notes for SFL 210 paper

Moral Development
Self-control (resistance to temptation) – Inhibiting an impulse to engage in behavior that violates a moral standard (p. 510).
Compliance – Voluntary obedience to requests and commands (p. 511).
Delay of gratification – Waiting for a more appropriate time and place to engage in a tempting act or obtain a desired object (p. 511)
Moral Self-Regulation – The ability to monitor one’s own conduct, constantly adjusting it as circumstances present opportunities to violate inner standards (p. 512)
Distributive Justice – Beliefs about how to divide material goods fairly. (p. 508)
Postconventional level – Kohlberg’s highest level of moral development, in which morality is defined in terms of abstract principles and values that apply to all situations and societies. (p. 497)
Conventional level –Kohlberg’s second level of moral development, in which moral understanding is based on conforming to social rules to ensure positive human relationships and societal order. (p. 496)
Preconventional level –Kohlberg’s first level of moral development, in which moral understanding is based on rewards, punishment, and the power of authority figures. (p. 496)
Autonomous Morality – Piaget’s second stage of moral development, in which children view rules as flexible, socially agreed-on principles that can be revised to suit the will of the majority.
Ideal Reciprocity – A standard of fairness based on mutuality of expectations, in which individuals express the same concern for the welfare of others as they would have others grant to them. Captured by the Golden Rule (p. 492).
Heteronomous Morality – Piaget’s first stage of moral development, in which children view rules as handed down by authorities, as having a permanent existence, as unchangeable, and as requiring strict obedience.
Realism - A view of rules as external features of reality rather than as cooperative principles that can be modified at will. Characterizes Piaget’s heteronomous stage (p. 492)
Social Competence - The ability to achieve personal goals in social interaction while simultaneously maintaining positive relationships with others over time and across situations (Rubin & Rose-Krasnor, 1992).
Ability to develop Intimate Friendships: The braiding of the behaviors of two individuals into a social exchange of some
Level 1: Friendship as a handy playmate
– About 4 to 7 years
Level 2: Friendship as mutual trust and assistance
– About 8 to 10 years
Level 3: Friendship as intimacy and loyalty
– 11 to 15 years+
Broad tendencies studied at this level:
1. Moving toward others (sociability, helpfulness)
2. Moving away from others (withdrawal)
3. Moving against others (aggression)
Functional Play – Simple, repetitive motor movements with or without object. (p. 606)
Constructional Play – Creating or constructing something.
Make-believe (Pretend) Play – Acting out everyday and imaginary roles.
Games with rules – Understanding and following rules in play activities
Nonsocial Activity – Unoccupied, onlooker behavior and solitary play. (p. 605)
Parallel play – A form of limited social participation in which the child plays near other children with similar materials but does not try to influence their behavior. (p. 605)
Associative play – A form of true social participation in which children engage in separate activities, but they interact by exchanging toys and commenting on one another’s behavior. (p. 605)
Cooperative play – A form of true social participation in which children’s actions are directed toward a common goal. (p. 605)
Solitary-active – Behavior is characterized by solitary-functional play (repeated sensorimotor actions with or without objects) and/or by solitary dramatic/pretend play.
Reticence – Consists of on looking (prolonged looking at peer(s) without accompanying play) and/or being unoccupied (doing nothing).
Solitary-passive – Behavior comprises the quiescent exploration of objects and/or constructive activity while playing alone.
Sharing/giving:
Proactive/Instrumental Aggression – Aggression aimed at obtaining an object, privilege, or space with no deliberate intent to harm another person. (p. 514)
Handle conflict with others:
Dominance Hierarchy - A stable ordering of group members that predicts who will win when conflict arises. (p. 607)
Clique – A small group of about five to seven members who are good friends. (p. 620)
Reactive/Hostile Aggression – Aggression intended to harm another person (p. 514)
Physical/Overt Aggression – A form of hostile aggression that harms others through physical injury or the threat of such injury (e.g., hitting, kicking, or threatening to beat up a peer). (p. 514)
Relational Aggression – A form of hostile aggression that damages another’s peer relationships, as in social exclusion or rumor spreading. (p. 514)
Rough-and-Tumble Play – A form of peer interaction involving friendly chasing and play-fighting. (p. 607)
Phonological Development
Pragmatics: The component of language concerned with the rules for engaging in effective and appropriate communication with others. (p. 358)
Phonology: The component of language concerned with the rules governing the structure and sequence of speech sounds. (p. 358) TV is didi, cookie is gege, sea is tea, say is tay, lap is yap, ready is weddy
Semantics: The component of language concerned with understanding the meaning of words and word combinations. (p. 358) object words: apple, ball; action words: bye-bye, go, hi, look, more, out, up; state words: all gone, big, dirty, hot, mine, pretty, outside, red, uh-oh, wet; personal/social words: no, ouch, please, want, yes, thank you; function words: for, is, to, what, where
Turnabout: A conversational strategy in which the speaker not only comments on what has just been said but also adds a request to get the partner to respond again.
Referential Communication Skills: The ability to produce clear verbal messages and to recognize when the meaning of others’ messages is unclear.
Fast-mapping: Connecting a new word with an underlying concept after only a brief encounter. (p. 372)
Underextension: An early vocabulary error in which a word is applied too narrowly, to a smaller number of objects and events than is appropriate. (p. 378)
Overextension: An early vocabulary error in which a word is applied too broadly, to a wider collection of objects and events than is appropriate. (p. 378)
Word coinage and metaphors
Telegraphic Speech: Children’s two-word utterances that, like a telegram, leave out smaller and less important words. (p. 383)
Overregularization: Application of regular grammatical rules to words that are exceptions. (p. 385)
Emotion - Expression of readiness to establish, maintain, or change one’s relation to the environment on a matter of personal importance. (p. 400)
Emotional Self-Regulation - The strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals. (p. 407)
Temperament – Stable individual differences in quality and intensity of emotional reaction, activity level, attention, and emotional self-regulation. (p. 417-425)
Inhibited (shy) children – A child whose temperament is such that he reacts negatively to and withdraws from novel stimuli (p. 419).
Uninhibited (sociable) children - A child whose temperament is such that he displays positive emotion to and approaches novel stimuli (p. 419).
Formation of a reciprocal relationship:
Attachment – The strong affectional tie that humans feel toward special people in their lives. (p. 419)
Ethological Theory of Attachment – A theory formulated by Bowlby, which views the infant’s emotional tie to the familiar caregiver as an evolved response that promotes survival. (p. 420)
Bowlby’s Ethological Theory (p. 426)
– Preattachment phase
– Attachment-in-the-making phase
– Phase of clear-cut attachment
• Separation Anxiety – An infant’s distressed reaction to the departure of the familiar caregiver.
– Formation of a reciprocal relationship
Internal Working Model – A set of expectations derived from early care giving experiences concerning the availability of attachment figures, their likelihood of providing support during times of stress, and the self’s interaction with those figures that affect all future close relationships. (p. 427)