10-Early Childhood: Psychosocial Development

1. 10-Early Childhood: Psychosocial Development

3. Emotional development

4. Emotional regulation • The main psychosocial accomplishment • Development of limbic system and prefrontal cortex

5. Erikson’s third stage • Initiative vs. guilt (Shame and doubt)

6. Emotional development • Self-concept • Appearance, personality, gender • Connected to parents’ confirmation

7. Motivation • Intrinsic = Internal (e.g. personal enjoyment) • Extrinsic = Outside (e.g. praise or paycheck)

8. Seeking emotional balance • Externalizing problems • = Physical or verbal outbursts • Male aggression • Internalizing problems • = guilt, shame, worthlessness • Female anxiety

9. Play • Universal & timeless • Best playmates are peers (Which children prefer)

10. Types of play • Solitary • Child plays alone • Onlooker • Child watches others play • Parallel • Children play side-by-side No interaction • Associative • Interact, share material • Not reciprocal • Cooperative • Interactive • Taking turns

11. Sociodramatic play • Cooperative play • Act out roles, themes & stories • E.g. playing house or dress-up • Cops & robbers • Helps • Rehearse social roles • Regulate emotions by pretending • Develop self-concept

12. Challenges for parents • Parenting styles

13. Baumrind’s 3 parenting styles • Authoritarian • Parent expects unquestioning obedience • Often in low income families • Children are often: • Obedient (but not happy), guilty, depressed, leave home before age 20 • Permissive • Never disciplines • Children are often: • Unhappy (lack self control), immature, continue living at home • Authoritative • Parent listens to child, sets limits, and enforces rules • Children are often: • Successful, articulate, happy, generous

14. Neglectful/uninvolved parenting • Parents don’t care • Not quite the same as being permissive • Children are often: • Immature, sad, lonely • Social & cognitive problems

15. Moral development • Empathy & Antipathy • Parental discipline • Physical punishment • Psychological control • Exclusion & conversation

16. Moral emotions • Empathy • Leads to pro-social behavior • Helping others • Antipathy • Leads to antisocial behavior • Intentional desire to harm others

17. Four types of aggression: • Instrumental aggression • Using aggression as an instrument to get something • Reactive aggression • Retaliation for an action • Relational aggression • Non-physical (verbal) • Destroys another’s self-esteem and social support system • Bullying • Done to dominate someone • Unprovoked, repeated physical or verbal attack • Generally on someone unlikely to defend themselves

18. Parental discipline • Children gradually cometo understand things from another person’s point of view • Explanations and discussion after misbehavior help children learn • Children may disconnect a misdeed from the punishment • “Wait until your dad gets home!”

19. Physical punishment (Spanking) • Increases obedience temporarily • Later negative effects • Increases possible later aggression • Increases resentment • Becomes less effective

20. Psychological punishment (& control) • Guilt • Gratitude

21. Exclusion & conversation • Time out (Exclusion) • One minute for each year of age • Only works if child wants to be with others • Conversation • Creates an internal standard of right and wrong

22. Becoming boys and girls

23. Sex and gender • Sex = Biological • Gender = Cultural • Based on sex roles

24. Sex role development • Psychoanalytic • Behaviorism • Cognitive

25. Psychoanalytic • Phallic stage • Penis becomes the focus • Oedipus Complex • Boy’s unconscious desire to replace dad for mother’s love • Electra Complex • Girl’s unconscious desire to replace mother for dad’s love • Wants to marry daddy • Both sexes cope with this by identifying with the same-sex parent and trying to become like them • Superego develops • Conscience • Based on parents’ moral standards

26. Behaviorism • Operant conditioning • Gender-appropriate behaviors are rewarded (reinforced) • Social learning theory • Children internalize the roles they observe in others

27. Cognitive theory • Focuses on children’s understanding • Gender schema • General beliefs about sex differences • Boys are like this • Girls are like this • Children then think and behave accordingly