Post on 14-Dec-2015
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Development Through the Lifespan
Chapter 8
Emotional and Social Development inEarly Childhood
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Copyright © Allyn & Bacon 2004
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
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Self ConceptBased on: Observable characteristics
Appearance Possessions Behavior
Typical Emotions and Attitudes
Asserting rights to objects (“Mine!”) helps define boundaries of self
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Self-Esteem
Judgments we make about our own worth.
Includes global appraisal and judgments of different aspects of self.
Affects preschoolers’ initiative.
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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
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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
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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
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Early Childhood Friendships
“Someone who likes you,” plays with you, and shares toys
Friendships change frequently
Friends more reinforcing, emotionally expressive than non-friends.
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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
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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
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Characteristics of Good Models of Moral Behavior
Warmth and responsiveness
Competence and power
Consistency between words and behavior
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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
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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
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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
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Sources of Aggression Individual Differences
Temperament Family
Harsh, inconsistent discipline
Cycles of discipline, whining and giving in
Television TV violence
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Influences on Gender Typing
Genetic Evolutionary
adaptiveness Hormones
Environmental Family Teachers Peers Broader Social
Environment
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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
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Child-Rearing Styles Authoritative Authoritarian Permissive Uninvolved