HDFS 401 1st EditionExam # 2 Study Guide Chapters: 5 - 9Chapter 5- Socialization of emotionso Socialization by parents-Children learn about emotion expression by observing/interacting with parents. Parents exude positive emotions, respond sensitively to distress, and display hostility/conflict (negative emotions). Reflection of parental emotionChildren learn emotion regulation by: positive interactions around emotions, scold or punish child, belittling children, fight in front of child.*Parents can actively coach their children and give them “lessons” that help them understand and regulate their emotions.  Gottman’s five steps of emotional coaching1) Be aware of child emotions2) Recognize expression as an opportunity for intimacy and teaching3) Listen empathetically and validate child’s feelings4) Label emotions5) Help children problem solve and find solutionso Socialization by childrenPeer reactions teach children the consequences of expressing neg. and pos. emotions. Being around peers vs. being socially isolated really improves children’s emotional knowledge. o Socialization by teachersChapter 6Important Terms and Concepts- Sense of selfo Individual selfo Relational selfo Collective selfo Online self- Developmental origins of self from birth to middle childhoodThese 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.-Babies as young as 18 wks will not look at their reflection but don’t realize they’re looking at themselves-3-4yrs. Observable and social characteristics and performances-5-7 yrs. Competencies (talking about things they can do “ I run really fast”)-8-10yrs. Private selves, use labels, focus on abilities and interpersonal attributes - Self-perceptionso Self-esteem- The evaluative component of self that taps how positively or negatively people view themselves in relations to others-Ones worth as a person  Domain specific perceptions- Scholastic ability, Athletic competence, Physical appearance, Behavioral conduct, Social How do children learn self-appraisal?-Children under the age of 8 tend to have unrealistically positive self-appraisals.-Self-appraisals become more realistic across development as children incorporate feedback back in..  Gender and global self-esteem-Girls have lower global self-esteem than boys beginning in middle childhood and this difference increases in adolescence. Social determinants of self-esteem.- Impacts of family and peers-Family influence - children’s self-esteem is associated with parenting styles and types of interactional style a child has with their parents-Peer influence- peers becoming increasingly influential across development. Peers influence physical appearance, social and athletic ability.  What do we know about the most effective way to build self-esteem?-Praising children for their talent and intelligence doesn’t help. It sets them up for disappointment. Better to foster a “growth mind-set”learning goals vs. performance goals. Ex: focus on skills that got them to goal of achievement, so you can focus on specific things they did.- Identity Formationo Identity- The definition of oneself as a discrete, separate entity.o Identity pathways (achievement, moratorium, diffusion/confusion, foreclosure-Identity achievement- you know who you are-Identity moratorium- you are actively exploring, but not achieved -Identity foreclosure--Identity diffusion-- Development of knowledge and otherso Understanding of intentions and norms-Age 1- understand that people’s actions are intentional and goal directed use joint attention-18 months- recognize social norms (ex. Bedtime routines)-End of second year- can describe scripts for social routines. Scriptso Theory of mind- Children’s understanding that people have mental states such asthoughts, beliefs, and desires that affect their behavior.- Advancing Social Understandingo Child abilities-Children with higher levels of social understanding do better on standard intelligence tests and exhibit more frequent pro social behavioro Parental influence-Children in families who frequently talk about mental states are more likely to succeed in theory-of-mind.  conversations include explanations of the cause and effects of mental states, using words such as “because”, “how”, and “why”o Siblings and friends-Two important types of interactionPretend playDispute resolution-Interactions also involve discussions about shared concerns, interests, and goals- Experiences Outside the Familyo Stereotypes- A general label applied to individuals based solely on their membership in a racial, ethnic, or religious group, without appreciation that individuals with in the group vary. Stereotype consciousness- The knowledge that other people have beliefs based on ethnic stereotypes.o Prejudice- A set of attitudes by which an individual defines all members of a group negatively. Determinants of stereotypes and prejudices-Social factorsprejudiced messages from parents, peers, schools, and media Can they be reduced?-Increase contact between members of groups who are prejudiced toward each other. Point out the individual characteristics of members of other groups. Minimizing stereotypes of racial and ethnic groups in mediasuch as books, television, and movies.On Your Own ( You will be responsible for this for the exam but we did NOT cover any of this information in class)- The Role of Languageo Four components of language Phonemes- The smallest sound units that affect meaning in a language Semantics- The meaning of words and word combinations Syntax- The part of grammar that prescribes how words combine into phrases, clauses, and sentences. Pragmatics- A set of rules that specify appropriate language for particular social contexts - Developing Language Fluencyo Babbling- An infants production of strings of consonant-vowel combinations. o Cooling- A very young infant’s production of vowel-like sounds.- Semantic Developmento How children acquire words-By 2 can say about 900 root words. By age 6 vocab has increased by 8000 words. Is learned through everyday social exchanges and competent language users.- Acquisition of grammaro Holophrase- A single word that appears to represent a complete thoughto Telegraphic speech- Two-word or three-word utterance that include only the words essential to convey the speaker’s