PRESCHOOLERS

1. RELATIONSHIPS

1.1. ABUSE / NEGLECT

1.1.1. PSYCHOLOGICAL MALTREATEMENT

1.1.1.1. How?

1.1.1.1.1. Belittle, Frighten, Humiliate, Intimidating and Harassing

1.1.1.1.2. Ignore the children, emotionally unresponsive

1.1.1.2. Leads to

1.1.1.2.1. Low self-esteem

1.1.1.2.2. Lying

1.1.1.2.3. Misbehavior

1.1.1.2.4. Underachievement in school

1.1.1.2.5. Serious consequences

1.1.2. EFFECTS ON THE BRAIN

1.1.2.1. Harms the child's Behavioral, cognitive, emotional and physical functioning

1.1.2.2. Results in having anti-social behavior during adulthood

1.1.2.3. Reductions of size on the Amygdala (Stress & Fear) & Hippocampus (Memory)

1.1.2.4. Over stimulation of the Limbic System

1.1.2.4.1. Regulation of emotion and memory

1.1.2.5. Children who are fussy, resistant to control, not readily adaptoed to new situations

1.1.3. RESILLIENCE IN CHILDREN

1.1.3.1. Chracteristics

1.1.3.1.1. Easily soothed as infants

1.1.3.1.2. Good-natured

1.1.3.1.3. Easygoing

1.1.3.1.4. Affectionate

1.1.3.1.5. Socially Pleasent

1.1.3.1.6. Outgoing

1.1.3.1.7. Good communication skills

1.1.3.1.8. Intelligent

1.1.3.1.9. Independent

1.1.3.1.10. Strong beliefs

1.1.3.2. Successful in making their own environments by drawing out behavior in others that is necessary for their own development.

1.1.4. OVERCOME

1.1.4.1. Competence: Teach the children how to face the situation and what the childrena re able to do with th help of caring cargivers.

1.2. FAMILIES

1.2.1. PARENTING

1.2.1.1. AUTHORITATIVE

1.2.1.1.1. **↑ Responsive, Demanding** Firm, Got limits, Strict Gives explanations and communicate on how their punishments will be imposed

1.2.1.2. PERMISSIVE

1.2.1.2.1. **↑ Responsive, Undemanding** Lax & Inconcsistent feedback No limits on their child's behavior, parents dont see themselves being responsible of their child

1.2.1.3. AUTHORITARIAN

1.2.1.3.1. **↓ Responsive, Demanding** Controlling Punitive, Rigid, Cold Only obedienced allowed, and no disagreement from the child

1.2.1.4. UNINVOLVED

1.2.1.4.1. **↓ Responsive, Undemanding** Displaying indifferent, rejecting behaviour Emotionally detached and see themselves as a role to provide basic necessities.

1.3. FRIENDSHIPS

1.3.1. CONCEPTS

1.3.1.1. Younger: Joint Play

1.3.1.1.1. Playing together with each other

1.3.1.2. Older: Abstract Concepts

1.3.1.2.1. Trust, Support & Shared Interests

1.3.2. PLAY

1.3.2.1. Younger(3YO): FUNCTIONAL

1.3.2.1.1. No Goal, Just to do something

1.3.2.1.2. Repetitive movements

1.3.2.2. Older(4YO): CONSTRUCTIVE

1.3.2.2.1. There is a Goal

1.3.2.2.2. Manipulating an object to produce or build something

1.3.2.2.3. Learning to cooperate with others

1.3.2.2.4. Solving Problems

1.3.2.3. INTERACTION

1.3.2.3.1. NO

1.3.2.3.2. YES

2. UNDERSTANDING WHAT OTHERS ARE THINKING

2.1. DIFFERENTIATE

2.1.1. Reality

2.1.1.1. Needs to see the concrete object and relate it

2.1.2. Imaginary

2.1.2.1. Able to comprehend a Zebra despite not seeing one

2.1.3. Pretend

2.1.3.1. Magic Tricks

2.1.4. Belief

2.1.4.1. "Hope"

2.2. FALSE BELIEF

2.2.1. 3YO unable to understand the concept: will look at the new location

2.2.2. 4YO able to understand the concept: will look at the old location

2.2.3. Children with Autism: Unable to grasp the concept no matter how old they are

2.2.4. Children who are Abused: Delays in ability to correctly answer the task

2.3. THEORY OF MIND

2.3.1. Brain

2.3.1.1. Hormonal Changes

2.3.1.1.1. Helps to develop more emotions

2.3.1.2. Brain Maturation due to Myelination in the Frontal Lobe

2.3.1.2.1. More emotional capacity involving self-awareness

2.3.2. Language: Think & Know

2.3.3. Social Interaction: through Make-believe Play

2.3.3.1. Children with Older Siblings: more sophisticated theories

2.3.3.2. Children who are Abused: Reduced experienced of normal social interaction

2.3.4. Cultural

2.3.4.1. Western: Won the race because she was fast

2.3.4.2. Asian: Won the race because she was lucky

3. MAJOR DEVELOPMENTAL CHALLENGES

3.1. conflics between:

