Chapter 8 Gp 1, 2 and 3
Transcript of Chapter 8 Gp 1, 2 and 3
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 1/30
Chapter 8 gp 1, 2 and 3
Psych 30
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 2/30
1. How does the self- concept develop
during early childhood, and how dochildren advance in understanding
their emotions?
• Self Concept - The
mental image or
perception that one
has of oneself.- thetotal picture of our
traits and abilities.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 3/30
1. How does the self- concept develop during early
childhood, and how do children advance in
understanding their emotions?• In the preschool years
self definition isgenerally concreteand observable. Theywill talk about the
colour of their hair or eyes. They tend to usesingle representationsin which they describethemselves in all or nothing terms (no
grey areas!) Example:“I am good.”
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 4/30
1. How does the self- concept develop during early
childhood, and how do children advance in
understanding their emotions?
• Around age 5-6 weseerepresentationalmappings where a
child startsmaking logicalconnectionsbetween aspectsof his/her self but
still sees thesecharacteristics inall or nothingterms.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 5/30
1. How does the self- concept develop during early
childhood, and how do children advance in
understanding their emotions?• In later childhood (age
7+) they start to moregeneralized traits suchas being popular, smartetc. They can also startto be more self-critical
and also begin to realizethat they can actually bemore than 1 thing at atime. Example: “I amusually (generally) goodbut sometimes I say badwords.” Or as theybecome a little moremature “I am good atmath but bad inspelling”.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 6/30
1. How does the self- concept develop during early
childhood, and how do children advance in
understanding their emotions?• Emotions
• SimultaneousEmotions
• Between ages 4-12
children realize thatthey can experience 2or more emotions atthe same time. Seeyour text book page283-4 where different
levels of understanding thisconcept arediscussed.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 7/30
How do young children develop
initiative and self-esteem?• Erik Erikson: Initiative
Versus Guilt
• “Children must balance theurge to pursue goals withthe moral reservations that
may prevent carrying themout. Children who learn how to regulate these opposing drives develop the “virtue” of purpose, the courage toenvision and pursue goals
without being unduly inhibited by guilt or fear of
punishment.”
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 8/30
How do young children develop
initiative and self-esteem?• Learning Initiative Versus
Guilt (Purpose)Erikson believes that thisthird psychosocial crisisoccurs during what he calls
the "play age," or the later preschool years (from about3½ to, entry into formalschool). During it, thehealthily developing childlearns: (1) to imagine, to
broaden his skills throughactive play of all sorts,including fantasy (2) tocooperate with others (3) tolead as well as to follow.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 9/30
How do young children develop
initiative and self-esteem?• Immobilized by guilt, he
is: (1) fearful (2) hangs
on the fringes of groups
(3) continues to depend
unduly on adults and(4) is restricted both in
the development of play
skills and imagination.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 10/30
3. How do boys and girls become
aware of the meaning of
gender and what explains the
differences in behaviour btw
the sexes?• A gender role is a
set of perceivedbehavioral norms
associatedparticularly withmales or females, ina given social groupor system.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 11/30
3. How do boys and girls become aware of the
meaning of gender and what explains the
differences in behaviour btw the sexes?
• Gender roles are
not biologically
determined, butvary according to
culture and era,
and even for
individuals during
the course of
their lives.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 12/30
3. How do boys and girls become aware of the
meaning of gender and what explains the
differences in behaviour btw the sexes?
• Gender roles areconsequently
described bysocial scientistsas sociallyconstructed. Most
of the behaviour associated withgender is learnedrather thaninnate.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 13/30
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 14/30
3. How do boys and girls become aware of the
meaning of gender and what explains the
differences in behaviour btw the sexes?
• Gender typing – Theacquisition of the gender role – the socializationprocess. Parents often makecomments like: "Big boysdon't cry" or "Little girlsshouldn't get their prettyclothes dirty" Gender typing isthe result of all the messagesparents and society in generalgive children about their gender. .
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 15/30
3. How do boys and girls become aware of the
meaning of gender and what explains the
differences in behaviour btw the sexes?
• Gender typing – Theacquisition of the gender role – the socialization
process. Parents often makecomments like: "Big boysdon't cry" or "Little girlsshouldn't get their prettyclothes dirty" Gender typing isthe result of all the messagesparents and society in generalgive children about their gender. What gender typing doyou think the parents gave this1700s toddler?
