Copyright © 2011 Pearson Education, Inc. All rights reserved. Exploring Lifespan Development...

Copyright © 2011 Pearson Education, Inc. All rights reserved.

Exploring Exploring Lifespan DevelopmentLifespan Development

Chapter 8Chapter 8Emotional and Social Emotional and Social Development in Early Development in Early ChildhoodChildhood

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Erikson’s Theory: Erikson’s Theory: Initiative versus GuiltInitiative versus Guilt

InitiativeInitiative new sense of new sense of

purposefulness purposefulness eagerness to try new eagerness to try new

tasks, join activitiestasks, join activities Imitation & play Imitation & play

permits trying out permits trying out new skillsnew skills

strides in conscience strides in conscience developmentdevelopment

GuiltGuilt overly strict superego, overly strict superego,

or conscience, causing or conscience, causing too much guilttoo much guilt

related to excessive:related to excessive: threatsthreats criticismcriticism punishment punishment


Self-UnderstandingSelf-Understanding

Emerging language Emerging language skills enable children to skills enable children to discuss inner mental discuss inner mental states.states.

Self-awareness and Self-awareness and self-concept increase self-concept increase together.together.

Absolute Family


Self-ConceptSelf-Concept Based on observable Based on observable

characteristics:characteristics: appearanceappearance possessionspossessions behaviorbehavior

Typical emotions and attitudesTypical emotions and attitudes Asserting rights to objectsAsserting rights to objects

(“Mine!”) helps define (“Mine!”) helps define boundaries of self.boundaries of self.

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Self-EsteemSelf-Esteem Judgments we make about our own worthJudgments we make about our own worth Feelings about those judgmentsFeelings about those judgments Includes:Includes:

global appraisal global appraisal judgments of different aspects of selfjudgments of different aspects of self

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Developing Developing Emotional CompetenceEmotional Competence

Emotional Emotional understanding understanding improvesimproves

Emotional self-Emotional self-regulation improvesregulation improves

More self-conscious More self-conscious emotions (shame, emotions (shame, guilt) and empathyguilt) and empathy

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Emotional UnderstandingEmotional Understanding

Preschoolers judge:Preschoolers judge: causes of emotionscauses of emotions consequences of emotionsconsequences of emotions behavioral signsbehavioral signs

Parents, siblings, and play Parents, siblings, and play contribute to understanding.contribute to understanding.

Absolute Family


Emotional Self-RegulationEmotional Self-Regulation

By age 3–4, know strategies for adjusting By age 3–4, know strategies for adjusting emotional arousalemotional arousal

Effortful control importantEffortful control important Affected by parents, temperamentAffected by parents, temperament

Absolute Family


Self-Conscious EmotionsSelf-Conscious Emotions

ShameShame

EmbarrassmentEmbarrassment

GuiltGuilt

EnvyEnvy

PridePride

Preschoolers depend on adult feedback to Preschoolers depend on adult feedback to know when to experience these emotions.know when to experience these emotions.

Culture also influencesCulture also influences

Absolute Family


Sympathy and EmpathySympathy and Empathy

SympathySympathy feeling of concern or feeling of concern or

sorrow for another’s sorrow for another’s plightplight

EmpathyEmpathy feeling same or similar feeling same or similar

emotions as another emotions as another personperson complex mix of complex mix of

cognition and emotioncognition and emotion must detect emotions, must detect emotions,

take other’s perspectivetake other’s perspective


Individual Differences Individual Differences in Empathyin Empathy

TemperamentTemperament sociable, assertive, good at sociable, assertive, good at

emotional regulationemotional regulation more likely to display more likely to display

sympathy and prosocial sympathy and prosocial behaviorbehavior

ParentingParenting warm, sensitive parents warm, sensitive parents

who encourage emotional who encourage emotional expressivenessexpressiveness

Absolute Family


Peer Sociability in PlayPeer Sociability in Play

Nonsocial Nonsocial activityactivity

unoccupied, onlooker behaviorunoccupied, onlooker behavior solitary playsolitary play

Parallel playParallel play plays near other children with similar plays near other children with similar

materialsmaterials does not try to influence themdoes not try to influence them

Social Social interactioninteraction

associative playassociative play cooperative playcooperative play


Cognitive Play CategoriesCognitive Play Categories

Functional Functional playplay

simple, repetitive motor movementssimple, repetitive motor movements with or without objectswith or without objects

Constructive Constructive playplay

creating or constructing somethingcreating or constructing something

Make-believe Make-believe playplay

acting out everyday and acting out everyday and imaginative rolesimaginative roles


Early Childhood FriendshipsEarly Childhood Friendships Someone “who likes you,” plays with you, Someone “who likes you,” plays with you,

shares toysshares toys Friendships change frequently.Friendships change frequently. Friends more reinforcing, emotionally Friends more reinforcing, emotionally

expressive than nonfriendsexpressive than nonfriends Friendship provides social support.Friendship provides social support. The ease in acquiring friends predicts later The ease in acquiring friends predicts later

achievement behaviors.achievement behaviors.


