PSYC 255 Developmental Roadmap 2: Early Childhood
PSYC 255 Developmental Roadmap 2: Early Childhood
Instructions and Rubric
Please respond to the questions in your own words, do not copy from text or notes. Please see statement in syllabus and on Blackboard regarding Academic Honesty. The learning outcomes of this assignment are to: -Demonstrate an understanding of the milestones in physical, cognitive, and social-emotional development in early childhood -Show evidence of understanding and application of Piaget’s and Erikson’s theories and stages in early childhood -Show understanding and application of how knowing the fundamentals of development will help improve the learning of his/her future students I) Cognitive Development in Early Childhood 1) State the name and age range of the Piagetian stage that occurs in Early Childhood 2) Explain 3 characteristics of this Piagetian stage, 3) Give an example for each characteristic, explaining how your example illustrates the characteristic (fill in your responses below) I) Cognitive Development in Early Childhood Name and age range of Piaget’s stage 2: Characteristic 1: Explanation: Example, and how example illustrates characteristic: Characteristic 2: Explanation: Example, and how example illustrates characteristic: Characteristic 3: Explanation: Example, and how example illustrates characteristic Criteria Cognitive Development (x2) Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1) Description contains accurate content surrounding the 3 points above in a very clear and concise manner Description contains accurate content surrounding the 3 points above in a somewhat clear and concise manner Description contains accurate content surrounding the 3 points above but in a somewhat confusing manner Description contains inaccurate or missing content surrounding the 3 points above Non-Performance (0) Did not provide any content surrounding the 3 points above II) Emotional & Social Development in Early Childhood 1) State Erikson’s two (2) stages that occur during Early Childhood (autonomy vs shame and doubt and initiative vs guilt) 2) give an example of how a positive resolution can occur and give an example of how a negative resolution can occur from Erikson’s 2nd stage 3) give an example of how a positive resolution can occur and give an example of how a negative resolution can occur from Erikson’s 3rd stage (fill in your responses below) II) Emotional & Social Development in Early Childhood Name of Erikson’s stage 2: Example of how a positive resolution can occur: Example of how a negative can occur: Name of Erikson’s stage 3: Example of how a positive resolution can occur: Example of how a negative can occur: Criteria Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1) SocialEmotional Development Description contains accurate content surrounding the 3 points above in a very clear and concise manner Description contains accurate content surrounding the 3 points above in a somewhat clear and concise manner Description contains accurate content surrounding the 3 points above but in a somewhat confusing manner Description contains inaccurate or missing content surrounding the 3 points above (x 2) Non-Performance (0) Did not provide any content surrounding the 3 points above III) Physical Development in Early Childhood 1) Briefly explain 2 aspects of physical development in Early Childhood and the developmental importance of each aspect (fill in your responses below) III) Physical Development in Early Childhood Aspect 1: Explanation: and its developmental importance: Aspect 1’s developmental importance: Aspect 2: Explanation: and its developmental importance: Aspect 2’s developmental importance: Criteria Physical Development (x1.5) Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1) Description contains accurate content surrounding the points above in a very clear and concise manner Description contains accurate content surrounding the points above in a somewhat clear and concise manner Description contains accurate content surrounding the points above but in a somewhat confusing manner Description contains inaccurate or missing content surrounding the points above Non-Performance (0) Did not provide any content surrounding the points above IV) Parenting Styles. Your Choice; respond to question on Baumrind’s parenting styles OR parenting in another culture. Choice A, Baumrind Parenting Styles 1. State and briefly explain each of Baumrind’s parenting styles, 