Emotional and social development in early childhood Chapter 8 Emotional and social development in early childhood

Personality theories Erikson -________________________ Play fosters ____________ and develops a ____________ that is not too strict.

Self-development _________________ - attributes, abilities, values, and attitudes that we believe define who we are concrete in early childhood _________________ - judgments about our own worth and related feelings high self-esteem; _______________________ difficulty of tasks High self-esteem leads to initiative Criticism __________________ self-esteem.

Emotional development Understanding of emotion improves in ________________________________ improvements in self-regulation of emotion ________________, talking to self, changing goals changes in self-conscious emotions impacted by __________________ empathy (comfort others)- largely influenced by ___________________

Play __________________- normal between 3& 5; usually outgrow them gender differences Same-sex play groups Boys interact in ______________ play benefits emotional well-being - ____________________________________

Peer relations first friendships - ____________; “fickle”, react differently to their “friends” ability to make friends is related to ________________________ peer reinforcement and ____________ are powerful

Morality Psychoanalytic (____________) Behaviorism Children whose parents use threats or physical force Show little guilt after harming others; poor self-control _________________________ - effects of misbehavior are communicated to the child. Encourages ___________________________________ Behaviorism Imitate models who demonstrate appropriate behavior More likely to copy prosocial actions of person if: Consistent between assertions and behavior; warm; competent; powerful __________________________ perspective - children actively think about social rules.

The cognitive-developmental view of moral development emphasizes A) the role of brain lateralization and syntactic pruning in promoting cognitive skills needed for moral thought. B) the child’s internalization of moral societal standards. C) forms of discipline that encourage and reward good conduct. D) children as active thinker about social rules.

Punishment Justified when immediate obedience is necessary Long term: Warmth and reasoning better Punishment: ____________________. model of aggression Teaches to _____________ the punishing adult adults are _____________ for using coercive discipline Alternatives: Time out - removal from setting until ready to act appropriately Withdrawal of privileges

Parenting styles Authoritative parenting effective because: Styles (Baumrind) – based on demandingness and responsiveness of parents _____________ – reasonable demands, set limits, warm and responsive ______________ – demanding, lack warmth ______________ – lack of rules or structure, parents are warm Authoritative parenting effective because: fair and reasonable control is internalized; models of _________________, reasonable _________

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

Aggression Types Family issues ______________ aggression: goal-oriented _____________ – meant to hurt someone _________ - physical injury/threat of injury (boys) ______________ - damage to relationships (girls) Biology (testosterone) Gender typing (_______________) Family issues Conflict-ridden atmosphere Boys receive more ___________________; may overlook fighting by boys

Gender typing: - process of developing gender roles Gender ____________________________ -seeing self as male or female By ages 3-4, children develop gender identity; by 5 or 6 they have gender constancy (understand that gender is ______________) Genetic influences : hormonal differences Social/Environmental influences Family (toys, interaction differences) Teachers Peers Broader social environment (media)

Gender identification continued Emergence of gender-role identity ____________________ theory- resolution of Oedipal or Electra complex ______________________ theory - social interactions cognitive learning theory -selective _________________________________ Gender schema theory (cognitive-developmental theory)– label themselves as “male” or “female” and attempt to behave accordingly (____________________)

Sample question Four-year-old Athena’s mother often tells her that “cars and trucks are for boys.” According to gender schema theory, Athena is likely to A) avoid playing with cars and trucks B) ask her father to play cars and trucks with her C) be resentful when she sees other girls playing with cars and trucks D) seek out opportunities to play with boys who are playing with cars and trucks