Perspectives on Perspectives on Moral DevelopmentMoral Development

PsychoanalyticPsychoanalytic Freud: superego and guiltFreud: superego and guilt today: induction, empathy-based today: induction, empathy-based

guiltguilt

Social learningSocial learning modeling moral behaviormodeling moral behavior

Cognitive-Cognitive-developmentaldevelopmental

children as active thinkers about children as active thinkers about social rulessocial rules


Warmth and Warmth and responsivenessresponsiveness

Competence and powerCompetence and power Consistency between Consistency between

words and behaviorwords and behaviorAbsolute Family

Good Characteristics of Good Good Characteristics of Good Models of Moral BehaviorModels of Moral Behavior


Punishment in Punishment in Early ChildhoodEarly Childhood

Frequent and harsh physical punishment has Frequent and harsh physical punishment has undesirable and negative side effects.undesirable and negative side effects.

Alternatives to Alternatives to harsh harsh

punishmentpunishment

time outtime out withdrawing privilegeswithdrawing privileges positive disciplinepositive discipline

How parents can How parents can increase the increase the

effectiveness of effectiveness of punishmentpunishment

consistencyconsistency warm parent–child relationshipwarm parent–child relationship explanationsexplanations


Positive DisciplinePositive Discipline

Use transgressions as opportunities to Use transgressions as opportunities to teach.teach.

Reduce opportunities for misbehavior.Reduce opportunities for misbehavior. Provide reasons for rules.Provide reasons for rules. Have children participate in family duties Have children participate in family duties

and routines.and routines. Try compromising and problem solving.Try compromising and problem solving. Encourage mature behavior.Encourage mature behavior.


Moral Imperatives, Moral Imperatives, Social Conventions, Social Conventions, and Personal Choiceand Personal Choice

Moral Moral imperativesimperatives

actions that protect people’s actions that protect people’s rights and welfarerights and welfare

Social Social conventionsconventions

customs determined solely by customs determined solely by social consensussocial consensus

Matters of Matters of personal choicepersonal choice

do not violate rightsdo not violate rights not socially regulatednot socially regulated up to the individualup to the individual


Types of AggressionTypes of Aggression

Proactive/InstrumentalProactive/Instrumental meant to help the child get meant to help the child get

something he or she something he or she wantswants

Reactive/HostileReactive/Hostile meant to hurt someone meant to hurt someone

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Types of Hostile AggressionTypes of Hostile Aggression

TypeType How the Harm Is CausedHow the Harm Is Caused Direct or Direct or Indirect?Indirect?

PhysicalPhysical physical injuryphysical injury eithereither

VerbalVerbal

threats of physical aggressionthreats of physical aggression name-callingname-calling teasingteasing

always always directdirect

RelationalRelational

social exclusionsocial exclusion malicious gossipmalicious gossip friendship manipulationfriendship manipulation

eithereither


Sources of AggressionSources of Aggression Individual differencesIndividual differences

gendergender temperamenttemperament

FamilyFamily harsh, inconsistent disciplineharsh, inconsistent discipline cycles of discipline, whining/giving incycles of discipline, whining/giving in

Media violenceMedia violence


Dangers of Media ViolenceDangers of Media Violence

Most television shows contain violent Most television shows contain violent scenes.scenes.

Short-term problems with parents, peersShort-term problems with parents, peers Long-term link to aggressive behaviorLong-term link to aggressive behavior Sparks hostile thoughts and behaviorsSparks hostile thoughts and behaviors ““Hardens” children to aggressionHardens” children to aggression

Most television shows contain violent Most television shows contain violent scenes.scenes.

Short-term problems with parents, peersShort-term problems with parents, peers Long-term link to aggressive behaviorLong-term link to aggressive behavior Sparks hostile thoughts and behaviorsSparks hostile thoughts and behaviors ““Hardens” children to aggressionHardens” children to aggression


Pair commands with reasons.Pair commands with reasons. Avoid “giving in.” Avoid “giving in.” Avoid verbal insults and physical Avoid verbal insults and physical

punishment.punishment. time-outtime-out withdraw privilegeswithdraw privileges

Engage in social problem-solving training.Engage in social problem-solving training. Reduce family stress.Reduce family stress. Regulate exposure to media violence.Regulate exposure to media violence.