2. Give an example for each of the parenting styles below, explaining how your examples illustrate each style (fill in your responses below) IV) Parenting Styles Parenting Style Name: Explanation: Example, and how example illustrates style: Parenting Style Name: Explanation: Example, and how example illustrates style: Parenting Style Name: Explanation: Example, and how example illustrates style: Parenting Style Name: Explanation: Example, and how example illustrates style: OR Choice B, Parenting from another Culture Explain a parenting style from another culture, with examples and a short reflection including your thoughts and feelings. There is relevant content in the text. There are also a few websites below that may be of interest, or you can find other sources on parenting from another culture of your choice (fill in your responses below) https://ideas.ted.com/how-cultures-around-the-world-think-about-parenting/ https://mcclellandinstitute.arizona.edu/sites/mcclellandinstitute.arizona.edu/files/ResearchLink_2.1_Ru ssell_AsianFam.pdf https://www.researchconnections.org/files/childcare/pdf/ai-an/Ayers_P2WParentingMeasures.pdf IV) Parenting in Another Culture Parenting Style/Culture: Explanation: Examples: Brief Reflection/Take Home points: Criteria Parenting Styles (x2) Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1) Description contains accurate content surrounding the points Description contains accurate content surrounding the points above in a somewhat Description contains accurate content surrounding the points above but in a Description contains inaccurate or missing content Non-Performance (0) Did not provide any content surrounding the points above above in a very clear and concise manner clear and concise manner somewhat confusing manner surrounding the points above V) Early Childhood Reflection: Your Development and Future Application Your Development as a Learner 1) Choose one aspect of development in early childhood (from notes/text) that is meaningful to you; explain your chosen “aspect” in your words and why it is meaningful to you. 2. Give an example of your chosen “aspect” in your life and explain how it influenced your development as a learner. Your Future 3. Choose one “thing” you learned regarding development in early childhood that resonated with you and will help you in your current/future career; explain your chosen “thing” in your own words and why it resonated with you. 4. Give an example of your chosen “thing” and explain how knowing this will help you in your current/future career Length requirement; respond to the 4 points above in one well-developed paragraph (at least 5 sentences total for all 4 responses) Criteria Reflection (x 2.5) Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1) Description contains accurate content surrounding the 4 points above in a very clear and concise manner and meets length requirement Description contains accurate content surrounding the 4 points above in a somewhat clear and concise manner and meets length requirement Description contains accurate content surrounding the 4 points above but in a somewhat confusing manner Description contains inaccurate or missing content surrounding the 4 points above Non-Performance (0) Did not provide any content surrounding the 4 points above Ch 8: Physical Development in Early Childhood (2- 6/7 yrs of age) “5 Important Things about Physical Development in Early Childhood” 1)Body Growth, Changes, Proportions (Roadmap 2) Dramatic growth… Development of gross & fine motor skills. Proximodistal principle Body proportions change! as the bones in the legs and arms grow more rapidly; balance, walk, hop… Rapid growth=vulnerable to negative environmental stimuli (nutrition, environmental stressors, etc.)… …negatively impact their growth • Fat vs muscle Motor milestones (see Table 8.1) delays can lead to… …Dev. Coordination Disorder (DCD); diagnosed 5 yrs age; impacts daily life/academic performance & social-emo dev; starts w/delays sitting up, writing, More common in boys; diagnosis at 5 yrs. Factor; prenatal malnutrition, cns, improve w/physical education & daily exercise 2) Body Awareness, Body Image & Sexuality (Roadmap 2) 1. Body Awareness; increase of proprioception, an awareness of your body’s position in space. -“Simon Says”! https://www.youtube.com/watch?v=H5nGrNuinq0&ab_channel=CARLBOULTON 2. Body Image; subjectively sees & feels about his/her characteristics -Most research, older children….but -Body image emerges in early childhood; models in their culture -Poor, related to negative outcomes… -5 yrs old, “template”; girls “thin”; boys “bigger” Dissatisfaction with body image in children…where do you think this early dissatisfaction comes from?? Media? Peers? Homelife? “BOX” what is inside the box (“shoulds” or traditional stereotypes) and outside the box (non-traditional) How can you address body image issues in your classroom or in your future career? How does body image problems influence their school performance? Girls… (Dove Commercial) https://www.youtube.com/watch?v=4ytjTNX9cg0 Boys…(Tough “Guize”) https://www.youtube.com/watch?v=ODeHAA5uKkk&ab _channel=ENVWorkStudyENVWorkStudy 3. Sexuality; do children have a sense of sexuality? Natural exploration of the human body Children need to be informed about the function of body parts, rather than shaming their curiosity… Sexual play is natural, innocent, spontaneous, under certain conditions (know each other, age/size, unplanned, stop when told to…) mimicking, as opposed to sexual reenactment Do not over react, explain, talk, differences, terms, privacy, touching, boundaries, private parts, and re-direct Issue; sexual knowledge.., force behaviors on other children so they will play; preoccupied w/sexual play, don’t stop when asked Can indicate victimization 3) Brain Development (Roadmap2) Synaptogenesis for vision, hearing and language has diminished in early childhood. However, prefrontal cortex is reaching its peak. Executive functioning 25% brain mass increase between childhood and adolescence. (Courchesne et al., 2000) Grey matter (lots nerve cell bodies to process info) & white matter (myelination; transmission of action potentials, neural pathways betw parts; 3-4 yrs) corpus callosum, lateralization, 2 hemispheres communicate & coordinate activities impt for language development!!! Genie “Wild Child” (fascinating…if interested) https://www.youtube.com/watch?v=VjZolHCrC8E 4) Health & Nutrition (Roadmap 2) Good nutrition is so impt in early childhood!! Impt to establish a pattern of healthy eating because i) these patterns/food preferences continue into adulthood ii) obesity has its roots in early childhood…overweight children turn into… 1 in 8 preschoolers are obese!!! (CDC) Obesity occurs in the context of food insecurity i. cheap food ii. cycle of “feast or famine” Greatest risk for households of Low-income Ethnic minorities Female-headed Leads to higher illness rates, lower academic achievement, & aggression. If interested, you may want to watch this… The Weight of the Nation: Part 3 – Children in Crisis: https://www.youtube.com/watch?v=T24B6T-hp0E Oral Health 25% of children begin kindergarten with at least one cavity. Food allergies cost families $4,184 per year. 90% of food allergies come from milk, eggs, peanuts, tree nuts (walnuts, cashews), soy, and wheat. Higher risk of anaphylaxis in younger children. Immunotherapy in children can increase tolerance. Physical activity – 60 minutes of structured activity per day, 60 minutes unstructured. Almost half of children do not get this!! Sleep Between 3 & 5 – 11-13 hours of sleep per night. Sleepwalking and night terrors peak. 5) Child Maltreatment (Reflection option) Maltreatment – Any act committed by a parents or caregiver that results in harm or potential harm to a child. Abuse – Deliberate and intentional words and actions that cause harm or potential harm to a child. -Can involve physical, sexual, or psychological abuse. Neglect – Failure to provide for the basic physical, emotional, medical, or educational needs of a child or to protect the child from harm or potential harm. Background -1873… -no legal precedent -ASPCA -a child = mule? -foster care -1874…SPCC -1960’s, X-rays, “Battered Child Syndrome”… Child Abuse Prevention & Treatment Act of 1974 established a mechanism for reporting abuse or neglect. Toll-free phone line to receive reports of maltreatment. Calls are evaluated to validate if maltreatment is legally covered. Report is referred to local Child Protective Services (CPS). Agency determines if the allegations are substantiated, indicated, or unsubstantiated. Children can be immediately removed from the home if they are in imminent danger. Mandatory reporters may include health care providers, teachers, child care providers, social workers, police officers and clergy. Immunity from civil liability and criminal penalties for mandatory reporters. 