Topics: Emotion, Parenting styles, Childhood Pages: 5 (1520 words) Published: August 24, 2013
Student: ______________

CHFD215: Child Development Final Exam

Instructions: Below you will find two questions for each of Chapters 9 through 15 of the Berk (2000) text chapters. One type of question requires you to connect with course content and the other requires you to apply it. Thoroughly (your answer should be more than a sentence or two) and succinctly (be clear and don’t ramble) answer ONLY one question for each chapter (No extra credit will be offered for answering more than the assigned number of questions). You may either save this document on your computer and insert your answers into it or copy/paste your chosen questions into a new document and answer them. Be sure to proofread your work. One half of one percentage point will be deducted for each grammar and spelling error. Avoid using quotes and answer questions in your own words, please. My task is to assess the extent of your comprehension, not how well you can copy/paste material you find in the book.

Chapter 9
9a Application: Three-year-old Jason's mother explained that the family would take a vacation in Miami. The next morning Jason announced, "I gotted my bags packed. When are we going to Your-ami?" What do Jason's errors reveal about his approach to mastering grammar?

9a. Jason’s errors in grammar would be considered over regularization. This happens when a child extends a regular grasped morphological rule. Jason understood the meaning of “my” which he knew that referred to self. When Jason’s mother explained that they were going to Miami he grasped the meaning of “my” and related this back to her by saying are we going to “yourami”. He didn’t grasp the concept of this being the place of destination they were going on their trip. He reflected back saying “yourami” because his mother explained that they were going to “Miami”, which he perceived the “my” in then made it “yourami” when asking his mother.

9b Connection: Cite examples of cognitive advances that contribute to the development of referential communication.

Chapter 10
10a Connection: Explain why good emotional self-regulation is vital for empathy to result in sympathy and prosocial behavior. How can parents promote emotional self-regulation, empathy, and sympathy at the same time?

10a. It is important to have good self-regulation because empathy is an interaction of cognition and affect. One must be able to detect differences in different types of emotions, look at the emotional perspective, and respond in an emotionally similar way. A child’s temperament will play a role as whether empathy occurs, prosocial behavior, or a self-focused response. Children who are extremely sociable and have an understanding of regulating emotions are more likely to show concern and empathy to other children in distress times. Children who have poor emotion regulations, display pro-social behaviors, and no sympathetic concern. Parents can promote emotional self-regulation, empathy, and sympathy, by showing acknowledgement to their children’s emotions. Parents should teach their children different types of emotions so that this will help them have a better understanding of other’s feelings in different experiences or situations. Children learn from adults, they watch them, and pick up on feelings which help them to regulate their emotions. Parents should encourage emotional expressiveness this will also help to have good self-regulation.

10b Application: In evaluating her childhood attachment experiences, Monica recalls her mother as tense and distant. What type of infant--mother attachment is Monica likely to develop with her own child?

Chapter 11
11a Application: Ten-year-old Marla is convinced that her classmate, Bernadette, who gets poor grades, is lazy. In contrast, Jane thinks Bernadette tries but can't concentrate because her parents are getting a divorce. Why is Marla more likely than Jane to harbor social prejudices?

11b Connection: Frank and Vera worry...
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