Please enable JavaScript.

Coggle requires JavaScript to display documents.

Week 5 Prep Assignments - Coggle Diagram

- - - - emphasize obedience, respect, neatness, cleanliness, staying out of trouble
      - controlling, authoritarian, and arbitrary in discipline; use physical punishment
      - short directives and varying tones in communications
    - - emphasize happiness, creativity, ambition, independence, curiosity, and self-control
      - likely to be more democratic and use reason, more receptive to children's emotions
      - Talk with children, reason with them, use complex language
  - - - social roles are based on hierarchy (age and status), family is patriarchal, and individuals are treated by rank, gender, or situation
      - Discipline- age is equated with knowledge, children obey and imitate what the learn. Hesitate to ask questions to avoid shame.
        
        Harmony is valued, family needs above individual, people use extended family and relatives to help in family efforts
      - Communicaion is indirect and nonverbal
      - Emotions are displayed inward and are rarely public, outward emotions expressed through facial expression and body movement.
      - children learn skills to get along with group and contribute to adulthood. It is necessary for children to be modesty and moderate .Children are expected to do what they are capable of. They need to improve over time.
    - - authority achieved through hard work and rules are the same for everyone
      - relationships are compartmentalized, do good to others, and make democratic decisions
      - communication is mostly in person
      - Can be open or closed. Depends
      - individuals take action for self, solve their own problems, and internalize any discipline
      - Children are encouraged to make their own decisions. They can act for self. Competition can promote performance.
  - - - Eighteenth Century: Children were only significant if they contributed to family, no thought to individual needs. humanism changed the way people looked at this. The idea of tabula rasa came forward during this time, lightening the load and chores that were given.
      - Nineteenth: Parenting became child-centered. Parents helped children become better adults.
      - Twentieth Century: behaviorism: theory that observed behavior rather than what exists in the mind concept of fixation, or arrested development, also came forth about this time.
      - Middle Twentieth: Parents cared for children more often. They learned what it took to care for children.
      - Late Twentieth: Encouraged self-regulation. Parenting has become more child-centered and balanced.
  - - - Secure
      - Insecure
        
        Resistant
        
        Avoidant
        
        Disorganized/disoriented
  - - - Physical Abuse: deliberate harm to child through physical harm. Bruised, wounded, burned, etc.
      - Sexual abuse: person forces, tricks, or threatens child in order to have sexual contact with them. Children start by being secretive about it, will feel helpless, will feel entrapped and accommodate, delayed disclosure, and then retraction.
      - Psychological/emotional: children are attacked by adult and loose self and social competence. Parents usually received the same treatment when they were children.
      - Maltreatment effects
        
        Parents usually have their own issues
        
        Children will have difficulty with their relationships
        
        parents can receive guidance or discipline depending on level and extremity of abuse.