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Chapter 8 Emotional and Social Development in Early Childhood
Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Erikson’s Theory: Initiative versus Guilt
New sense of purposefulness Eagerness to try new tasks, join activities Play permits trying out new skills Strides in conscience development Guilt Overly strict superego, or conscience, causing too much guilt Related to parental threats criticism punishment Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Development Through the Lifespan Sixth Edition ● Laura E. Berk
Self-Understanding Emerging language skills enable children to discuss inner mental states. Self-awareness supports development of self-concept. Development Through the Lifespan Sixth Edition ● Laura E. Berk © Angela Luchianiuc/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Development Through the Lifespan Sixth Edition ● Laura E. Berk
Self-Concept Consists largely of observable characteristics (appearance, possessions, behavior) typical emotions and attitudes (“I like/ don’t like …”) Does not yet reference personality traits (“I’m shy”) Development Through the Lifespan Sixth Edition ● Laura E. Berk © michaeljung/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Development Through the Lifespan Sixth Edition ● Laura E. Berk
Self-Esteem Self-judgments and associated feelings Influences: Emotional experiences Future behavior Long-term psychological adjustment Development Through the Lifespan Sixth Edition ● Laura E. Berk © David Piryu/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Gains in Emotional Competence
Improvements in emotional understanding emotional self-regulation Increase in self-conscious emotions (shame, guilt) and empathy Development Through the Lifespan Sixth Edition ● Laura E. Berk © Veronica Louro/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Emotional Understanding
Preschoolers correctly judge causes of emotions consequences of emotions behavioral signs of emotions Challenged by situations offering conflicting emotional cues Parents, siblings, peers, and make-believe play contribute to understanding Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Emotional Self-Regulation
By age 3–4, aware of strategies for adjusting emotional arousal Affected by temperament: effortful control warm parents who use verbal guidance Development Through the Lifespan Sixth Edition ● Laura E. Berk © MNStudio/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Common Fears of Early Childhood
Monsters Ghosts Darkness Preschool/child care Animals Phobias are possible. Development Through the Lifespan Sixth Edition ● Laura E. Berk © iofoto/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Self-Conscious Emotions
Examples: Shame Embarrassment Guilt Pride Depend on adult feedback Vary across cultures Development Through the Lifespan Sixth Edition ● Laura E. Berk © Ami Parikh/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Development Through the Lifespan Sixth Edition ● Laura E. Berk
Empathy and Sympathy Sympathy Feeling concern or sorrow for another’s plight Empathy Feeling same or similar emotions as another person Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Individual Differences in Empathy
Factors that encourage empathy, sympathy, and prosocial behavior: Temperament: sociable assertive good at emotional self-regulation Parenting: warm, sensitive parents who show empathic concern encourage emotional expressiveness Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Peer Sociability in Play
Nonsocial activity Unoccupied, onlooker behavior Solitary play Parallel play Plays near other children with similar materials Does not try to influence them Associative play Engages in separate activities Exchanges toys and comments Cooperative play Orients with peers toward a common play goal Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Cognitive Play Categories
Functional play (0–2 years) Simple, repetitive motor movements, with or without objects Constructive play (3–6 years) Creating or constructing something Make-believe play (2–6 years) Acting out everyday and imaginative roles Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Cultural Variations in Play
Collectivist cultures stress group harmony discourage self-assertion Cultures vary in beliefs about the importance of play. Development Through the Lifespan Sixth Edition ● Laura E. Berk © Dragon Images/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Early Childhood Friendships
Someone who “likes you,” plays with you, shares toys Friendships change frequently Benefits of friendships: social support: reinforcement, cooperation, emotional expressiveness favorable school adjustment Development Through the Lifespan Sixth Edition ● Laura E. Berk © Dragon Images/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Parental Influences on Early Peer Relations
Indirect Secure attachment Emotionally expressive, sensitive communication Parent–child play Direct Arranging informal peer activities Guidance on how to act toward others Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Perspectives on Moral Development
Psychoanalytic Freud: superego and guilt New evidence: induction, empathy-based guilt Social learning Modeling moral behavior Punishment Cognitive-developmental Children as active thinkers about social rules Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Effective Models of Moral Behavior
Warmth and responsiveness Competence and power Consistency between words and behavior Development Through the Lifespan Sixth Edition ● Laura E. Berk © bikeriderlondon/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Punishment in Early Childhood
Frequent harsh punishment has negative side effects. Alternatives to harsh punishment Time out Withdrawing privileges Positive discipline Parents can increase effectiveness of punishment Consistency Warm parent–child relationship Explanations Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Prevalence of Corporal Punishment by Children’s Age
Development Through the Lifespan Sixth Edition ● Laura E. Berk Figure 8.1 Prevalence of corporal punishment by children’s age Figure 8.1 (From M. A. Straus & J. H. Stewart, 1999, “Corporal Punishment by American Parents: National Data on Prevalence, Chronicity, Severity, and Duration, in Relation to Child and Family Characteristics,” Clinical Child and Family Psychology Review, 2, p. 59. Adapted with kind permission from Springer Science+Business Media and Murray A. Straus.) Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Development Through the Lifespan Sixth Edition ● Laura E. Berk
Positive Discipline Use transgressions as opportunities to teach. Reduce opportunities for misbehavior. Provide reasons for rules. Have children participate in family duties and routines. Try compromising and problem solving. Encourage mature behavior. Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Moral Imperatives, Social Conventions, and Personal Choice