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 16/30
3. How do boys and girls become aware of the
meaning of gender and what explains the
differences in behaviour btw the sexes?
• This is a baby boy
(Louis the 15th) This
was a customary outfitin the 1700s for baby
boys but wouldn’t be
considered a proper way
to dress a baby boytoday
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 17/30
3. How do boys and girls become aware of the
meaning of gender and what explains the
differences in behaviour btw the sexes?
• From infancy, culture teacheswhat it means to be a boy or agirl. From the colour of clothes
to the toys we play with, themessages begin at a veryearly age. Young people areinfluenced by a barrage of messages to conform to avariety of expectations, and topreserve a rigid set of valuesthat stress the differencesbetween genders.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 18/30
3. How do boys and girls become aware of the
meaning of gender and what explains the
differences in behaviour btw the sexes?
• Gender Stereotypes –preconceivedgeneralizations about maleand female behaviour.
• Sugar and spice and everything nice,That's what little girls are
made of.Snips and snails and puppy dog tails,That's what little boys aremade of.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 19/30
3. How do boys and girls become aware of the
meaning of gender and what explains the
differences in behaviour btw the sexes?
• The following slides will
look at different
perspectives on Gender Development.
• Table 8-1 on page 288
should also be
examined for different
perspectives on Gender
Development
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 20/30
Theory
Basic Belief • Biological Approach• Gender roles are
biologically
influenced. There is adifferent in physical brain development inthe sexes which may lead to different
behaviours and different abilities.Some links tohormonal influences
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 21/30
Theory
Basic Belief • Psychoanalytic
• Freud –
Identificationtheory – thechild will adopt the
characteristics,beliefs, attitudesand behavioursof the same sex
parent
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 22/30
Theory
Basic Belief • Cognitive Approach
• Children decide whether they area boy or a girl (they do their own
gender typing) based on their experiences. A child organizesinformation about what isconsidered appropriate behaviour for a boy or a girl and then actsaccordingly For example a littleboy plays with toy trucks becausehe perceives that (based upon hisexperiences) with being consistent behaviour for being aboy. They also develop gender constancy where they realize that they will always be a boy or girl and adopt the gender appropriatebehaviours.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 23/30
Theory
Basic Belief • A second cognitive
approach is thegender-schematheory in whichchildren socializethemselves by building a mental
network of information about being male or female in their culture .
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 24/30
Theory
Basic Belief • Socialization
• This theory saysthat children learngender rolesthroughsocialization and
the influences of parents, peers, and cultural influences.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 25/30
Theory
Basic Belief • Socialization
•Parents• Boys are played with moreas infants –fathers play rougher with them – girlsare treated as more fragile.
• Gender-specific toys are provided.
• Girls on the other hand get more freedom in clothing choice and are allowed toexpress pain and hurt to agreater degree.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 26/30
Theory
Basic Belief • Socialization • Peers•
Even in early childhood the peer group is amajor influence ongender-typed behaviour. Childrenshow each other
approval for acting inwhat they perceive tobe gender-appropriateways and disapproval for what they consider
inappropriate
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 27/30
Theory
Basic Belief • Cultural Influences• Media is responsible
reinforcing a great many
gender-typing behaviour. Though not as strongly as inearlier years, the portrayal of both men and women on TV islargely traditional and
stereotypical. This serves to promote a polarization of gender roles. [With femininity are associated traits such asemotionality, , co-operation, acommunal sense, and
compliance.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 28/30
Theory
Basic Belief • Cultural Influences• Masculinity tends to be
associated with such traits as
rationality, efficiency,competition, individualism and ruthlessness.] Men tend to beshown as more dominant, moreviolent and more powerful than
women. Men on TV are morelikely to disparage women thanvice versa. They drive, drink and smoke more, do athletic things,and make more plans. They arefound more in the world of things
than in relationships.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 29/30
Theory
Basic Belief • Cultural Influences• Children on TV • In general on TV, boys tend to
be shown as active, aggressive,rational and discontented. They tend to engage in traditional maleactivities such as sports, travel and causing trouble.
8/14/2019 Chapter 8 Gp 1, 2 and 3
http://slidepdf.com/reader/full/chapter-8-gp-1-2-and-3 30/30
Theory
Basic Belief • Cultural Influences• Children on TV • Even now, girls are often shown
talking on the phone, reading and helping with the housework.This pattern is even found ineducational programmes for children. End of section