Transcript Slide 1
SOCIAL AND PERSONALITY DEVELOPMENT IN PRESCHOOL YEARS Psychosocial development - according to Erikson, development that encompasses changes both in the understandings individuals have of themselves as members of society and in their comprehension of the meaning of others’ behavior Initiative – vs – guilt stage: Ages 4-5 Child becomes: Begins tasks like: Children who are given the freedom and opportunity to engage in tasks have sense of initiative reinforced Parents should not try to hinder fantasy or play If parents make the child feel bad or feel like a nuisance with their questions, the child will develop a sense of guilt FREUD-Stage 2 – Anal Stage – (1 ½ years to 3) : If child gets locked into this stage, they continue to engage in behaviors associated with retention or elimination. They may become anal retentive or anal expulsive. FREUD-Stage 3 – Phallic Stage (3 to 6 years) – erotic focus is on the genital area. Oedipal/Electra complex: Problems resolving the complex may lead to feelings of inferiority toward their own sex and having to prove something to the opposite sex. Penis Envy: Castration Anxiety: Level 1 – Preconventional Stage – child’s moral reasoning is based on external authority Stage 1 – Punishment orientation: Stage 2 – Naïve Reward Orientation: Self-Concept – Collectivistic Orientation – Individualistic Orientation – Racial and ethnic identity begins to formalize Differences in skin color noticed early in life: Minority children indicate preferences for majority values or people Result of powerful influence of dominant white culture NOT disparagement of own racial characteristics Emerges somewhat later than racial identity Usually less conspicuous than race Preschoolers who were bilingual, speaking both Spanish and English: Gender Identity – the perception of oneself as male or female Identification – the process in which children attempt to be similar to their parent of the same sex, incorporating the parent’s attitudes and values. Gender Schema – a cognitive framework that organizes information relevant to gender Gender Constancy – the fact that people are permanently males or females, depending on fixed, unchangeable biological factors Androgynous – encompassing characteristics thought typical of both sexes Kohlberg (1966) By age 4-5, children develop understanding of gender constancy Belief that people are: Gender schemas occur well before gender constancy is understood Differences noted in play of male and female preschoolers Males: Females: Preschoolers expect boys to demonstrate: Preschoolers expect girls to demonstrate: Biological Gender differences result of moving through series of stages related to biological urges Social learning Inborn, genetic factors produce gender differences Psychoanalytic Gender related behavior learned from observations of others’ behaviors Cognitive Gender schemes form lens through which world is viewed Males and females go through different identification process Identifying with same sex parents enables child to adopt parents’ gender attitudes and values Freud believed that the root of homosexuality occurred: Gender related behaviors and expectations learned from observing others Books, media, television perpetuate gender related behavior and expectations Gender schema or cognitive framework organizes relevant gender information Preschoolers begin developing “rules” about what is right and inappropriate for males and females Functional play – play that involves simple, repetitive activities typical of 3-year-olds Constructive play- play in which children manipulate objects to produce or build something Parallel play – action in which children play with similar toys, in a similar manner, but do not interact with one another Onlooker play – action in which children simply watch others at play but do not actually participate themselves Associative play – play in which two or more children interact by sharing or borrowing toys or materials, although they do not do the same thing Cooperative play – play in which children genuinely interact with one another, taking turns, playing games, or devising contests Adolescents respond to different parenting styles 1. Authoritarian parents: 2. Authoritative: They are supportive, loving, and committed, encourage verbal give-and-take, and discuss rules and policies with their children. Value being expressive and independent but are still demanding. These children tend to be competent. Girls tend to be achievement-oriented and boys tend to be friendly and cooperative. 3. Permissive parents: 4. Uninvolved parenting: Parenting styles tend to influence the adolescent’s development of independence Authoritarian: Authoritative: Permissive: