shape gender role development
child-rearing styles
combinations of parenting behaviors that occur over a wide range of situations, creating and enduring child-rearing climate
authoritative child-rearing style
a child-rearing style that is high in acceptance and involvement emphasiszes firm control with explanations and includes gradual, appropriate autonomy granting
authoritarian child-rearing style
a child-rearing style that is low in acceptance and involvement, is high in coercive control and restricts rather than grants autonomy
psychological control
parental behaviors that intrude on and manipulate children's verbal expression, individuality, and attachments to parents
permissive child-rearing
a child-rearing style that is high in acceptance but either overindulging or inattentive, low in control, and inappropriately lenient in autonomy granting
uninvolved child-rearing styles
a child rearing style that combines low acceptance and involvement with little control and indifference to autonomy granting.