parenting styles

• rigid, punitive, strict standards 
• ex: if dont clean your room, I'll take away your iPod for good and ground you

• lax, inconsistent, undemanding 
• ex: it might be good to clean your room, but i guess it can wait

• firm, sets limits and goals, uses reasoning, encourages independence 
• ex: you'll need to clean your room before we go out to eat, as soon as you finish, we'll leave

• detached emotionally, sees role only as providing food, clothing, and shelter 
• ex: i couldnt care less if your room is a pigsty

unsociable, unfriendly, withdrawn

immature, moody, dependent, low self-control

good social skills, likable, self-reliant, independent

indifferent, rejecting behavior

parents who show little interest in their children and are emotionally detached

parents who are firm, set clear limits, reason with their children and explain things to them

parents who are rigid and punitive and value unquestioning obedience from their children

parents who give their children relaxed or inconsistent direction and, although they are warm, require little of them

basic, innate disposition

diana baumrind

development of individuals' interactions and understanding of each other and of their knowledge and understanding of themselves as members of society

Erik Erikson

1st stage of psychosocial development, from birth to 1 1/2 yrs of age, infants develop feelings of trust or lack of trust

• toddlers (ages 1 1/2 to 3 years) 
• develop independence and autonomy if exploration and freedom are encouraged or shame and self-doubt if they are restricted and overprotected

children age 3-6, experience conflict between independence of action and sometimes negative results of that action

last stage of childhood, age 6-12; may develop positive social interactions with others or may feel inadequate and become less sociable

• 1. mistrust vs trust stage 
• 2. autonomy vs shame and doubt stage 
• 3. initiative vs guilt stage 
• 4. industry vs inferiority stage

• the process by which a child's understanding of the world changes as a function of age and experience
• -children cannot understand certain idea sand concepts until this stage of understanding

• Jean Piaget 
• 1. sensorimotor 
• 2. preoperational
• 3. concrete operational 
• 4. formal operational

• birth - 2 years;
• development of object permanence, development of motor skills, little or no capacity for symbolic representation

development of language and symbolic thinking, egocentric thinking

• 7-12 years; 
• development of conservation, mastery of concept of reversibility

• 12 yrs - adulthood;
• development of logical and abstract thinking

the awareness that objects -and people- continue to exist even if they are out of sight

object permanence

• a way of thinking in which the child views the world entirely from his/her own perspective
• (thinking that everyone shares their perspective and knowledge)

knowledge that quantity is unrelated to the arrangement and physical appearance of objects

the idea that some changes can be undone by reversing an earlier action

the way which people take in, use, and store info

an awareness and understanding of one's own cognitive processes

• cognitive development occurs as a consequence of social interactions in which children work with others to jointly solve problems; 
• cognitive abilities increase when encounter info that falls within their zone of proximal development

level at whic ha child can almost, but not fully, comprehend or perform a task on his/her own

• provides support for learning and problem solving that encourages independence and growth
• -when assisted by parents, teachers, or skilled peers, presenting info that is both new and within the ZPD