3 ½ million reports received annually by CPS. BUT, only 1/5 of reports are substantiated. Should we make reporting more difficult? Incidence of Maltreatment – in 2012… 78.3% of victims were neglected 18.3% were physically abused 9.3% were sexually abused 8.5% were psychologically maltreated. An additional 10.6% experienced other types of maltreatment. 4 children die in the U.S. each day from abuse or neglect. Victims & Perpetrators – In 2012… Children under 3 – 26.8% of victims Children 3-5 y/o – 19.9% of victims. Most deaths from maltreatment are children under 3 y/o. 80.3% of maltreatment cases are perpetrated by parent/s. Low income families at greater risk of being reported. Consequences of physical abuse More suicidal thoughts, depression, antisocial behavior, substance abuse. Most abuse happens within a context of other negative influences in the home Ch 9: Cognitive Development in Early Childhood “5 Impt Things about Cog Dev” 1) Piaget’s 2nd Stage of Cognitive Development; The Preoperational Stage (2-7 yrs) (Roadmap 2) Children in this stage lack operations, mental actions following systematic rules Outline; Characteristics of Preoperational Thought Use of symbols Intuitive thought Transductive reasoning Egocentrism Animism Lack of conservation Use of symbols Representing things that are not immediately in front of them. Fantasy play and Symbolic drawing • Intuitive thought o The “why” stage, trying to understand why things happen in the world, understand ‘experience’ not logic; Examples; Transductive reasoning – More influenced by what they perceive, creating their own explanations; no logic; “no nap….” EX, perfect and fun example from Sesame Street! https://www.youtube.com/watch?v=BwJJdTkvS7Y Egocentrism – The inability to see or understand things from someone else’s perspective. EX, clip of Piaget’s Three Mountain Task https://www.youtube.com/watch?v=OinqFgsIbh0 Animism – giving human characteristics to inanimate or natural things (e.g., teddy bears & trees) https://www.youtube.com/watch?v=bkL_5XqsNJ4 Lack of Conservation (cannot “conserve” in Early Childhood) https://www.youtube.com/watch?v=YtLEWVu815o https://www.youtube.com/watch?v=gnArvcWaH6I Based on centration – a tendency towards focusing on one aspect of a situation. Eg., conservation of volume, mass, & number… Tells us what the child can and can’t do Important Implications for future teachers, parents, counselors… 2) Vygotsky’s Sociocultural Theory of Cognitive Development Vygotsky saw all learning and ideas beginning in the social world (contrary to Piaget) First we “develop then learn” vs “first we learn then develop” = Piaget vs Vygotsky Focused on interactions betwen children and those around them. The Zone of Proximal Development – the distance between a child’s independent abilities and what they can do with help; “scaffolding” https://www.youtube.com/watch?v=-RehxEXeLNg 3) Theory of Mind The ability to understand self and others as agents who act on the basis of their mental states. Learning to understand the thoughts and emotions of other people. False belief paradigm – Understanding that other people may have “wrong” ideas. Great clip: https://www.youtube.com/watch?v=8hLubgpY2_w -connection to TV, media, etc. 4) Cognitive Development and Play https://www.youtube.com/watch?v=75Kan48OftU &feature=PlayList&p=EB7A356108841BA3&playnex t=1&playnext_from=PL&index=1 What is play? Besides being fun… Discovery learning Play is done for its own sake, not for any outside goal!! Even when it is an imitation of adult work (remember playing “school”?) play is different through signals such as exaggeration of activities, role reversals, or laughing. Play is voluntary and spontaneous!! Dev of Play? Piaget’s 3 stages of play: 1) Practice play; performing a behavior repeatedly its own pleasure. 2) Symbolic/sociodramatic play; using symbolic representations, imagination for play. 3) Games with rules; make up rules for a game or play games with preestablished rules. Symbolic/Sociodramatic Play Fantasy play develops as cognition develops: The child performs the action (18 mos) The child acts on the other (18 mos – 2 yrs) The child has the other perform an action (2 yrs) The child performs or has a doll perform several different actions linked to a social role (3 yrs) The child performs a role with another person performing a complementary role. (4 yrs) The child performs more than one role. (6 yrs) Private speech (Vygotsky) helps guide the child’s own