1. Concepts of self, gender, and sex role

2.  Self-concept, one’s knowledge of and thoughts about the set of qualities attributed to the self.  Subjective self, the component of the self-concept that involves awareness of the“I,” the self that is separate from others.  Objective self, the component of the self-concept that involves awareness of the self as an object with properties.

3.  First year, infant develops a sense of himself as an agent in the world. E.g., Make a mobile move or create a noise by squeezing a squeaky toy.  Bandura. Roots of sense of self-efficacy are found during first year, when the infant realizes he control certain events in the world. E.g. Changing the diapers or feeding, from the baby’s perspective that he had made it happen  Piaget. Critical element in the development of the subjective self is the understanding of object permanence that develops around 9 to 12 months.

4. The objective self  Infant come to understand that she is also an object in the world.  By 21 months 75% children showed that level of recognition.  Self-aware toddlers begin to insist on doing things for themselves and show a newly proprietary attitude toward toys or other treasured objects （ ”mine!” ）  Self-definitions, 2 years know their name, gender, big or little,  About to age 5-7 full description of themselves.  Age 2 the toddlers become aware of themselves as player in social game. Routines of play or interaction with others.

5.  Child’s ability to understand and regulate her own expressions of emotion in first year.  Impulse control or inhibitory control the growing ability to inhibit a response.  By 5-6 most children have control of their expression of strong feelings.  Need to learn the social rules of specific emotional expressions. Social smile.  Age3-6 Children gradually internalize such parental standards and expectations and take on more of the control task for themselves.

6.  Self-concept at school age as the child moves through the elementary school years, her self-definition becomes more complex, more comparative, less tied to external features, and more focused on feelings and ideas.( teachers emphasize effort and work habits, parents judgments and expectation)  Self-descriptions, as they get older, children and adolescent define themselves less by what they look like and more by what they believe or feel.

7.  Identity versus role confusion, child’s early sense of identity comes partly unglued at puberty because of the combination of rapid body growth and the sexual changes of puberty.  The psychosocial stage in which teenagers must develop a sense of personal identity or else enter adulthood with a sense of confusion about his or her places in the world  Ultimately, each teenager must achieve an integrated view of himself, including his own pattern of beliefs, occupational goals, and relationship.

8.  Marcia’s four proposed identity statuses, based on Erikson’s theory. To come a fully achieved identity, the young person must examine his or her values of goals and reach a firm commitment.  Identity achievement. Been through a crisis and has reached a commitment to ideological or occupational goals  Moratorium: a crisis is in progress, but no commitment has yet been made  Foreclosure: a commitment has been made without the person’s having gone through a crisis.(parentally or culturally commitment.)  Identity diffusion: the young person is not in the midst of a crisis, and no commitment has made

9.  Development of a complete ethnic identity moves through three rough stages unexamined ethnic stage(similar to Marcia’ foreclosed status.) Ethnic identity search Resolution of the conflicts and contradictions Culture determine the kinds of behaviors that signify the transition from childhood to adulthood.

10.  Self-esteem: a global evaluation of one’s own worth; an aspect of self-concept.  Each child experiences some degree of discrepancy between what he would like to be and what he thinks he is- a gap between his ideal self and what he perceives to be is real self  The key to self-esteem is the amount of discrepancy between what the child desires and what the child thinks he can achieved. Being good at something  Another major influence on a child’s influence on a child’s self-esteems the overall sense of support the child feels from the important people around her, particular parent and peers.  Self-esteem seems to be particular unstable in early adolescence, especially at the time the shift from elementary school to junior high school.

11.  Gender concept; constant and permanent, unchanged by appearance.  Sex role(gender role): the set of behaviors, attitudes, rights, duties, and obligation that are seen as appropriate for being male or female in any given culture.  Sex-typed behavior: behavior that matches a culturally defined sex role.

12.  Gender is a highly significant variable for children from the earliest days of life.  Infants as young as 3months of age distinguish between photos of male and female infants  Children prefer playmates of same sex by early as 18 months  By 4 children can identify the gender of speaker.

13. 1. Gender identity: in which a child labels self and others correctly as male or female 2. Gender stability: the child understand that a person’s gender stays the same throughout life 3. Gender constancy: child understand that gender doesn’t change even though there may be external changes(in clothing or hair length).

14.  Even 2 years old already associate certain tasks and possessions with men and women.  By 5 children begin to associate certain personality traits with males and females.  Children figured out that she is permanently a girl or boy, is searching for a rule about how girls and boys behave. Pick up from adult or watching television.

15.  The content of sex-role stereotype is remarkably similar in cultures around the world.  Male stereotype and sex-role seem to develop a bit earlier to be stronger than the female stereotype and sex-role concept. And this is true in virtually all countries.  By 18 to 24 months, children begin to show some preference for sex-stereotyped toys. Dolls for girls or building blocks for boys.  One important part of same-sex interactions seems to involve instruction and modeling of sex- appropriate behavior. In other words, older boys teach younger boys how to be “masculine,” and older girls teach younger girls how to be “feminine”.

16.  Social learning theories argue that little boys prefer play with trucks because parents buy them more truck and reinforce them directly for such play  Children are constantly exposed to sex-role stereotypes in entertainment media.  How environment affects the child’s gender concept, parents, media, school, culture.  Cognitive-development theories: once the child realizes that he is a boy or she is a girl forever, he or she become highly motivated to learn to behave in the way that is expected or appropriate for that gender

17.  A theory of the development of gender concept and sex-role behavior that proposes that, between about 18 months and age 2 or 3, a child creates a fundamental schema by which to categorize people, activities, and qualities by gender  Different between cognitive-developmental theory is that for the initial gender schema to be formed, children need not understand that gender is permanent  It is the most fruitful current explanation of sex- role development.

18.  There are four sex-role types suggested by the work of Bem and others 1. Masculine: a type characterized by high scores on masculinity measures and low scores on femininity measures. 2. Feminine: a type characterized by high scores on feminine and low scores on masculinity measures. 3. Androgynous: a type characterized by high levels of both masculine and feminine qualities 4. Undifferentiated: a type of characterized by low levels scores of both masculine and femininity measures  Who describe themselves as androgynous or masculine have somewhat higher self-esteem. At least in U.S culture.

19.  Do you agree that teen with weak academic self-concept are more likely to get into trouble in school than those who have more confidence in their ability to succeed academically? Why?  Do you think that entertainment media is giving the right modeling or image to the children in the way of sex-role behaviors. Why? Or why not?