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Ch.14
The Family
Families form a system of interacting
elements
Family
Work Father Mother
School
Extended
Family Children
Religious
Organizations
Function of Families
Survival of offspring
‐ Families help to ensure that children survive to maturity by
attending to their physical needs, health needs, and safety
Economic function
‐ Families provide the means for children to acquire the skills and
other resources they need to be economically productive in
adulthood
Cultural training
‐ Families teach children the basic values in their culture
Parental Socialization
Parents as direct instructors
‐ Parents may directly teach their children skills, rules, and strategies and
explicitly inform or advise them on various issues
Effective control
‐ Setting standards that are appropriate for the child’s age
‐ Showing the child how to meet the standards
‐ Rewarding the child for complying to these standards
Authoritative parenting
‐ A fair degree of parental control with being
warm and responsive to children
Indulgent-permissive parenting
‐ Warmth and caring but little parental control
Indifferent-uninvolved parenting
‐ Neither warmth nor control
Children with authoritarian parents typically have
lower grades in school, lower self-esteem, and are
less skilled socially
Direct Instruction
‐ Telling a child what to do, when and why
Feedback
‐ Parents indicate whether a behavior is appropriate and should
continue or should stop
Feedback
Reinforcement
‐ Any action that increases the likelihood of the
response that it follows
Punishment
‐ Any action that discourages the reoccurrence of
the response that it follows
Negative Reinforcement Trap
Parents often unwittingly reinforce the very behaviors
they want to discourage
Why?
‐ An evolutionary explanation would propose that
parents are motivated to invest more time and
energy into offspring who are healthy and
genetically fit and therefore likely to survive
Simple, repetitive
Running around a
motor movements with
room, rolling a car back
Functional or without objects.
and forth, kneading
Play Especially common
clay with no intent to
during the first 2 years
make something
of life.
Creating or constructing Making a house out of
Constructive something. Especially toy blocks, drawing a
Play common between 3 and picture, putting
6 years. together a puzzle
Acting out everyday Playing house, school,
and imaginary roles. or police officer; Acting
Pretend Play
Especially common out storybook or
between 2 and 6 years. television characters
Parten's Five Types of Play
Mildred Parten (1932) was one of the early
researchers studying children at play. She
focused on the social interactions between
children during play activities.
‐ Wandering aimlessly
‐ A child that goes from one preschool activity to the next, as if
trying to decide what to do
‐ They just keep wandering, never settling into play with others or
into constructive solitary play
‐ Hovering
‐ A child stand nearby peers who are playing, watching them play
but not participating
Parallel Play
Sociodramatic Play