1. Chapter 10: Social Behaviour and Personality in Preschool Children
10.1 Self
10.2 Relationships with Parents
10.3 Relationships with Siblings and Peers
10.4 Moral Development: Learning to Control One’s Behaviour
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10.1 Self
Gender Roles
Gender Identity
Self-Esteem
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Gender Roles
In North America, males are seen as instrumental, women as expressive
Not shared worldwide: US views on gender are extreme.
Gender stereotyping of activities familiar to the child occurs in girls as in young as 24 months, and in boys by 31 months.
Preschoolers view stereotypes as binding for all boys and girls
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4. Cross-cultural Data on Gender Stereotypes
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Gender Identity
Parents (particularly dads), peers, and media reinforce gender-related behavior
Gender identity develops gradually: gender labelling, stability, consistency, and constancy
Some evidence for genetic and hormonal influences
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6. Effects of TV on Gender Stereotyped Views
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Self-Esteem
Preschoolers must achieve a sense of purpose (balance between individual initiative and cooperation)
Preschoolers have positive views of self across many different domains
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8. 10.2 Relationships with Parents
The Family as a System
Dimensions and Styles
Parental Behaviour
Children’s Contributions
Family Configuration
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The Family as a System
Parents influence children directly and indirectly
Parents influence each other and both are influenced by outside forces (e.g., work)
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Family as a System
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Dimensions and Styles
Two primary dimensions: warmth and control.
Styles: authoritarian, authoritative, indulgent-permissive, and indifferent-uninvolved
Cultural differences in warmth and control
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12. Dimensions of Parenting
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Parental Behaviour
Direct instruction: telling children what to do, when, and why
Observing: children learn from watching others, including parents and their treatment of siblings
Feedback: reinforcement useful but parents often unknowingly reinforce behaviours they want to prevent
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14. Children’s Contributions
Parenting is often influenced by children’s behaviour
Parenting varies depending upon individual characteristics of children
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Family Configuration
Grandparents have many different styles: formal, fun-seeking, distant, dispensing-family-wisdom, and surrogate-parent
Children of gay and lesbian parents resemble children of heterosexual parents
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16. Important people in the lives of children
Multiple adults are important in the lives of children, but who the adults are seems to matter less than how they care for the children.
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17. 10.3 Relationships with Siblings and Peers
Sibling Relationships
Peer Relationships
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18. Sibling Relationships
Firstborns and “onlies” tend to be more adult- and achievement-oriented; laterborns tend to be more innovative and sociable
Sibs get along best when (1) they are same sex, (2) neither is emotional, (3) younger enters adolescence, (4) parents don’t show favoritism, and (5) parents have warm relationship with each other
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Peer Relationships
Make-believe play: reflects cultural values and promotes cognitive development
Solitary play: common and normal unless children just wander aimlessly.
Parents’ roles include playmate, mediator, and coach
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10.4 Moral Development
Beginnings of Self-Control
Parental Influences
Temperamental Influences on Self-Control
Improving Self-Control
Learning About Moral Rules
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21. Beginnings of Self-Control
1 year--aware that others impose demands
2 years--have internalized some controls
3 years--have some plans for dealing with controls
Ability to maintain self-control is consistent over development
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Parental Influences
Parental models are important
Self-control more likely when parents have control themselves
Giving children more opportunities to regulate own behaviour fosters self-control
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23. Temperament, Discipline, and Compliance
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24. Temperamental Influences on Self-Control
Children who are naturally fearful respond to parents’ requests to comply with rules
Children who are not naturally fearful respond to parents’ requests to cooperate that are based on the attachment relationship
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25. Improving Self-Control
Remind children of the need to resist temptation (e.g., long-term goals more important than short-term goals)
Make tempting events less attractive
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26. Learning About Moral Rules
By age 3, can distinguish social conventions (e.g., we can eat French fries, but not green beans, with our fingers) and moral rules
Can distinguish lies and mistakes
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