copyright © allyn & bacon 2004 development through the lifespan chapter 8 emotional and social...

Copyright © Allyn & Bacon 2004

Development Through the Lifespan

Chapter 8

Emotional and Social Development inEarly Childhood

This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

Any public performance or display, including transmission of any image over a network;

Preparation of any derivative work, including the extraction, in whole or in part, of any images;

Any rental, lease, or lending of the program.


Erikson’s Theory:Initiative versus Guilt

Initiative

Eagerness to try new tasks, join activities with peers

Play permits trying out new skills

Act out highly visible occupations

Guilt

Overly strict superego, or conscience, causing too much guilt

Related to excessive threats, criticism, punishment from adults


Self ConceptBased on: Observable characteristics

Appearance Possessions Behavior

Typical Emotions and Attitudes

Asserting rights to objects (“Mine!”) helps define boundaries of self


Self-Esteem

Judgments we make about our own worth.

Includes global appraisal and judgments of different aspects of self.

Affects preschoolers’ initiative.


Emotional Development in Early Childhood

Understanding of others’ emotions increasingly accurate

Emotional self-regulation improves

More self-conscious emotions (shame, guilt) as self-concept develops

Empathy, sympathy, and prosocial behavior increase


Peer Sociability in Play

Nonsocial Activity

Unoccupied, onlooker behaviorSolitary play

Parallel PlayPlays near other children with similar toys, but does not try to influence them

Social Interaction

Associative playCooperative play


Cognitive Play Categories

Functional Play

Simple, repetitive motor movements, with or without objects

0–2 years

Constructive Play

Creating or constructing something

3–6 years

Make-believe Play

Acting out everyday and imaginative roles

2–6 years


Early Childhood Friendships

“Someone who likes you,” plays with you, and shares toys

Friendships change frequently

Friends more reinforcing, emotionally expressive than non-friends.


Parental Influences on Early Peer Relations

Direct

Arrange informal peer activities

Guidance on how to act toward others

Indirect

Secure attachment

Emotionally expressive, supportive communication


Perspectives on Moral Development

Psychoanalytic

Freud: superego and guiltToday: induction, empathy-based guilt

Social LearningModeling moral behavior.

BehavioristRewards and Punishment

Cognitive-Developmental

Children as active thinkers about social rules


Characteristics of Good Models of Moral Behavior

Warmth and responsiveness

Competence and power

Consistency between words and behavior


Punishment in Early Childhood Physical punishment and frequent punishment

have undesirable side effects. Effectiveness of punishment increased by:

Consistency Warm parent-child relationship Explanations

Alternatives to punishment: Time Out Withdrawing privileges Positive Discipline


Corporal Punishment and Age of Child


Moral Imperatives and Social Conventions

Moral Imperatives

Protect people’s rights and welfare

Victims and other children react strongly to moral offences

Adults explain rights and feelings of victims

Social Conventions

Customs such as table manners or dress styles

Peers seldom react to violations of social convention

Adults explain less, demand obedience


Types of Aggression

InstrumentalMeant to help child get something he or she wants

Hostile

Meant to hurt someone elseOvert – physical harm or threatRelational – damage to social relationship


Sources of Aggression Individual Differences

Temperament Family

Harsh, inconsistent discipline

Cycles of discipline, whining and giving in

Television TV violence


Influences on Gender Typing

Genetic Evolutionary

adaptiveness Hormones

Environmental Family Teachers Peers Broader Social

Environment


Gender Identity in Early Childhood Social Learning theory –

Gender typing behavior leads to gender identity

Cognitive-Developmental Theory – Self-perceptions (gender constancy) come before behavior

Gender Schema theory – combines social learning and cognitive developmental theories


Child-Rearing Styles Authoritative Authoritarian Permissive Uninvolved


Factors Related to Child Maltreatment

Parent characteristics Child characteristics Family characteristics Community Culture

copyright © allyn & bacon 2004 development through the lifespan chapter 8 emotional and social...

Documents