CHAPTER 13
ECD 51 COURSE CONTENT/VOCABULARY
Initiative
Social Initiative
Self-concept
Affiliative Obedience
Enmeshment
Social competence
Sociometric interview
Sociometric status
Popular sociometric status
Agression
Reactive Agression
Hostile Agression
Unoccupied behavior
Onlooker behavior
Parallel play
Associative play
Cooperative play
Empathy
Altruistic behavior
Teasing play
Assertiveness
Conflict and arguments
Proactive aggression
Verbal aggression
Instrumental aggression
Physical aggression
Bullying
Victim status
Class meeting
Child care quality
Graded Challenges
Closed-field play
Open-field play
Isolate behavior
Social participation
Neglected sociometric status
Slow-to-warm-up temperament
Rough-an-tumble play
Sex-typed or gender stereotyped behaviors
Serious emotional disturbance (SED)
GENERAL VOCABULARY
Predictor
Highly linguistic
Peers
Risk-taking
Self-assurance
Invisible
Compromise
Spontaneously
Prompting
Adult modeling
Interference
Withdrawn
QUESTIONS
1. How do preschool children become emotionally healthy and self-confident? Is this process similar in
different cultures?
2. How do children learn to get along with other children and what determines whether they are popular,
rejected, or ignored?
3. What are friendships like for preschoolers and how important are they?
4. What are the stages children go through as they learn how to interact with others?
5. How do preschool children learn positive and negative social behaviors?
6. How are children’s social relationships affected by their culture, socioeconomic status, experiences in
childcare, and gender?