1.  Copyright © Allyn & Bacon 2007 World of Children 1 st ed Chapter 9 Social and Emotional Development in Early Childhood

2.  Copyright © Allyn & Bacon 2007 The social and emotional self William James Self : the characteristics, emotions and beliefs people have about themselves 1. I-self : awareness that I exist as a separate and unique person – that I have my own thoughts, experiences, feelings personal agency: understanding that your actions and emotions can affect the environment, behavior, and emotions of other people. 2. Me-self : what I know about myself – gender, age, personality, physical, cognitive characteristics.

3.  Copyright © Allyn & Bacon 2007 The social and emotional self  Sense of self not present at birth  Children construct I-self and me-self through interactions and experiences with others  Me-self present by age 2 – very concrete at first – become more abstract and more realistic over time Ex: I have brown hair Ex: I can ride my bike fast. I need help w/ spelling and math.

4.  Copyright © Allyn & Bacon 2007 Self regulation The ability to control behavior, emotions or thoughts, based on situations Inhibit first responses- impulse to take money during Monopoly when one is looking Resist interference- ignore distractions while counting money Persist in important tasks- cleaning up after.

5.  Copyright © Allyn & Bacon 2007 Self regulation Develops over time due to :  brain maturation – development of frontal lobes (ages 4-7)  modeling – imitating behavior of others (Bandura)  internalization of rules, standards, private speech (Vygosky)

6.  Copyright © Allyn & Bacon 2007 Emotions Infants reflect emotions of those around them (emotion contagion) By age 2 children are aware that their emotions may be different from others By age 5 children understand that events can trigger emotions Positive emotion bias : children have tendency to report positive emotions more than negative ones

7.  Copyright © Allyn & Bacon 2007 Emotions  5 year old is less likely to report being sad than a 7 year old  Boys get the message to hide sadness as they mature  Children are more accurate at recognizing other people’s positive emotions over negative emotions.

8.  Copyright © Allyn & Bacon 2007 Gender  By 2 ½ children can apply gender labels correctly but they focus on appearance girls have long hair, boys don’t  As early as 2 yrs old, children show preference for sex-typed toys – dolls for girls, cars for boys  By age 3 they show gender segregation – preference to play with others their own gender  Gender stereotypes are well established and fairly rigid by age 5

9.  Copyright © Allyn & Bacon 2007 Gender  Kindergarteners react negatively to cross gender behavior  Boy’s gender stereotypes develop earlier than girls  Boys and girls tend to object cross- gender behavior more in boys

10.  Copyright © Allyn & Bacon 2007 Gender Lawrence Kohlberg 3 stages of gender understanding  Gender identity (by 2 ½ yrs) – ability to categorize self and others correctly as boys or girls  Gender stability (by 4-5 yrs) – gender is a stable characteristic over time  Gender constancy (by 6-7 yrs) – gender is consistent regardless of outward appearance

11.  Copyright © Allyn & Bacon 2007 Moral Development Children develop a conscience – sense of right and wrong – as they internalize rules and begin to feel guilty about their own behavior, and have empathy for others Morality : knowing the difference between right and wrong, and acting accordingly Moral reasoning : the ways people think about right and wrong

12.  Copyright © Allyn & Bacon 2007 Moral Development  Lawrence Kohlberg studied stages of moral development based on Piaget’s theory  children’s moral reasoning develops depending on… 1. cognitive abilities 2.Perspective taking: ability to understand the psychological perspective, motives, and needs of others 3. cognitive disequilibrium: children must have experiences that challenge their current thinking in order to grow

13.  Copyright © Allyn & Bacon 2007 Kohlberg’s Theory

14.  Copyright © Allyn & Bacon 2007 Parenting Parenting patterns established early Dimensions of parenting  Parental warmth – acceptance, responsiveness, compassion  Parental control – setting limits, enforcing rules, maintaining discipline Physical control Psychological control

15.  Copyright © Allyn & Bacon 2007 Research on Parenting Diana Baumrind identified 4 distinct styles of parenting that represent different combinations of parental warmth and control AuthoritativeAuthoritarian PermissiveRejecting/Neglecting

