Transcript Chapter 8
Chapter 8 Emotional and social development in early childhood Personality theories • Erikson ________________________ • Play fosters ____________ and develops a ____________ that is not too strict. Self-development • _________________ - attributes, abilities, values, and attitudes that we believe define who we are – concrete in early childhood • _________________ - judgments about our own worth and related feelings – high self-esteem; _______________________ difficulty of tasks – High self-esteem leads to initiative – Criticism __________________ self-esteem. Emotional development • Understanding of emotion improves in ________________________________ • improvements in self-regulation of emotion – ________________, talking to self, changing goals • changes in self-conscious emotions – impacted by __________________ • empathy (comfort others)- largely influenced by ___________________ Play • __________________- normal between 3& 5; usually outgrow them • gender differences – Same-sex play groups – Boys interact in ______________ • play benefits emotional well-being _______________________________ _____ Peer relations • first friendships - ____________; “fickle”, react differently to their “friends” • ability to make friends is related to ________________________ • peer reinforcement and ____________ are powerful Morality • Psychoanalytic (____________) – Children whose parents use threats or physical force • Show little guilt after harming others; poor self-control • _________________________ - effects of misbehavior are communicated to the child. – Encourages ___________________________________ • Behaviorism – Imitate models who demonstrate appropriate behavior – More likely to copy prosocial actions of person if: • Consistent between assertions and behavior; warm; competent; powerful • __________________________ perspective children actively think about social rules. The cognitive-developmental view of moral development emphasizes • A) the role of brain lateralization and syntactic pruning in promoting cognitive skills needed for moral thought. • B) the child’s internalization of moral societal standards. • C) forms of discipline that encourage and reward good conduct. • D) children as active thinker about social rules. Punishment • Justified when immediate obedience is necessary – Long term: Warmth and reasoning better • Punishment: – ____________________. – model of aggression – Teaches to _____________ the punishing adult – adults are _____________ for using coercive discipline • Alternatives: – Time out - removal from setting until ready to act appropriately – Withdrawal of privileges Parenting styles • Styles (Baumrind) – based on demandingness and responsiveness of parents – _____________ – reasonable demands, set limits, warm and responsive – ______________ – demanding, lack warmth – ______________ – lack of rules or structure, parents are warm • Authoritative parenting effective because: – fair and reasonable control is internalized; models of _________________, reasonable _________ Combining the two dimensions of parental behavior (warmth and control creates four prototypic styles of parenting. • Types Aggression – ______________ aggression: goal-oriented – _____________ – meant to hurt someone • _________ - physical injury/threat of injury (boys) • ______________ - damage to relationships (girls) – Biology (testosterone) – Gender typing (_______________) • Family issues – Conflict-ridden atmosphere – Boys receive more ___________________; may overlook fighting by boys Gender typing: - process of developing gender roles • Gender ____________________________ seeing self as male or female • By ages 3-4, children develop gender identity; by 5 or 6 they have gender constancy (understand that gender is ______________) • Genetic influences : hormonal differences • Social/Environmental influences – – – – Family (toys, interaction differences) Teachers Peers Broader social environment (media) Gender identification continued • Emergence of gender-role identity – ____________________ theoryresolution of Oedipal or Electra complex – ______________________ theory - social interactions – cognitive learning theory -selective _________________________________ – Gender schema theory (cognitivedevelopmental theory)– label themselves as “male” or “female” and attempt to behave accordingly (____________________) Sample question • Four-year-old Athena’s mother often tells her that “cars and trucks are for boys.” According to gender schema theory, Athena is likely to • A) avoid playing with cars and trucks • B) ask her father to play cars and trucks with her • C) be resentful when she sees other girls playing with cars and trucks • D) seek out opportunities to play with boys who are playing with cars and trucks