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| authoritarian parenting | A restrictive, punitive style in which parents exhort the child to follow their directions and to respect work and effort. The authoritarian parent places firm limits and controls on the child and allows little verbal exchange. (See page(s) 211) |
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| authoritative parenting | A parenting style in which parents encourage their children to be independent but still place limits and controls on their actions. Extensive verbal give-and-take is allowed, and parents are warm and nurturant toward the child. Authoritative parenting is associated with children's social competence. (See page(s) 211) |
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| autonomous morality | The second stage of moral development, displayed by older children (about 10 years of age and older). The child becomes aware that rules and laws are created by people and that in judging an action, one should consider the actor's intentions as well as the consequences. (See page(s) 205) |
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| cognitive developmental theory of gender | The theory that children's gender typing occurs after they have developed a concept of gender. Once they consistently conceive of themselves as male or female, children often organize their world on the basis of gender. (See page(s) 210) |
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| gender | The social and psychological dimensions of being male or female. (See page(s) 207) |
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| gender identity | The sense of being male or female, which most children acquire by the time they are three years old. (See page(s) 207) |
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| gender role | A set of expectations that prescribes how females or males should think, act, and feel. (See page(s) 207) |
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| gender schema theory | The theory that an individual's attention and behaviour are guided by an internal motivation to conform to gender-based socio-cultural standards and stereotypes. (See page(s) 210) |
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| heteronomous morality | The first stage of moral development in Piaget's theory, occurring from approximately four to seven years of age. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people. (See page(s) 205) |
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| imminent justice | The concept that if a rule is broken, punishment will be meted out immediately. (See page(s) 205) |
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| indulgent parenting | A style of parenting in which parents are highly involved with their children but place few demands or controls on them. Indulgent parenting is associated with children's social incompetence, especially a lack of self-control. (See page(s) 211) |
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| moral development | The development of thoughts, feelings, and behaviours regarding standards of right and wrong. (See page(s) 205) |
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| neglectful parenting | A style of parenting in which the parent is very uninvolved in the child's life; it is associated with children's social incompetence, especially a lack of self-control. (See page(s) 211) |
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| psychoanalytic theory of gender | A theory derived from Freud's view that the preschool child develops a sexual attraction to the opposite-sex parent, by approximately five or six years of age renounces this attraction because of anxious feelings, and subsequently identifies with the same-sex parent, unconsciously adopting the same-sex parent's characteristics. (See page(s) 208) |
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| self-understanding | The child's cognitive representation of self, the substance and content of the child's self-conceptions. (See page(s) 202) |
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| social cognitive theory of gender | A theory that emphasizes that children's gender development occurs through the observation and imitation of gender behaviour and through the rewards and punishments children experience for gender-appropriate and inappropriate behaviour. (See page(s) 208) |
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| social role theory | A theory that gender differences result from the contrasting roles of men and women. (See page(s) 208) |