1. CHAPTER 8 EMOTIONAL AND SOCIAL DEVELOPMENT IN EARLY CHILDHOOD 2 TO 6 YEARS

2. LEARNING OUTCOMES Know Erikson’s Theory for this age Role of self-regulation in this age Empathy vs Sympathy Define different types of play Identify the role of play across domains Kern County rates for neglect, where would find? Trauma impact on children Copyright © 2010 Pearson Education, Inc. All Rights Reserved.

3. ERIKSON’S THEORY: INITIATIVE VERSUS GUILT Initiative New sense of purposefulness Eagerness to try new tasks, join activities Play permits trying out new skills Strides in conscience development Guilt Overly strict superego, or conscience, causing too much guilt Related to parental threats criticism punishment

4. PEER SOCIABILITY IN PLAY Nonsocial activity  Unoccupied, onlooker behavior  Solitary play Parallel play  Plays near other children with similar materials  Does not try to influence them Associative play  Engages in separate activities  Exchanges toys and comments Cooperative play  Orients with peers toward a common play goal

5. COGNITIVE PLAY CATEGORIES Functional play (0–2 years)  Simple, repetitive motor movements, with or without objects Constructive play (3–6 years)  Creating or constructing something Make-believe play (2–6 years)  Acting out everyday and imaginative roles

6. DIFFERENT DEFINITIONS OF PLAY? Is it play? If yes, what type of play?

7. DEFINITIONS OF PLAY IN THE LITERATURE Sociodramatic Construction Sensorimotor Gross Motor Rough and Tumble Solitary Associative Cooperative Parallel

8. HOW DO YOU DEFINE PLAY IN CHILDREN? What do you think play is? Poll: Text Message To 37607 Type “BCPOLLING” Hit Send

10. BUT, WHAT IS PLAY? How does play support development across the domains? Turn to your neighbor and compare your definitions of play.

11. 11 CLOSE RELATIONSHIP WITH TEACHERS AND CAREGIVERS “Every child needs one person who is crazy about him” Uri Bronfenbrenner

12. QUALITY RELATIONSHIPS

13. EMOTIONAL SELF- REGULATION By age 3 – 4, aware of strategies for adjusting emotional arousal Affected by temperament: effortful control warm parents who use verbal guidance © MNStudio/Shutterstock

14. EMPATHY AND SYMPATHY Sympathy Feeling concern or sorrow for another’s plight Empathy Feeling same or similar emotions as another person

15. PREVALENCE OF CORPORAL PUNISHMENT BY CHILDREN’S AGE Figure 8.1 (From M. A. Straus & J. H. Stewart, 1999, “Corporal Punishment by American Parents: National Data on Prevalence, Chronicity, Severity, and Duration, in Relation to Child and Family Characteristics,” Clinical Child and Family Psychology Review, 2, p. 59. Adapted with kind permission from Springer Science+Business Media and Murray A. Straus.)

16. POSITIVE DISCIPLINE Use transgressions as opportunities to teach. Reduce opportunities for misbehavior. Provide reasons for rules. Have children participate in family duties and routines. Try compromising and problem solving. Encourage mature behavior.

17. OUTCOMES OF CHILD-REARING STYLES Authoritative self-control, moral maturity, high self-esteem Authoritarian anxiety, unhappiness, low self-esteem, anger, defiance Permissive impulsivity, poor school achievement Uninvolved depression, anger, poor school achievement

18. CHARACTERISTICS OF CHILD- REARING STYLES AcceptanceInvolvementControlAutonomy Authoritativehigh adaptiveappropriate Authoritarianlow highlow Permissivehigh too low or too high lowhigh Uninvolvedlow indifferent

19. CHILD MALTREATMENT Physical abuse  Assaults resulting in physical injury Sexual abuse  Fondling, intercourse, pornography, and other forms Neglect  Failing to meet children’s basic needs Emotional abuse  Social isolation, unreasonable demands, humiliation, intimidation, and other forms

20. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.

22. TRAUMA INFORMED CARE Copyright © 2010 Pearson Education, Inc. All Rights Reserved.