Chapter 8Chapter 8

Emotional and social Emotional and social development in early development in early

childhood childhood

Personality theoriesPersonality theories

• Erikson -________________________ Erikson -________________________ •Play fosters ____________ and Play fosters ____________ and

develops a ____________ that is not develops a ____________ that is not too strict. too strict.

Self-developmentSelf-development• _________________ _________________ - attributes, abilities, - attributes, abilities,

values, and attitudes that we believe define values, and attitudes that we believe define who we arewho we are– concrete in early childhoodconcrete in early childhood

• __________________________________ - - judgments about our own judgments about our own worth and related feelingsworth and related feelings– high self-esteem; _______________________ difficulty high self-esteem; _______________________ difficulty

of tasks of tasks – High self-esteem leads to initiative High self-esteem leads to initiative – Criticism __________________ self-esteem.Criticism __________________ self-esteem.

Emotional developmentEmotional development

• Understanding of emotion improves in Understanding of emotion improves in ________________________________________________________________

• improvements in self-regulation of improvements in self-regulation of emotionemotion– ________________, talking to self, changing ________________, talking to self, changing

goalsgoals

• changes in self-conscious emotions changes in self-conscious emotions – impacted by __________________impacted by __________________

• empathy (comfort others)empathy (comfort others)- - largely largely influenced by ___________________influenced by ___________________

PlayPlay

• __________________- normal between 3& __________________- normal between 3& 5; usually outgrow them5; usually outgrow them

• gender differencesgender differences– Same-sex play groupsSame-sex play groups– Boys interact in ______________Boys interact in ______________

• play benefits emotional well-being - play benefits emotional well-being - ________________________________________________________________________

Peer relationsPeer relations• first friendships - ____________; first friendships - ____________;

“fickle”, react differently to their “fickle”, react differently to their “friends”“friends”

• ability to make friends is related to ability to make friends is related to ________________________________________________

• peer reinforcement and ____________ peer reinforcement and ____________ are powerfulare powerful

MoralityMorality• Psychoanalytic (____________)Psychoanalytic (____________)

– Children whose parents use threats or physical forceChildren whose parents use threats or physical force• Show little guilt after harming others; poor self-controlShow little guilt after harming others; poor self-control

• __________________________________________________ - effects of misbehavior are - effects of misbehavior are communicated to the child.communicated to the child.– Encourages Encourages ______________________________________________________________________

• BehaviorismBehaviorism– Imitate models who demonstrate appropriate Imitate models who demonstrate appropriate

behaviorbehavior– More likely to copy prosocial actions of person if:More likely to copy prosocial actions of person if:

• Consistent between assertions and behavior; Consistent between assertions and behavior; warm; competent; powerfulwarm; competent; powerful

• __________________________ __________________________ perspective - children perspective - children actively think about social rules.actively think about social rules.

The cognitive-developmental The cognitive-developmental view of moral development view of moral development emphasizesemphasizes• A) the role of brain lateralization and A) the role of brain lateralization and

syntactic pruning in promoting cognitive skills syntactic pruning in promoting cognitive skills needed for moral thought.needed for moral thought.

• B) the child’s internalization of moral societal B) the child’s internalization of moral societal standards.standards.

• C) forms of discipline that encourage and C) forms of discipline that encourage and reward good conduct.reward good conduct.

• D) children as active thinker about social D) children as active thinker about social rules.rules.

PunishmentPunishment• Justified when immediate obedience is necessaryJustified when immediate obedience is necessary

– Long term: Warmth and reasoning betterLong term: Warmth and reasoning better• Punishment:Punishment:

– ____________________.____________________.– model of aggressionmodel of aggression– Teaches to _____________ the punishing adultTeaches to _____________ the punishing adult– adults are _____________ for using coercive adults are _____________ for using coercive

disciplinediscipline• Alternatives:Alternatives:

– Time out - rTime out - removal from setting until ready to act emoval from setting until ready to act appropriatelyappropriately

– Withdrawal of privilegesWithdrawal of privileges

Parenting styles Parenting styles • Styles (Baumrind) – based on demandingness Styles (Baumrind) – based on demandingness

and responsiveness of parentsand responsiveness of parents– _____________ – reasonable demands, set _____________ – reasonable demands, set

limits, warm and responsive limits, warm and responsive – ______________ – demanding, lack warmth______________ – demanding, lack warmth– ______________ – lack of rules or structure, ______________ – lack of rules or structure,

parents are warm parents are warm • Authoritative parenting effective Authoritative parenting effective

becausebecause::– fair and reasonable control is internalized; fair and reasonable control is internalized;

models of _________________, reasonable models of _________________, reasonable __________________

Combining the two dimensions of parental behavior (warmth and control creates four prototypic styles of parenting.

AggressionAggression• Types Types

– ______________ aggression: goal-oriented ______________ aggression: goal-oriented – _____________ – meant to hurt someone_____________ – meant to hurt someone

• _________ - physical injury/threat of injury (boys)_________ - physical injury/threat of injury (boys)• ______________ - damage to relationships (girls)______________ - damage to relationships (girls)

– Biology (testosterone)Biology (testosterone)– Gender typing (_______________)Gender typing (_______________)

• Family issues Family issues – Conflict-ridden atmosphereConflict-ridden atmosphere– Boys receive more ___________________; may Boys receive more ___________________; may

overlook fighting by boysoverlook fighting by boys

Gender typing: - process of developing Gender typing: - process of developing gender rolesgender roles

• Gender ____________________________ -seeing self as Gender ____________________________ -seeing self as male or femalemale or female

• By ages 3-4, children develop gender identity; by 5 or By ages 3-4, children develop gender identity; by 5 or 6 they have gender constancy (understand that gender 6 they have gender constancy (understand that gender is ______________)is ______________)

• Genetic influences : hormonal differences Genetic influences : hormonal differences • Social/Environmental influencesSocial/Environmental influences

– Family (toys, interaction differences)Family (toys, interaction differences)– TeachersTeachers– PeersPeers– Broader social environment (media)Broader social environment (media)

Gender identification Gender identification continuedcontinued• Emergence of gender-role identityEmergence of gender-role identity

– ____________________ theory- resolution of ____________________ theory- resolution of Oedipal or Electra complexOedipal or Electra complex

– ______________________ theory - social ______________________ theory - social interactionsinteractions

– cognitive learning theory -selective cognitive learning theory -selective __________________________________________________________________

– Gender schema theory (cognitive-Gender schema theory (cognitive-developmental theory)– label themselves developmental theory)– label themselves as “male” or “female” and attempt to as “male” or “female” and attempt to behave accordingly (____________________)behave accordingly (____________________)

Sample questionSample question• Four-year-old Athena’s mother often tells her Four-year-old Athena’s mother often tells her

that “cars and trucks are for boys.” According that “cars and trucks are for boys.” According to gender schema theory, Athena is likely toto gender schema theory, Athena is likely to

• A) A) avoid playing with cars and trucksavoid playing with cars and trucks• B) ask her father to play cars and trucks with herB) ask her father to play cars and trucks with her• C) be resentful when she sees other girls playing C) be resentful when she sees other girls playing

with cars and truckswith cars and trucks• D) seek out opportunities to play with boys who are D) seek out opportunities to play with boys who are

playing with cars and trucksplaying with cars and trucks