true or false: when making self-evaluations, preschoolers tend to rate their own ability as extremely low and often overestimate task difficulty

what can dults do to promote children's self-esteem?

empathy- important motivator of prosocial, or altruistic, behavior- actions that benefit another person with any expected reward for the self

sympathy- feelings of concern or sorrow for another's plight

functional play- simple, repetitive motor movements withor without objects.

constructive play- creating or constructiond something. especially common behaviors b/w 3-6 yrs.

make-believe- acting out everyday and imaginary roles. especially common between 2-6 yrs.

social problem solving- the generation and aplication of strategies that prevent or resolve disagreements, resulting in outcomes that are both acceptable to others and beneficial to the self.

preocessing deficits were identified and intervention can be tailored to meet children's individual needs.

direct parental influences- children depend of parents to help them establish rewarding peer associations. parents who frequently arrange informal peer play activities tend to have preschoolers who have larger peer networks are more socially skilled.

indirect parental influences- secure attachmetns to parents are linked to mroe responsive, harmonious peer interactions. parent-child play seems particulary effective for promoting peer interactions skills

all theories of moral development recognize that conscience begins to take shape in early childhood. also, children's morality is externally ocntrolled by adults. gradually it becomes regulated by inner standards

1/ when paretns spank, they often do so in repsonse to children's aggression.

2. when children who are frequently punished soon learn to avoid the punishing adult.

3. b/c punishment wokrs temporarily, it offers immediate relief to adults and they are reinforced for using coersive disciplline.

1. tie out- involves removing children from the immediate setting until they are ready to act appropriately

2. withdrawl of privileges- such as playing outside or watching tv may generate some resentment i children, but allows parents to avoid harsh techniques that could turn into violence

instrumental aggression- inwhich children want an object, privilege, or space and in trying to get it, they push, shout at, or otherwise attach a person who is in the way.

hostile aggression- is meant to hurt another person. 

overt aggression- harms others through physical injury or the threat of such injury;

relational aggression- damage another's peer relationships- as in social exclusion and rumor spreading

preschool- girls express agression through relational aggression. Boys often attack physically, girls resort to relationsal agression b/c it interferes with the close, intimate bonds improtant to girls.

on average, boys are more overtly aggressive than girls- due to biology.

parental conflict leds to high levels of family stress and "spillover" of hostillity into child rearing. These cycles generate anxiety and irritabilty in other fmaily memebrs who join the interactions. children who are products of this soon veiw the world from a violent perspective.

before the age 8, they fail to understand a great deal of what htey see on TV. 2-3 year olds do not discriminate televised images from real objects, they say that a bowl of popcorn on teleision would spill if the tv were turned upside down.  young children also find it hard to separate true-to-life from fantasized television content. not until age 7  do they fully grasp unreality of TV fiction.

Regulation: limit tv and computer use. refrain from usig tv or computer time to reward/punish children; encourage hcild-appropriate tv and ocmputer experiences; view tv with children, helping them understand what they see; link televised ontent to everyday learnig experiences; model good tv and computer practices; use a war rational approach to child rearing

girls- persuasion and politeness

boys- use power and force

children form beliefs about peer's play preferences, which contribute further to sex segregation. At preschool-age boys and girls seperate, one groups is positive over another. gender tying is seen in children's everyday enviornments.

sex-favoritism results in two distinct subculturesl of shared knowledge , beliefs, interests, adn behaviors.

authoritative child rearing (best)- high acceptance and involvemnt.

permissive child rearing-warm and accepting. overindulging or inattentive.

Authoritatian child rearing-  low in acceptance and involvment. high in coercive control,a nd low autonomy granting.

uninvolved child rearing- low acceptance and involvemnt w/ little control and general inderfference to autonomy granting.

Authoritative child-rearing style- involves high acceptance and involvement, adaptive control techniques, and appropriate autonomy granting.

Warm, involved parents who are secure in the standards they hold for their children provide models of caring concern as well as of confident, self-controlled behavior.

They exert control in ways that appear fair and reasonable to the child, generating far mor compliance and internalization

They make demands that fit children’s ability to take responsibility for their own behavior, thereby fostering high self esteem and cognitive and social maturity.

Supportive aspects of the style are powerful source of resilience, protecting children from the negative impact of family stress and poverty.

physical abuse- assaults, such as shaking kicking, biting, punching, or stabbing, that inflict physical injury.

sexual abuse- fondling, intercourse, exhibitionsm, commercial exploitation through prostitution, or other sexual exploitation

neglect- failure to provide for a child's basic needs,  in terms of food, clothing, mendical attention, educaiton, or  supervision.

emotional abuse- acts that could cause serious mental or behavioral disorders, including social isolation, repeated unreasonable demands, ridicule, humiliation, intimidation,or terrorizing.

1. their own life histories, many of these parents have learned to mistrust and avoid others. they don't have the skills necessary for establishing and maintaining positive relationships

2. maltreating parents are more likely to live in unstable, run-down neighborhoods that provide few links between family and community, such as parks, child-care centers, preschool programs, recreation centers, and churchs.  they lack "lifelines" to others and have no one to turn to for help during stressful times