Transcript World of Children 1st ed

World of Children
1st ed
Chapter 9
Social and Emotional
Development
in Early Childhood
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© Allyn & Bacon 2007
The social and emotional self
William James
Self : the characteristics, emotions and beliefs people have
about themselves
1. I-self : awareness that I exist as a separate and unique
person – that I have my own thoughts, experiences,
feelings
personal agency: understanding that your actions and
emotions can affect the environment, behavior, and
emotions of other people.
2. Me-self : what I know about myself – gender, age,
personality, physical, cognitive characteristics.
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The social and emotional self
Sense of self not present at birth
 Children construct I-self and me-self through
interactions and experiences with others
 Me-self present by age 2 – very concrete at first
– become more abstract and more realistic over
time
Ex: I have brown hair
Ex: I can ride my bike fast. I need help w/ spelling
and math.
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Self regulation
The ability to control behavior, emotions or
thoughts, based on situations
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Inhibit first responsesimpulse to take money during Monopoly
when one is looking
Resist interference- ignore distractions while
counting money
Persist in important tasks- cleaning up after.
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Self regulation
Develops over time due to :
 brain maturation – development of frontal
lobes (ages 4-7)
 modeling – imitating behavior of others
(Bandura)
 internalization of rules, standards, private
speech (Vygosky)
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Emotions
Infants reflect emotions of those around
them (emotion contagion)
By age 2 children are aware that their
emotions may be different from others
By age 5 children understand that events
can trigger emotions
Positive emotion bias : children have
tendency to report positive emotions
more than negative ones
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Emotions
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5 year old is less likely to report being
sad than a 7 year old
Boys get the message to hide sadness
as they mature
Children are more accurate at
recognizing other people’s positive
emotions over negative emotions.
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Gender
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By 2 ½ children can apply gender labels
correctly but they focus on appearance
girls have long hair, boys don’t
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As early as 2 yrs old, children show preference
for sex-typed toys – dolls for girls, cars for boys
By age 3 they show gender segregation –
preference to play with others their own gender
Gender stereotypes are well established and
fairly rigid by age 5
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Gender
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Kindergarteners react negatively to cross
gender behavior
Boy’s gender stereotypes develop earlier
than girls
Boys and girls tend to object crossgender behavior more in boys
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Gender
Lawrence Kohlberg
3 stages of gender understanding
 Gender identity (by 2 ½ yrs) – ability to
categorize self and others correctly as
boys or girls
 Gender stability (by 4-5 yrs) – gender is a
stable characteristic over time
 Gender constancy (by 6-7 yrs) – gender
is consistent regardless of outward
appearance
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Moral Development
Children develop a conscience – sense of
right and wrong – as they internalize
rules and begin to feel guilty about their
own behavior, and have empathy for
others
Morality : knowing the difference between
right and wrong, and acting accordingly
Moral reasoning : the ways people think
about right and wrong
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Moral Development
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Lawrence Kohlberg studied stages of moral
development based on Piaget’s theory
children’s moral reasoning develops depending
on…
1. cognitive abilities
2.Perspective taking: ability to understand
the psychological perspective, motives, and
needs of others
3. cognitive disequilibrium: children must
have experiences that challenge their current
thinking in order to grow
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Kohlberg’s Theory
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Parenting
Parenting patterns established early
Dimensions of parenting
 Parental warmth – acceptance,
responsiveness, compassion
 Parental control – setting limits, enforcing
rules, maintaining discipline
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Physical control
Psychological control
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Research on Parenting
Diana Baumrind identified 4 distinct styles
of parenting that represent different
combinations of parental warmth and
control
Authoritative
Permissive
Authoritarian
Rejecting/Neglecting
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Research on Parenting
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Research on Parenting
In later work, Baumrind
expanded styles
Also expanded dimensions
authoritative
parental
democratic
non-directive
authoritarian-directive
nonauthoritarian-directive
warmth
parental control
maturity demands
democratic communication
intrusiveness
unengaged
good-enough
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Discipline vs Punishment
Discipline : techniques adults use to teach children
appropriate behavior
Punishment : techniques used to eliminate
unacceptable behavior
In a 1994 survey,
65% of parents reports hitting or spanking infants
90% spanked their 3 yr olds
35% hit or spanked their 16 yr olds
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Physical punishment
Parents are more likely to hit or spank if:
 they are young
 they were hit or spanked as children
 they are being hit by boyfriends or
husbands
Middle income parents use spanking most
but low income parents who spank do it
more often
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Physical punishment
Research shows consistent correlations
between physical punishment and
aggression
delinquency
antisocial behavior
child abuse
spousal abuse
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Discipline
Basic steps to positive discipline – with
emphasis on teaching rather than
punishing
 manage situation
 set clear rules and limits
 praise good behavior
 use explanation and reasoning
 remove privileges or use timeout
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Friendships
Toddler relationships based on convenience –
whomever is available
Preschool relationships based on opportunity and
similarity
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children have larger group of peers and spend
more time with them once they begin school
children form friendships with those similar in
age, gender, race, attitudes, play styles
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Gender Segregation
tendency to play with others of the same
gender
clear preference by age 2-3
firmly established by age 6
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Gender Segregation - theories
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play compatibility – children seek partners
whose play styles match theirs
1st to segregate are active & disruptive
boys/socially sensitive girls
cognitive schemas – children develop ideas
about what boys and girls are like
operant conditioning – sex-typed behavior is
rewarded by parents and society
sissy or tomboy
psychoanalytic theory – children avoid
interactions with opposite sex to avoid guilt
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Gender Segregation - effects
Boys and girls grow up in different gender
cultures
This can cause conflict as they begin to
spend more time together as teens and
adults – they have trouble understanding
each other’s perspectives
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Play
pleasurable activity
 engaged in voluntarily
 intrinsically motivated
 contains some nonliteral element
(pretend)
Play gives children opportunities to develop
coordination, social skills, problem
solving
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Play
Parten’s study – 42 children ages 1 to 5,
observed during free play over an 8
month period
6 levels of play
ages 3 to 5
parallel
associative
cooperative
ages 1 and 2
unoccupied
onlooker
solitary
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Sociodramatic play
common in children by age 3
acting out of different roles and characters
– either realistic or fantasy
Allows children to
imitate adults
 reenact family relationships
 express needs
 express forbidden impulses
 reverse roles
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Child Care
Four times more children being cared for in family
day care or daycare centers in 1995 than in
1965
High quality care is linked to greater
cooperativeness, greater independence, less
anxiety, higher social competence,
cognitive gains
Children in day care homes are less likely to show
benefits
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Child Care
Determining quality
Structural quality : objective aspects, such
as child-adult ratio, caregivers’ education,
size of facility
Process quality : interactions between
adults and children, materials and
activities that support development
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Child Care
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Group Work
Group A
Dimensions of
parenting & how they
affect children’s
outcomes
Physical and
psychological control
4 parenting styles and
an example of each
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Group B
Difference between
discipline and
punishment
Is spanking affective
or ineffective?
What is effective
discipline?
Research on spanking
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