Cog. & Socioemotinal Dev. in Early Child

The concept that certain basic properties of an object remain the same even when a transformation changes the physical appearance; 3 well known conservation tasks: Liquid, number & mass (Or Lack of) Conservation

When asked: Do these two beakers have the same amount of liquid, or does one have more? Preoperational child would answer: The taller beaker has more liquid, “because this one is taller, so it has more” (or “There are more ice cubes, than the ones in the container, etc.)

Show lack of conservation video

Emotions Display rules- the expectations and attitudes society holds toward the expression of affect…

Gender identity One’s perception as being either masculine or feminine; internal characteristic which develops; between 18 to 24 months children begin to associate gender roles.

Gender stereotypes Includes physical characteristics ; occupations; activities or hobbies ; by 5 y/o children are well aware of these types of traits that create stereotypes.

Gender role - a pattern or set of behaviors considered appropriate (based on gender stereo types) for males or females within a particular culture…

Kohlberg’s Model of Gender Role Development Gender identity develops from what a child see’s & hears around him/her (societal expectations; based on feedback).

Gender constancy - the belief that one’s own gender is fixed and irreversible and based in biological factors. See Gender Identity Video- Interview with kids

Gender constancy develops in 3 stages 1) Gender Labeling - The ability to categorize oneself & others correctly as a male or a female.

2) Gender stability- The awareness that all boys grow up to be “men” and all girls grow up to be “women”; a sense of permanence to a gender.

Gender consistency - The recognition that an individual’s gender remains the same despite changes in dress, hairstyle, activities, or personality.

Gender segregation: The male sex hormone (Androgens) may increase active play in boys & girls…

See Stages of Play clip

Parten’s 6 Social Levels of Play 1) Unoccupied Play - Standing by, may play with his/her own hands, or follow a teacher. 2) Onlooking Play - A child observes another child (or group) playing, asks questions, but does not participate. 3) Solitary Play- Playing alone; not attempting to connect with any other children near by.

4) Parallel Play - Playing beside another child; not with the other child(ren)… 5) Associative Play - Playing among other children; the child associates (shares toys) with others, but his play is still independent; play is not coordinated with others play… 6) Cooperative Play - Children coordinate their actions to create a general whole; each child has a role; there is a goal or a purpose to the play session…

See Bev Bos Importance of Play in a Preschool Setting