Emotional development

Emotional regulation The main psychosocial accomplishment Development of limbic system and prefrontal cortex

Erikson’s third stage Initiative vs. guilt (Shame and doubt)

Emotional development Self-concept Appearance, personality, gender Connected to parents’ confirmation

Motivation Intrinsic = Internal (e.g. personal enjoyment) Extrinsic = Outside (e.g. praise or paycheck)

Seeking emotional balance Externalizing problems = Physical or verbal outbursts Male aggression Internalizing problems = guilt, shame, worthlessness Female anxiety

Play Universal & timeless Best playmates are peers (Which children prefer)

Types of play Solitary Child plays alone Onlooker Child watches others play Parallel Children play side-by-side No interaction Associative Interact, share material Not reciprocal Cooperative Interactive Taking turns

Sociodramatic play Cooperative play Act out roles, themes & stories E.g. playing house or dress-up Cops & robbers Helps Rehearse social roles Regulate emotions by pretending Develop self-concept

Challenges for parents Parenting styles

Baumrind’s 3 parenting styles Authoritarian Parent expects unquestioning obedience Often in low income families Children are often: Obedient (but not happy), guilty, depressed, leave home before age 20 Permissive Never disciplines Children are often: Unhappy (lack self control), immature, continue living at home Authoritative Parent listens to child, sets limits, and enforces rules Children are often: Successful, articulate, happy, generous

Neglectful/uninvolved parenting Parents don’t care Not quite the same as being permissive Children are often: Immature, sad, lonely Social & cognitive problems

Moral development Empathy & Antipathy Parental discipline Physical punishment Psychological control Exclusion & conversation

Moral emotions Empathy Leads to pro-social behavior Helping others Antipathy Leads to antisocial behavior Intentional desire to harm others

Four types of aggression: Instrumental aggression Using aggression as an instrument to get something Reactive aggression Retaliation for an action Relational aggression Non-physical (verbal) Destroys another’s self-esteem and social support system Bullying Done to dominate someone Unprovoked, repeated physical or verbal attack Generally on someone unlikely to defend themselves

Parental discipline Children gradually come to understand things from another person’s point of view Explanations and discussion after misbehavior help children learn Children may disconnect a misdeed from the punishment “Wait until your dad gets home!”

Physical punishment (Spanking) Increases obedience temporarily Later negative effects Increases possible later aggression Increases resentment Becomes less effective

Psychological punishment (& control) Guilt Gratitude

Exclusion & conversation Time out (Exclusion) One minute for each year of age Only works if child wants to be with others Conversation Creates an internal standard of right and wrong

Becoming boys and girls

Sex and gender Sex = Biological Gender = Cultural Based on sex roles

Sex role development Psychoanalytic Behaviorism Cognitive

Psychoanalytic Phallic stage Penis becomes the focus Oedipus Complex Boy’s unconscious desire to replace dad for mother’s love Electra Complex Girl’s unconscious desire to replace mother for dad’s love Wants to marry daddy Both sexes cope with this by identifying with the same-sex parent and trying to become like them Superego develops Conscience Based on parents’ moral standards

Behaviorism Operant conditioning Gender-appropriate behaviors are rewarded (reinforced) Social learning theory Children internalize the roles they observe in others

Cognitive theory Focuses on children’s understanding Gender schema General beliefs about sex differences Boys are like this Girls are like this Children then think and behave accordingly