HDFS 105 1st Edition Lecture 12Outline of Last Lecture I. Current context for child care II. Types of child development programs III. Characteristics of supplemental care IV. Quality indicators in child careA. Structural indicatorsB. Global indicatorsC. Process indicators V. Day care trilema VI. NICHD study of early child care and youth development Outline of Current Lecture I. Socialization II. ParentingIII. Cultural differences IV. Baumrind’s parenting stylesV. DivorceVI. PlayVII. AggressionVIII. Toddler’s Property LawsIX. EriksonX. GenderXI. Sibling relationships Current LectureI. SocializationA. The process of transmitting culture and transforming children into functioning members of society B. The family is the first setting for socializationII. Parenting A. Baumrind's research B. Love oriented techniques foster self-control and responsibility C. Hostility interferes with development of conscience and breeds aggression and resistance to authority (spanking is decreasing) III. Cultural differences These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.A. Cultures differ in approach to child rearing practice (Ex. In Africa, parents are harsh and children listen because to them it's how to stay alive) B. Child care providers using Developmentally Appropriate Practice as prescribed by theNational Association for the Education of Young Children (NAEYC) often encounter family practices that may conflict to some degree with their guidance practice at school IV. Baumrind's parenting styles A. Authoritative (best way) i. Research establishes this style as producing the most positive outcomes for children to learn self-control and good decision making ii. High in responsiveness- messages delivered with love, reasons given for rules and consequences (to keep you safe because we love you) iii. High in demandingness- firm limits are established and parents are consistent B. Authoritarian i. Research suggests that this style damages children's self-esteem and teaches them to fear punishment rather than make decisions based on their humanitarian treatment of othersii. Low in responsiveness, high in demandingnessiii. Scolding, spanking, "Do it now because I said so!" Adults are controlling and harsh. iv. Children who are hit learn to hit others to solve problems (and only teaches children how to avoid being hurt) C. Indulgent: permissive by choicei. Parents spoil the child and make excuses for their inappropriate behaviors. Children do not learn self-control or good decision making (nothing is ever theirfault- blames everything on others) ii. High in responsiveness and low in demandingness iii. Children without limits will test adults, trying to establish what is acceptable behavior iv. It is difficult to develop empathy in this system B. Neglectful: permissive by default i. This style is characterized by parents so overwhelmed with life's problems that they don’t find time to show affection or set and maintain limits for their children ii. Low in responsiveness, low in demandingness iii. Children behave badly to try to get the attention of the parents (gets a consistent message that their parents do not care about them) B. These are characterized by their respective levels of responsiveness (love oriented) and demandingness (enforced limits and rules) --> Meant to guide children so that they know you care; children feel safer and respect you more when there are rules and limits II. DivorceA. Children exhibit fairly high resilience to divorce when the parents are harmonious (allthey need are good role models)B. Children adapt fairly well to shared custody, living with one parent, visitation with the other, etc. as long as the parents don’t fight and use the children to manipulate one another C. The best outcome for children is to have a positive relationship with both parents! VI. Playa. How does play contribute to a child's development?b. Cognition and language?c. Social skill?d. Emotional well-being? e. Parten's 6 types of play i. Unoccupied play- wandering aimlesslyii. Solitary play- involved in play, though aloneiii. Onlooker play- interested and watching othersiv. Parallel play- playing beside peers with like toysv. Associative play- sharing materials, harmoniousvi. Cooperative play- planning and organizing play scenarios with peers. Usually seen in older preschoolers- 4 and 5 year old children VII. Aggressiona. It is normal for children to display aggression at times as they grow b. Boys- more likely to display physical aggressionc. Girls- more likely to display verbal aggression- also called Relational Aggression- "You're not my friend…" d. Is this inborn, or do we teach this through our treatment of children when they are young? e. Causes of aggression: i. Developmental lag in child's role-taking skills ii. Aggressive role modelsiii. Situations that encourage competition, not cooperation at a young age iv. Frustration with own ability to cope with social demands f. Instrumental aggressioni. A goal directed attack to get attention, toys, to test one's own social power ii. Instrumental aggression is typical when preschool children are cared for in groups iii. Instrumental aggression is a normal reaction to strong needs, frustration, growing social demands iv. Instrumental aggression- physical and verbal b. Hostile aggressioni. Aggressive acts performed with intent to harm another person's self-esteemii. Bullying is an example of hostile aggressioniii. Hostile aggression puts others down because it feels good to hurt, not to get one's own wayiv. Hostile aggression- physical and verbalv. Red flags indicating hostile aggression:1. Damaging property2. Torturing animals VIII. "Toddler Property Laws"a. If I like it, its mine b. If its in my hand, its minec. If I can take it from you, its mined. If I had it a little while ago, its minee. If its mine, it must never appear to be yours in any wayf. If I'm doing or building something, all the pieces are mineg. If it looks just like mine, it is mine h. If we understand development, toddlers are all about independence; "I'll do it myself"; on my own time, when I decide to, when I'm readyIX. Eriksona. Autonomy vs Shame and Doubt- age 2 i. Expressing need for independenceii. Holding on to emotions for a time iii. Do not over protect, over controliv. Offer choices that toddlers can successfully manage b. Initiative vs