Parent-Child Relations
Terms
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- Autocratic Parenting
- At the beginning of the 20th century, children were told what to do and expected to respond accordingly without expressing their opinions regarding parental demands.
- Hobbesian perspective
- prevalent throughout Europe; the willful child, monarchy with man of the house and children as servants.
- Calvinist doctrine
- influenced childrearing beliefs of the early puritans in the U.S.; the sinful child; corporal punishment instead of parental affection; brutal beating for punishment
- Rousseau
- consider the nature of the child
- G. Stanley Hall
- Child Study Movement in late 1800s; received the first PhD in psychology. respected the true nature and needs of the child; children are not like adults
- Sigmund Freud
- Austrian born founder of psychoanalysis. childrens drive and view of mother as the prototype for all future relationships with child. more relaxed approach to childrearing
- Jean Jacques Rousseau
- children are basically good and that under optimal conditions their innate talents would emerge
- John Watson
- American psychologist who was strongly opposed to parental affection; should not be responsive and nurturing to children
- John Locke
- children as blank slate; for parental affection
- Fixation
- Freud believes this means a weakness that obstructs the process of development
- Attachment theory
- developed by British psychologist, John Bowlby, in the early 1940s that children have natural instincts that should be considered when parents are socializing them.
- Mary Ainsworth
- emotionally available caregivers contribute to the development of attachment; to give children what they need
- attachment
- the affectional tie that one person forms to another specific person, binding them together in space and enduring over time
- Rene Spitz
- French psychologist who provided indisputable data demonstrating that the responsiveness of the caregiver to infants cries and other gestures of communication are crucial to infant development
- Erik Erikson
- follower of Freud who believed by being consistently responsive to their infants needs during the stage of development, parents contributing to the infant's development of a sense of trust.
- Benjamin Spock
- challenged unresponsive and lenient parenting. children need limits of affection. rules but also love and guidance
- B.F. Skinner
- Principles of Operant conditioning- how one responds to that behavior will tell if that behavior will be repeated; environment big role in development
- contingency
- refers to the relation between a behavior and the events that follow the behavior
- Social Learning Theory
- developed by Bandura and Walters, that children do not have to be directly reinforced or punished to learn a behavior. instead children learn from imitation and modeling
- Friedrich Froebel
- pioneer of child study who believed that everything a child does is significant and of educational importance; child was inborn drive to learn.
- Caroline Pratt
- believed childhood work was learning and that it is in play that children get their work done.
- Maria Montessori
- first woman physician in Italy in 1892, allow children to explore and learn, all children have absorbent minds
- Jean Piaget
- Swiss psychologist who began to influence European views of childrearing saying children construct their own cognitive structures from environment and surroundings.
- Lev Vygotsky
- children as active participants in learning process; soviet union; need for parents to guide their children in learning
- zone of proximal development
- between the child's ability to perform the skill with the guidance and assistance of a more capable individual
- Piaget's Stages of Cognitive Development
- Sensorimotor Stage, preoperational stage, concrete operational stage, formal operations stage
- Alfred Adler
- developed the Social Discipline theory; all members of the household are allowed to raise issues and respect everyone's issues; parent and child have equal worth
- Urie Bronfenbrenner's Ecological Theory
- represents a model for studying people in their diverse social environments and draws attention to the assorted contexts that impact the socialization process and the ongoing development of the individual.
- Authoritative
- controlling and demanding of children but also nurturing and communicative with children; children have more positive outcomes than do children reared by parent who have authoritarian, permissive, indulgent or indifferent parenting. high levels of achievement
- Authoritarian
- firmly grounded; forceful parenting; keeping children in place; assigning household chores; children are not encouraged to think for themselves; parents don't show affection; inhibit childrens emotional development; children tend to be dependent, passive and conforming
- Permissive
- noncontrolling and nondemanding; not organized or effective in running house; let children run around; children are immature and less responsible and less happy and lower academic achievement but higher grades when compared to authoritarian parents
- Indulgent parents
- lax parenting style; do not exercise control of children; low demanding and high response; very involved with children; children tend to be irresponsible and immature; also conform to peers and more likely to be involved in crime
- Indifferent parents
- rejected or don't spend enough time with child; uninvolved and uninterested in child; child tends to be aggressive, peer rejection, low academic scores, and dependence on alcohol or other drugs. delinquency and early sexual involvement
- Inconsistent parents
- parents with different views of parenting and is harmful for child.