Helping Control AggressionHelping Control Aggression


Gender Stereotypes Gender Stereotypes in Early Childhoodin Early Childhood

Begin around 18 monthsBegin around 18 months men: sharp, roughmen: sharp, rough women: soft, roundwomen: soft, round

Strengthen and become rigid through early Strengthen and become rigid through early childhoodchildhood divide toys, clothing, tools, jobs, games, divide toys, clothing, tools, jobs, games,

emotions, and more by genderemotions, and more by gender One-sided judgments are a joint product of One-sided judgments are a joint product of

gender stereotyping in environment and cognitive gender stereotyping in environment and cognitive limitations.limitations.


Influences on Gender TypingInfluences on Gender Typing

GeneticGenetic evolutionary adaptivenessevolutionary adaptiveness hormoneshormones

EnvironmentalEnvironmental familyfamily teachersteachers peerspeers broader social broader social

environmentenvironment

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Theories of Gender Identity Theories of Gender Identity

Social learningSocial learning Behavior leads to gender identity.Behavior leads to gender identity.

Cognitive-Cognitive-developmentaldevelopmental

Self-perceptions (gender Self-perceptions (gender constancy) come before constancy) come before behavior.behavior.

Gender schemaGender schema combines social learning and combines social learning and

cognitive-developmental theoriescognitive-developmental theories


Reducing Gender Reducing Gender StereotypingStereotyping

Delay exposure to Delay exposure to stereotyping.stereotyping.

Limit traditional family gender Limit traditional family gender roles.roles.

Provide nontraditional Provide nontraditional models.models.

Encourage flexible beliefs.Encourage flexible beliefs. Family Life


Child-Rearing StylesChild-Rearing Styles

AuthoritativeAuthoritative AuthoritarianAuthoritarian PermissivePermissive UninvolvedUninvolved

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Characteristics of Characteristics of Child-Rearing StylesChild-Rearing Styles

AcceptanceAcceptance InvolvementInvolvement ControlControl AutonomyAutonomy

AuthoritativeAuthoritative highhigh highhigh adaptiveadaptive appropriateappropriate

AuthoritarianAuthoritarian lowlow lowlow highhigh lowlow

PermissivePermissive highhigh too low or too too low or too highhigh lowlow highhigh

UninvolvedUninvolved lowlow lowlow lowlow indifferenceindifference

Forms of DisciplineForms of DisciplineReinforcement and PunishmentReinforcement and Punishment Children usually learn from Children usually learn from

reinforcement for good behavior reinforcement for good behavior versus punishmentversus punishment

External reinforcers may be tangible External reinforcers may be tangible (candy) and intangible (smile)(candy) and intangible (smile)

Child must see it as rewardingChild must see it as rewarding ConsistentConsistent Eventually, move to internal reward- Eventually, move to internal reward-

sense of accomplishment and pridesense of accomplishment and pride Also denial of privileges can be usedAlso denial of privileges can be used

Forms of DisciplineForms of Discipline

Punishment, if consistent, immediate, Punishment, if consistent, immediate, and clearly tied to the offense, may be and clearly tied to the offense, may be effective. Administer calmly, in private, effective. Administer calmly, in private, aimed at eliciting compliance, not guilt, aimed at eliciting compliance, not guilt, along with short explanationalong with short explanation

Corporal punishmentCorporal punishment

Use of physical force with intention of Use of physical force with intention of causing a child to experience pain, not causing a child to experience pain, not for injury, purpose of correction or for injury, purpose of correction or control of child’s behavior. control of child’s behavior.

Forms of DisciplineForms of Discipline

Spanking, hitting, pinching, shakingSpanking, hitting, pinching, shaking

Mostly used with aggressive children; hard Mostly used with aggressive children; hard to manage child; characteristics of a to manage child; characteristics of a genetic basis.genetic basis.

Must be loving parents and not result in Must be loving parents and not result in serious injuryserious injury

However, evidence suggests that it has However, evidence suggests that it has serious negative consequences and should serious negative consequences and should not be used!not be used!

Power Assertion, Induction, and Power Assertion, Induction, and Withdrawal of LoveWithdrawal of Love

Power AssertionPower Assertion: intended to stop : intended to stop undesirable behavior though physical or undesirable behavior though physical or verbal enforcement of parental control; verbal enforcement of parental control; includes demands, threats, withdrawal of includes demands, threats, withdrawal of privileges, spankings. Generally induces privileges, spankings. Generally induces fear. Least effective.fear. Least effective.

Induction:Induction: encourage desirable behavior (or encourage desirable behavior (or

discourage undesirable behavior) by discourage undesirable behavior) by reasoning with child; includes setting reasoning with child; includes setting limits, demonstrating logical consequences, limits, demonstrating logical consequences, explaining, discussion, getting ideas from explaining, discussion, getting ideas from child about what is fair. Most effective.child about what is fair. Most effective.