actions. https://www.youtube.com/watch?v=XuDeh_raBxM 5) Supports for Cognitive Development Preschool attendance has positive long-term benefits, but only if the preschool education is of high quality. This often excludes children fr low-income families. The Head Start program helps narrow this gap. Research shows significant short-term gains in cognitive development…. But long-term gains are more subject to difficult circumstances and tend to disappear…. Supports for Cognitive and Language Development Educational TV (e.g., Sesame Street teaching identification of shapes)…and NOT entertainment TV, such Baby Einstein, or these bizarro talking shapes https://www.youtube.com/watch?v=-JGexlbgey8 ) can improve cognitive functioning and academic performance. When do I start my child in school? A question of maturity and school readiness… Younger children may have disadvantages that disappear by later elementary school. Chapter 10: Social & Emotional Development in Early Childhood “6 Important Things about Social & Emotional Development in Early Childhood” “Thing #1”: Different Emotions in Early Childhood Self-conscious emotions 1st year, children demonstrate the “basic emotions”, happiness, sadness, fear, anger, interest & disgust – before 3, and then by 4 or 5 have ability to recognize in others -“Self-conscious” emotions (complex emotions) longer to develop rely on a greater awareness of self (shame, guilt) Differences betw basic emotions vs complex emotions, aspect of themselves/personal failure Importance, representation & regulations of emotions -Conversations w/ parents allow children to understand & cope with their emotions. -Children became better able to regulate and control expression of those emotions. -Fosters development of emotional intelligence (research has found that the ability to deal w/our emotions is as critically important to one’s success as cognitive abilities are) Impulsivity, aggression EQ vs IQ So, if a child gets a chance to talk about their emotions, they can better understand and regulate them, which fosters their success in school & life- “Thing #2”: The Self in Preschoolers Self-description A child’s self-concept is often made up of: Physical descriptions Possession Abilities Feelings Basic information Have high self-esteem: Example: focus on externals, & an overly positive evaluation of themselves: “I’m 3 years old and I live in a big house with my mother and father…I have blue eyes and a kitty that is orange…I know all of my ABC’s, listen: A, B, C, D, E, F, G, H, J, L, K, O, M, P, Q, X, Z. I can run real fast…I can count up to 100…I can climb to the top of the jungle gym, I’m not scared! I’m never scared! I’m always happy…I’m really strong. I can lift this chair, watch me!” Later…will end… Can’t compare Early Childhood is beginning of autobiographical memory -memory for the events in one’s life -dev of one’s self-concept!!! a. Child can recall more memories from their own life and create a coherent narrative i. Parents help develop autobiographical memory by discussing events in children’s lives with them, complex manner, significant to child, toy, etc. ii. This can lead to understanding events in their lives in more complex ways. Erikson’s Psychosocial Stages Review of first stage…. Stage 1: Trust vs Mistrust (birth-18 mos) -infants rely on their parents/caregivers to care for them Positive Resolution: when parents/caregivers meet the infant’s needs in a reliable and dependable manner, the infant learns to trust the world and others; he/she feel safe & secure Negative Resolution: when parents/caregivers are inconsistent or fail to meet the infant’s needs, the infant develops mistrust in the world & others, which influences his/her social relationships later in life Then the two stages in early childhood… Stage 2: Autonomy vs Shame & Doubt (18 mos-3 yrs) -children in the “terrible twos” strive to do things for themselves- to be independent & autonomous Positive Resolution: parents who permit their children to explore freely 7 do things for themselves (while guiding & watching them) help them to gain a sense of autonomy, confidence, self-control Negative Resolution: parents who are overly restrictive and harsh, give their children a sense of incompetence, powerlessness, which can lead to shame & doubt in one’s abilities and lack of confidence rd Erikson’s 3 stage of psychosocial development, Initiative vs Guilt (3- 6 yrs) -children want to explore their social & physical environments & take initiative but parents who punish their attempts at initiative will make children feel guilty about their natural urges Positive resolution: allow them to explore social & physical worlds, foster exuberant activity Negative resolution: parents who punish their attempts at initiative will make children feel guilty about their natural urges, feel the need to be overcontrolled Self-control in Early Childhood: Again, Mischel’s Marshmallow Experiment… https://www.youtube.com/watch?v=QX_oy9614HQ -Effortful control helps in delay of gratification -Preschoolers with more ability to regulate their emotions had higher academic ability in third grade and higher social competence in adolescence and adulthood. “Thing #3”: Development of Gender Identity Gender is all the roles and stereotypes society connects with being a boy or a girl. How Gender Identity Develops: 3 Theories: Behavior & Social Learning Cognitive Developmental Gender Schema 1. Behavior & Social Learning Theories Behaviorism’s central concept – reinforcement of proper behaviors, punishment of improper ones. -Most parents reinforce sex-typed play and chores…think about how you were reinforced, or may be reinforcing your children or students…. -Most parents (and teachers) do this in terms of without conscious recognition that they are doing it. For example, Boys receive more active discouragement than girls for doing activities not typified by their gender. -Children learn gender-appropriate behaviors by observing others…think about what you learned about being a girl from your mom; and about being a boy from your dad Great Sesame Street clip https://www.youtube.com/watch?v=Wq7hd8mW2J4 2. Cognitive Development Theory https://www.youtube.com/watch?v=XdezuYhXmOM Kohlberg (1966) – a child’s understanding of gender goes through stages based on cognitive development… Gender Identity (2 yrs) – “I am a girl, you are a boy.” -Rely on external appearance Gender Stability (3 yrs) – “I am a boy and will always be a boy.”; but, they are confused by nongender-typical behavior. Gender Constancy (5 yrs) – “A boy will always be a boy, no matter how they act or what they wear” 3. Gender Schema Theory It’s easier to navigate social relationships by categorizing people as “boy” or “girl.” A schema is a way of mentally organizing people…& objects, concepts and ideas. -Schemas come from being socialized within our particular society/culture. -Gender schemas in our society: Boys are looked at for male-typical behaviors, girls for female-typical behaviors. For example: Boys – “What an arm he has!” “He’s going to grow up big and strong!” Girls – “She’s such a sweet little princess!” “She’s so nurturing.” A fascinating case study in gender identity – David Reimer… Watch Part 1 of 4 below (I guarantee you will want to watch the rest…) https://www.youtube.com/watch?v=3GhbVFjIaN0 The entire story in one clip https://www.youtube.com/watch?v=MUTcwqR4Q4Y “Thing 4”: Baumrind’s Parenting Styles The way in which our parents raise us has a big impact on our socio-emotional development; and the way in which your students were raised has a big impact on their development & academic achievement…. First, take this quiz….if you don’t have children, respond to what you would do if you had children.. https://www.positive-parenting-ally.com/parentingstyle-quiz.html What is your parenting style? 2 big points; 1) it is probably the way in which you were raised, and the way in which you will raise (or have raised) your children 2) your parenting style is related to your “teaching style” or style in your field of study 1) Authoritative (or Active) Parenting Style -High demandingness/control, high acceptance & support -High levels of control w/ warmth & encouragement. -Parents provide rationales for rules & expectations Result? Children who are “the most self-reliant, self-controlled, explorative & content” (Baumrind, 1971) = the best students & socially adjusted children!!! 2) Authoritarian (or Autocratic) Parenting Style -High demandingness/control, low acceptance, low responsiveness, warmth & support -Parents expect children to fall in line with authority -EX: “Why? Because I SAID SO!!! Result: Children who are “discontent, withdrawn and distrustful.” (Baumrind, 1971) They do not follow instructions in class because they feel resentful that they were treated as an object and not a person by their parents, and not because they want to be disrespectful in class. 