1. Chapter 10: Social Behavior 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 Behavior

2. 10.1 Self
Gender Roles
Gender Identity
Self-Esteem

3. Gender Roles
In the US, males are seen as instrumental, women as expressive
Not shared worldwide: US views on gender are extreme.
By age 5, US children judge 1/3 of traits as adults do
Preschoolers view stereotypes as binding for all boys and girls
10.1 Self

4. Cross-cultural Data on Gender Stereotypes

5. Gender Identity
Parents (particularly dads), peers, and media reinforce gender-related behavior
Gender identity develops gradually: gender labeling, stability, consistency, and constancy
Some evidence for genetic and hormonal influences
10.1 Self

6. Effects of TV on Gender Stereotyped Views

7. 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
10.1 Self

8. 10.2 Relationships with Parents
The Family as a System
Dimensions and Styles
Parental Behavior
Children’s Contributions
Family Configuration

9. 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)
10.2 Relationships with Parents

10. Family as a System

11. Dimensions and Styles Two primary dimensions: warmth and control.
Styles: authoritarian, authoritative, indulgent-permissive, and indifferent-uninvolved
Cultural differences in warmth and control
10.2 Relationships with Parents

12. Dimensions of Parenting

13. Parental Behavior
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 behaviors they want to prevent
10.2 Relationships with Parents

14. Children’s Contributions
Parenting is often influenced by children’s behavior
Parenting varies depending upon individual characteristics of children
10.2 Relationships with Parents

15. 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
10.2 Relationships with Parents

16. 10.3 Relationships with Siblings and Peers
Sibling Relationships
Peer Relationships

17. Sibling Relationships
Firstborns and only 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
10.3 Relationships with Siblings and Peers

18. 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
10.3 Relationships with Siblings and Peers

19. 10.4 Moral Development Beginnings of Self-Control Parental Influences
Temperamental Influences on Self-Control
Improving Self-Control
Learning About Moral Rules

20. 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
10.4 Moral Development

21. Parental Influences Parental models are important
Self-control more likely when parents have control themselves
Giving children more opportunities to regulate own behavior fosters self-control
10.4 Moral Development

22. 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
10.4 Moral Development

23. Temperament, Discipline, and Compliance

24. 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
10.4 Moral Development

25. 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
10.4 Moral Development