Power Assertion, Induction, and Power Assertion, Induction, and Withdrawal of LoveWithdrawal of Love

Withdrawal of Love:Withdrawal of Love: may include may include ignoring, isolating, showing dislike for ignoring, isolating, showing dislike for child.child.

Psychological AggressionPsychological Aggression Verbal attacks that may result in Verbal attacks that may result in

psychological harm; yelling, screaming, psychological harm; yelling, screaming, swearing, threatening to spank, swearing, threatening to spank, threatening to kick out of house. Occurs threatening to kick out of house. Occurs in at least 2/10 households, likely 4-5/10in at least 2/10 households, likely 4-5/10

20% parents of toddlers engage in 20% parents of toddlers engage in 50% among parents of teens50% among parents of teens

Parenting StylesParenting Styles

AuthoritarianAuthoritarian High on control but low on High on control but low on

responsivenessresponsiveness Characterized by low warmthCharacterized by low warmth Little positive involvement with Little positive involvement with

their childrentheir children Set rigid rulesSet rigid rules Discipline harshlyDiscipline harshly Expect obey because of parental Expect obey because of parental

authority authority


AuthoritativeAuthoritative Show warm, responsive involvementShow warm, responsive involvement Set appropriate and clear standardsSet appropriate and clear standards Communicate openlyCommunicate openly Provide rationale for rulesProvide rationale for rules Show respect for children’s rights Show respect for children’s rights

and opinionsand opinions Encourage autonomy and Encourage autonomy and

independence, resulting in social independence, resulting in social competencecompetence


Permissive-IndulgentPermissive-Indulgent Highly warm and responsiveHighly warm and responsive Place few demands or Place few demands or

expectationsexpectations Rules that exist are not clearly Rules that exist are not clearly

communicated or enforced so communicated or enforced so children left to make own children left to make own decisions and regulate own decisions and regulate own behavior behavior


Permissive-IndifferentPermissive-Indifferent Leave children alone to make their Leave children alone to make their

own decisions and control own own decisions and control own behaviorbehavior

Place few demands, neglectfulPlace few demands, neglectful Appearing emotionally detached, Appearing emotionally detached,

show little or no involvement in show little or no involvement in their children’s livestheir children’s lives

Consequences of Parenting Styles Consequences of Parenting Styles (Baumrind)(Baumrind)

Authoritative:Authoritative:Self-relianceSelf-relianceSocial responsibilitySocial responsibilityHigher levels of achievementHigher levels of achievement

Authoritarian:Authoritarian:Social incompetenceSocial incompetenceAnxiety about social comparisonAnxiety about social comparisonFailure to show initiativeFailure to show initiativePoor communication skillsPoor communication skillsLower school performanceLower school performanceLower self-esteemLower self-esteem

Consequences of Parenting Styles Consequences of Parenting Styles (Baumrind)(Baumrind)

Permissive-indulgent:Permissive-indulgent: Expect to get their own wayExpect to get their own way Show little respect for othersShow little respect for others Never learn to control their own behaviorNever learn to control their own behavior Lower school performanceLower school performancePermissive-Indifferent:Permissive-Indifferent: Social incompetenceSocial incompetence Lack of self-controlLack of self-control Lower school performanceLower school performanceHowever, no one right way to raise children. However, no one right way to raise children.

Cause-effect not demonstrated Cause-effect not demonstrated (e.g., parent style (e.g., parent style causing child’s incompetence- consider innate factors, causing child’s incompetence- consider innate factors, temperament)temperament)


Child MaltreatmentChild Maltreatment

Physical abusePhysical abuse Sexual abuseSexual abuse NeglectNeglect Emotional abuseEmotional abuse

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Factors Related to Factors Related to Child MaltreatmentChild Maltreatment

Parent characteristicsParent characteristics Child characteristicsChild characteristics Family characteristicsFamily characteristics CommunityCommunity CultureCulture

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Consequences of Consequences of Child MaltreatmentChild Maltreatment

Emotional problemsEmotional problems poor emotional self-poor emotional self-

regulationregulation depressiondepression

School, learning School, learning problemsproblems

Brain damageBrain damage Adjustment difficultiesAdjustment difficulties

aggressionaggression peer problemspeer problems substance abusesubstance abuse delinquencydelinquency


Preventing Child Preventing Child Maltreatment Maltreatment

Training high-risk parentsTraining high-risk parents Social supports for familiesSocial supports for families

Parents AnonymousParents Anonymous home visitationhome visitation

Copyright © 2011 Pearson Education, Inc. All rights reserved. Exploring Lifespan Development...

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