Transcript Chapter 8 PowerPoint

EARLY CHILDHOOD:
Emotional and social development
Emotional Development and
Adjustment
Thinking Tasks are Critical to
Emotional Development
 Emotions Are
Central to Children’s Lives
 Teaching Effective Problem-solving Skills
 Learning Parents’ Expression of Emotions
Timing and Sequence
 Facial
Expressions and Body Language
Very young infants express happiness, sadness,
distress, anger and surprise
Play Behaviors and EmotionalSocial Development
 Play:
Voluntary activities that are not
performed for any sake beyond themselves.
Functional play
Constructive play
Parallel play
Onlooker play
Associative play
Cooperative (collaborative) play
Emotional-Social Development
 Imaginative
Play is Inexpensive but
Priceless
 Imaginary Friends
 Gender Differences
 Play Benefits Emotional Well-Being
 Cultural Differences in Play
Emotional Response and
Self-Regulation
 Culture
Transmits Expectations
 Asian and Pacific Islander (API) Children
collectivism
 Hispanic American
Expectations
machismo
marianismo
 African American
Expectations
 Cross-Cultural Understanding and Effective
Teaching, Health Care, and Social Services
Acquiring Emotional
Understanding
 The
Link Between Feeling and Thinking
 Responding to Emotions of Others
 Forming Emotional Ties
The Development of SelfAwareness
Self-Esteem
 A child’s
own sense of self-worth or selfimage is part of the overall dimension called
self-esteem.
The Sense of Self
 Self:
the system of concepts we use in
defining ourselves.
 Neisser: Ecological Self
 Interpersonal Self
 Self-Concept: the image one has of oneself.
Measuring a Child’s
Self-Esteem
 Harter
and Pike: Pictorial Scale of
Perceived Competence and Social
Acceptance in Young Children.
Gifted Children and Their
Sense of Self
 Entelechy:
 Self-Efficacy
Gender Identification
Gender Identity
 Gender
Roles: Sets of cultural expectations
that define the ways in which the members
of each sex should behave.
 Gender Identity: The conception that
people have of themselves as being male or
female.
Hormonal Influences on
Gender Behaviors
 Males
tend to be more logical, analytical,
spatial and mathematical.
 Females tend to be more verbal at an earlier
age, more “emotional” and more social.
 Individual child’s family experience and
socialization.
Social Influences on Gender
Behaviors
 Money:
Environmental influences
 Kagan: Psychological processes that are at
work in attuning youngsters to their gender
roles
 Gender and Cultural Distinctions
Theories Regarding the
Acquisition of Gender Identity
 Psychoanalytic Theory
Children psychologically bisexual at birth
Resolution of Oedipal and Electra complexes:
Girls identify with mothers; Boys identify with
fathers.
Psychosocial Theory
 Erikson:
Initiative versus guilt
 Parents encourage (and discourage) certain
gender behaviors.
Cognitive Learning Theory
 Children
are neutral at birth
 Selective reinforcement and imitation play
 Bandura: Observational Learning
Cognitive Developmental
Theory
 Kohlberg:
self-socialization
 Children first learn to label themselves as
“male” or “female.”
 Attempt to master behaviors
 Evaluation of Theories
 Gender stereotypes
Mothers, Fathers, and Gender
Typing
 Parents’ stereotypes
regarding male and
female children’s behavior.
 Father encourages “femininity” in females
and “masculinity” in males.
 Father’s fear of homosexuality inhibits
displays of emotion in sons.
Family Influences
Families Convey Cultural
Standards
 Socialization:
The process of transmitting
culture, of transforming children into bona
fide, functioning members of society.
Cultural Trends Affecting
Families
 Shifting
trends in divorce, childbearing,
living arrangements, migration, education,
work, income and poverty
Determinants of Parenting
 The
Parents’ Characteristics
Troubled parents more likely to have troubled
children.
 The
Child’s Characteristics
Age, gender and temperament
 Sources
of Stress and Support
Key Child-Rearing Practices
 Warmth
or hostility
 Control or autonomy
 Consistency or inconsistency
 Combinations:
Warm but restrictive
Warm with democratic procedures
Hostile (Rejecting) and restrictive
Hostile and permissive
Child Abuse
 Fine
line between legitimate discipline and
child abuse
 Sexual Abuse of Children
 Prevention Programs
Parenting Styles
 Authoritarian:
Parents operate from the
rejecting-demanding dimensio
 Children: Discontented, withdrawn,
distrustful
Authoritative
 Parents
provide firm direction but give
freedom within limits.
 Children: Self-reliant, self-controlled,
explorative, contented
 Scaffolding: Supports a child’s learning
through interventions and tutoring that
provide helpful task information attuned to
the child’s current level of functioning.
Permissive Parenting
 Non-punitive,
accepting and affirmative
environment
 Children regulate own behavior.
 Children: least self-reliant, explorative and
self-controlled
Harmonious Parenting
 Egalitarian
parenting
 Children: Small sample in study; not
enough for projection
Gaining Perspective on
Parenting
 The
Harvard Child-Rearing Study
How parents feel about child makes the
difference
 The
Harvard Preschool Project
Effective mothers do not devote their entire
day to child rearing
American Family Structures
in 2000
 Single-Parent
Families and Effects of
Divorce:
Adjustment is better second year
 Joint
Custody Arrangements:
Best predictor for child: relationship with both
mother and father
 Young
Children with Gay or Lesbian
Parents
Sibling Relationships
 Differences
in the microenvironment:
Firstborn: Parents attach greater importance to
their firstborn.
Confluence Theory: The oldest sibling: richer
intellectual environment
Resource Dilution Hypothesis
 Resources
get spread thin to the detriment
of all offspring
 Adler’s “dethroning” of firstborn
Nonfamilial Social Influences
Peer Relationships and
Friendships
 Peers
are individuals who are approximately
the same age
 3-year olds form friendships like adults.
 Peer Reinforcement and Modeling:
Children learn by imitating other children.
Aggression in Children
 Aggression:
Behavior that is socially
defined as injurious or destructive.
 Boys: physical and verbal aggression
 Girls: relational issues
Preschools and Head Start
Advantages
 Performed
as well or better than peers
 Fewer grade retention
 Better parenting skills for parents
 Higher academic achievement
 Less delinquent behaviors
 Better parent involvement in school
Media Influences
Television
 Television
fosters aggressive behavior.
 Children learn aggressive skills.
 Weakens children’s inhibitions
 Vicarious conditioning
Video and Computer Games
and the Internet
 Opportunities
for learning and decision-
making
 Opportunities for inappropriate learning