Actions that protect people’s rights and welfare Social conventions Customs determined solely by social consensus Matters of personal choice Do not violate rights Not socially regulated Up to the individual Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Development Through the Lifespan Sixth Edition ● Laura E. Berk
Types of Aggression Proactive (instrumental): meant to help the child get something he or she wants self-initiated Reactive (hostile): meant to hurt someone defensive response to provocation Development Through the Lifespan Sixth Edition ● Laura E. Berk © AJP/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Types of Hostile Aggression
How the Harm Is Caused Direct or Indirect? Physical Physical injury either Verbal Threats of physical aggression Name-calling Teasing always direct Relational Social exclusion Malicious gossip Friendship manipulation Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Development Through the Lifespan Sixth Edition ● Laura E. Berk
Sources of Aggression Individual differences: gender temperament Family: harsh, inconsistent discipline cycles of such discipline, whining/giving in Media violence Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Childhood Television Viewing and Adolescent Aggression
Development Through the Lifespan Sixth Edition ● Laura E. Berk Figure 8.2 (Adapted from Johnson et al., 2002.) Figure 8.2 Relationship of television viewing in childhood and early adolescence to aggressive acts in adolescence and early adulthood Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Risks of Media Violence
Increases hostile thoughts and emotions aggressive behavior Creates short-term and long-term behavior problems Development Through the Lifespan Sixth Edition ● Laura E. Berk © DenisNata/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Helping Children Control Aggression
Improving parenting: Incredible Years approach Encouraging children to attend to nonhostile social cues Promoting perspective taking Teaching conflict-resolution skills Limiting exposure to media violence and home stressors Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Development Through the Lifespan Sixth Edition ● Laura E. Berk
Gender Stereotypes Strengthen and operate as blanket rules in early childhood Preschoolers associate toys, clothing, household items, occupations, behavior, and more with gender Young children’s rigid gender stereotypes are a joint product of gender stereotyping in the environment cognitive limitations Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Influences on Gender Typing
Genetic: evolutionary adaptiveness hormones Environmental: family teachers peers broader social environment Development Through the Lifespan Sixth Edition ● Laura E. Berk © glenda/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Mothers’ and Children’s Use of Generic Reference to Gender
Development Through the Lifespan Sixth Edition ● Laura E. Berk Figure 8.3 Mothers’ and children’s use of generic reference to gender during storybook conversations Figure 8.3 (From S. A. Gelman, M. G. Taylor, & S. P. Nguyen, “Mother– Child Conversations About Gender,” Monographs of the Society for Research in Child Development, 69[1, Serial No. 275], p. 46. © 2004 The Society for Research in Child Development, Inc. Reproduced with permission of John Wiley & Sons Ltd) Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Theories of Gender Identity
Social learning Gender-typed behavior leads to gender identity Cognitive-developmental Self-perceptions (gender constancy) precede gender-typed behavior Gender schema Combines social learning and cognitive-developmental features Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Gender Schemas and Behavior
Development Through the Lifespan Sixth Edition ● Laura E. Berk Figure 8.4 Cognitive pathways for gender-schematic and gender-aschematic children Figure 8.4 (Reprinted by permission of Rebecca Bigler.) Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Reducing Gender Stereotyping
Delay exposure to stereotyped messages. Limit traditional gender roles. Provide nontraditional models. Encourage flexible beliefs. Development Through the Lifespan Sixth Edition ● Laura E. Berk © Monkey Business Images/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Outcomes of Child-Rearing Styles
Authoritative self-control, moral maturity, high self-esteem Authoritarian anxiety, unhappiness, low self-esteem, anger, defiance Permissive impulsivity, poor school achievement Uninvolved depression, anger, poor school achievement Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Characteristics of Child-Rearing Styles
Acceptance Involvement Control Autonomy Authoritative high adaptive appropriate Authoritarian low Permissive too low or too high Uninvolved indifferent Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Cultural Variations in Child-Rearing
Chinese Shame, withholding praise in context of reasoning and affection Hispanic/Asian Pacific Islander/Caribbean Firm respect for parental authority High parental warmth Low-SES African-American Strictness; immediate obedience Warmth and reasoning Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Development Through the Lifespan Sixth Edition ● Laura E. Berk
Child Maltreatment Physical abuse Assaults resulting in physical injury Sexual abuse Fondling, intercourse, pornography, and other forms Neglect Failing to meet children’s basic needs Emotional abuse Social isolation, unreasonable demands, humiliation, intimidation, and other forms Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Factors Related to Child Maltreatment
Parent characteristics Child characteristics Family characteristics Community Culture Development Through the Lifespan Sixth Edition ● Laura E. Berk © Pixel Memoirs/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Consequences of Child Maltreatment
Emotional: poor emotional self-regulation impaired empathy/sympathy depression Adjustment: substance abuse violent crime Learning: impaired working memory and executive function low academic motivation Development Through the Lifespan Sixth Edition ● Laura E. Berk © altanaka/Shutterstock Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Preventing Child Maltreatment
Intervening with high-risk parents Social supports for families: Parents Anonymous home visitation—Healthy Families America When parents cannot change, separating parent from child Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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Development Through the Lifespan Sixth Edition ● Laura E. Berk
Readers may view, browse, and/or download material for temporary copying purposes only, provided these uses are for noncommercial personal purposes. Except as provided by law, this material may not be further reproduced, distributed, transmitted, modified, adapted, performed, displayed, published, or sold in whole or in part, without prior written permission from the publisher. Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.
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