3) Permissive Parenting Style -Low demandingness/control; high acceptance & responsiveness. -Much warmth, but few, if any, rules or restrictions. Result: Children who are “the least self-reliant, explorative and self-controlled.” (Baumrind, 1971) -Poor social skills, do not follow rules & instructions in class, & feel unworthy of the love of others 4) Disengaged (or Neglectful) Parenting Style Low demandingness/control, low acceptance & responsiveness. Parents are essentially disengaged or disinterested, or actively reject the child. Many neglectful parents are insecurely attached adults, suffer from depression, or substance abuse These children: Worst possible outcomes! -More angry and defiant. -Lack social competence, academic achievement. -Engage in more problem behavior. -These children know that their parents were never there for them https://www.youtube.com/watch?v=csVO9NCVutk “Thing 5”: Risks, Resources & Resilience, includes… Poverty Homelessness Trauma Poverty https://www.youtube.com/watch?v=XYTIuHE2gc&ab_channel=wttwchicago Poverty – below the minimum income considered necessary for adequate support of basic needs. 25% of children in U.S. under 6 live in poverty. Chronically poor children have worse outcomes than those briefly in poverty. Parents are more likely to be highly punitive. Hope in loving parents, and social programs such as Early Head Start Homeless Children https://www.youtube.com/watch?v=L08YYKwgXHw&t=76s …and/or powerful documentary if interested https://www.youtube.com/watch?v=Uhmq5k7fs0&ab_channel=JavaDocumentariesJavaDocumentaries 1 in 45 children homeless betw 2006 & 2010. Children may: -Go hungry -Lack medical care -Miss educational opportunities No easy solutions! Trauma and its Effects Great videos Ted talk https://www.youtube.com/watch?v=95ovIJ3dsNk&ab_channel=TEDTED Effects of Trauma on the Brain https://www.youtube.com/watch?v=xYBUY1kZpf8&ab_channel=FRONTLINEPBS% 7COfficialFRONTLINEPBS%7COfficialVerified A traumatic event is one a child witnesses or participates in that is perceived as extremely threatening. -Children may be left feeling the world is unsecure, unpredictable. More than 2/3 of children report seeing a potentially traumatic event by age 16. -25% before age 4!!!! Possibility for posttraumatic stress disorder. Traumatic events include: Domestic violence School violence Physical/sexual abuse Medical trauma Neglect Terrorism Natural disasters Refugee/war zone trauma Symptoms include: Fears Separation anxiety Sleep disturbances Lack of Concentration Anger/sadness Somatic complains (headaches/stomachaches) Loss of interest in normal activities Helping traumatized children -Programs like Head Start Trauma Smart -Teaching adults to connect w/ victims of trauma -Play/art therapy “Thing 6”; Parenting Techniques Positive discipline consists of Inductive discipline -Self-oriented induction -Other-oriented induction Command strategy Relationship maintenance Great clip https://www.youtube.com/watch?v=SckUevGHPk&ab_channel=HapaFamily Strategies https://www.cdc.gov/ncbddd/childdevelopment/positiveparentin g/index.html Inductive discipline: setting clear limits for children and explaining the consequences for negative behavior, either for the child or for others as a result of the child’s behavior. Self-oriented induction – asks the child to think about the consequences of their behavior on themselves. “Don’t eat that cookie, or you’ll spoil your appetite!” Other-oriented induction – asks the child to think about the consequences of their behavior on others. “Look at how you hurt Joey. Can you help him feel better?” Command strategy: child responds to the legitimate authority that the parent has to make a request of the child; no threat of punishment is used “It’s time to turn off the computer and get ready for bed.” Relationship maintenance: parents create a positive relationship with their child so they will have a greater influence on the child Negative discipline consists of Power assertion; emphasizes control of the child’s behavior through physical and nonphysical punishment. ▪ Power assertion, especially in the form of spanking, has been shown to only control behavior immediately, not long term. • It also models bad behavior and can cross the line to abuse. • Finally, the child won’t internalize the behavior being taught, rather just do it in a way that avoids punishment. • Love withdrawal; parents withhold their love until a child conforms to the parents’ expectations for behavior.