3.1.1. to act independently

3.1.2. guilt that comes from unintended consequences of their actions

4. DEVELOPMENT OF THEIRSELVES CONCEPT

4.1. from their own perceptions and estimations of their characteristics

4.2. from their parent's behavior towards them

4.3. from cultural influences

5. MORAL DEVELOPMENT

5.1. PIAGET

5.1.1. HETERONOMOUS MORALITY

5.1.1.1. Rules are unchangeable

5.1.1.2. ONLY One way to play the game, other ways are wrong

5.1.1.3. Winning = Having a good time, rather than Truly competing with others

5.1.1.4. Unable to comprehend "Intentions" of a person

5.1.1.5. Believes that they will receive punishment immediately, even if no one sees them

5.1.2. INCIPIENT COOPERATION

5.1.2.1. More Social, but still follow the formal rules of the game

5.1.3. AUTONOMOUS COOPERATION

5.1.3.1. Rules can be modified, as long as the people who play the game agree

5.1.3.2. Rules of law which are created by people and are subject to change according to the will of people

5.2. SOCIAL LEARNING APPROACHES

5.2.1. PROSOCIAL BEHAVIOR

5.2.1.1. The child has received positive reinforcement for acting in a morally appropriate way

5.2.1.2. BANDURA

5.2.1.2.1. MODELS

5.2.1.2.2. ABSTRACT MODELLING

5.3. GENETIC

5.3.1. AVPR1A: Genes that make the person less generous due to the regulation of hormones

5.4. EMPATHY

5.4.1. Allows the child to behave in a new moral fashion

5.4.1.1. Sympathy

5.4.1.2. Admiration

5.4.2. Negative Emotions may promote moral behavior

5.4.2.1. Anger at an unfiar situation

5.4.2.2. Shame over previous *transgressions*

5.4.2.3. Children will help others to avoid the feelings of personal distress when confronted with another persons unhappiness or misfortune

5.5. AGGRESSION & VIOLENCE

5.5.1. SIGNS

5.5.1.1. Verbal Hostility

5.5.1.2. Kicking

5.5.1.3. Shoving

5.5.2. AGGRESSION

5.5.2.1. ROOTS

5.5.2.1.1. Freud: Sexual & Aggressive Instincts

5.5.2.1.2. Lorenz: Fighting insticnt to preserve teritority, maintain basic needs and weed out weaker animals

5.5.2.1.3. Strengthens the species and their genetic pool, because the strongest survive

5.5.2.2. PRESCHOOL

5.5.2.2.1. Aggression is to attain a desired goal, i.e a toy/place from someone

5.5.2.2.2. AGGRESSION DECLINES WHEN they are able to:

5.5.2.3. TYPES

5.5.2.3.1. INSTRUMENTAL

5.5.2.3.2. RELATIONAL

5.5.2.4. SOCIAL LEARNING

5.5.2.4.1. Learnt behavior through observation, prior learning and direct reinforcement.

5.5.2.4.2. Observing people emiting aggression and applying it when they are frustrated

5.5.2.5. COGNITIVE APPROACHES

5.5.2.5.1. **Children are unable to:** - Pay attention & Understand the appropriate cues - Unable to interpret the accurate behaviors linking to the situation ***Children USUALLY assume* **

6. IDENTITY OF GENDER & RACE

6.1. BIOLOGICAL

6.1.1. BOYS

6.1.1.1. Competence, Independence, Forcefullness & Competoveness

6.1.2. GIRLS

6.1.2.1. Warmth, Expressiveness, Nurturance & Submissiveness

6.2. PSYCHOANALYTIC PERSPECTIVES

6.2.1. Feud's Psychoanalytic Theory

6.2.1.1. Oedipal Conflict (Boys)

6.2.1.1.1. Develops sexual interest in their moms at 5, and would want to kill their fathers, however they are afraid of their fathers. Thus, attempting to be as similar as their fathers as possible.

6.2.1.2. Penis Envy (Girls)

6.2.1.2.1. Develop sexual interests to their fathers at 5, thus allowing girls to ultimately identify with their mothers, attempting to be as similar as them as possible.

6.2.1.3. Identifying with the same sex parent

6.2.1.3.1. Gender Attitudes

6.2.1.3.2. Values

6.3. SOCIAL LEANING APPROACHES

6.3.1. Observing

6.3.1.1. Learning gender-related behavior and expectations through the behavior of others

6.3.1.2. Books & TV: understanding gender roles

6.4. COGNITIVE APPROACHES

6.4.1. Gender Schemas

6.4.1.1. Develop rules using their cognitive abilities on what is appropriate and inappropriate.

7. LANGUANGE DEVELOPMENT

7.1. affected by socioeconomic status

7.1.1. from two-word utterances to longer

7.1.2. more sophisticated expression

7.1.3. growing vocabularies and grammar

8. EFFECTS OF TELEVISION AND OTHER MEDIA

8.1. exposure to emotions and situations that are not in real world

9. PHYSICAL DEVELOPMENT

9.1. CHILD'S BODY GROWTH

9.1.1. gaining weight , changes in shape and structures of body

9.1.2. grow more slender, bones and muscles strengthen

10. COGNITIVE DEPELOPMENT

10.1. BRAIN

10.1.1. grow rapidly

10.1.2. lateralization

10.1.2.1. brain begin to specialize in different task

10.2. MOTOR SKILLS

10.2.1. advance rapidly

10.2.2. difference between gender

10.3. INFORMATION-PROCESSING

10.3.1. based on storafe and recall of information abilities

10.4. VYGOTSKY'S VIEW

10.4.1. depends on the children's social and cultural context