16.  Copyright © Allyn & Bacon 2007 Research on Parenting

17.  Copyright © Allyn & Bacon 2007 Research on Parenting In later work, Baumrind expanded styles  authoritative  democratic  non-directive  authoritarian-directive  nonauthoritarian-directive  unengaged  good-enough Also expanded dimensions  parental warmth  parental control  maturity demands  democratic communication  intrusiveness

18.  Copyright © Allyn & Bacon 2007 Discipline vs Punishment Discipline : techniques adults use to teach children appropriate behavior Punishment : techniques used to eliminate unacceptable behavior In a 1994 survey, 65% of parents reports hitting or spanking infants 90% spanked their 3 yr olds 35% hit or spanked their 16 yr olds

19.  Copyright © Allyn & Bacon 2007 Physical punishment Parents are more likely to hit or spank if:  they are young  they were hit or spanked as children  they are being hit by boyfriends or husbands Middle income parents use spanking most but low income parents who spank do it more often

20.  Copyright © Allyn & Bacon 2007 Physical punishment Research shows consistent correlations between physical punishment and aggression delinquency antisocial behavior child abuse spousal abuse

21.  Copyright © Allyn & Bacon 2007 Discipline Basic steps to positive discipline – with emphasis on teaching rather than punishing  manage situation  set clear rules and limits  praise good behavior  use explanation and reasoning  remove privileges or use timeout

22.  Copyright © Allyn & Bacon 2007 Friendships Toddler relationships based on convenience – whomever is available Preschool relationships based on opportunity and similarity  children have larger group of peers and spend more time with them once they begin school  children form friendships with those similar in age, gender, race, attitudes, play styles

23.  Copyright © Allyn & Bacon 2007 Gender Segregation tendency to play with others of the same gender clear preference by age 2-3 firmly established by age 6

24.  Copyright © Allyn & Bacon 2007 Gender Segregation - theories  play compatibility – children seek partners whose play styles match theirs 1 st to segregate are active & disruptive boys/socially sensitive girls  cognitive schemas – children develop ideas about what boys and girls are like  operant conditioning – sex-typed behavior is rewarded by parents and society sissy or tomboy  psychoanalytic theory – children avoid interactions with opposite sex to avoid guilt

25.  Copyright © Allyn & Bacon 2007 Gender Segregation - effects Boys and girls grow up in different gender cultures This can cause conflict as they begin to spend more time together as teens and adults – they have trouble understanding each other’s perspectives

26.  Copyright © Allyn & Bacon 2007 Play  pleasurable activity  engaged in voluntarily  intrinsically motivated  contains some nonliteral element (pretend) Play gives children opportunities to develop coordination, social skills, problem solving

27.  Copyright © Allyn & Bacon 2007 Play Parten’s study – 42 children ages 1 to 5, observed during free play over an 8 month period 6 levels of play ages 1 and 2 unoccupied onlooker solitary ages 3 to 5 parallel associative cooperative

28.  Copyright © Allyn & Bacon 2007 Sociodramatic play common in children by age 3 acting out of different roles and characters – either realistic or fantasy Allows children to  imitate adults  reenact family relationships  express needs  express forbidden impulses  reverse roles

29.  Copyright © Allyn & Bacon 2007 Child Care Four times more children being cared for in family day care or daycare centers in 1995 than in 1965 High quality care is linked to greater cooperativeness, greater independence, less anxiety, higher social competence, cognitive gains Children in day care homes are less likely to show benefits

30.  Copyright © Allyn & Bacon 2007 Child Care Determining quality Structural quality : objective aspects, such as child-adult ratio, caregivers’ education, size of facility Process quality : interactions between adults and children, materials and activities that support development

31.  Copyright © Allyn & Bacon 2007 Child Care

32.  Copyright © Allyn & Bacon 2007 Group Work Group A  Dimensions of parenting & how they affect children’s outcomes  Physical and psychological control  4 parenting styles and an example of each Group B  Difference between discipline and punishment  Is spanking affective or ineffective?  What is effective discipline?  Research on spanking