Parenting

1. Parenting Chapter 9 Section 3

2. Child-Rearing Influences • Peer relationships allow children to develop socially with people outside of the family. • Acceptance and approval of peer groups help shape the child’s development of self esteem and competence.

3. Child-Rearing Influences • Children who have a strong need for peer acceptance may engage in deviant activities.

4. Good Parenting • Good parenting involves: • Spending time with children • Modeling appropriate behaviors (social) • Develop relationship skills • Setting clear rules • Setting limits • Being consistent with correcting inappropriate behavior.

5. Father’s Influence • Children whose fathers share meals with them, spend leisure time with them and assist them in school work tend to perform better academically. • Fathers tend to provide less basic care (changing, feeding, bathing), but engage more physically (active play).

6. Cultural Differences in Parenting • African American families tend to distribute childcare responsibilities among different family members. • In Hispanic families, the father is expected to be the provider and protector and mother assumes full responsibility for childcare.

7. Cultural Differences in Parenting • Asian cultures emphasize respect for parental authority. • All cultures vary the degree to which they promote early independence in children.

8. Parenting Styles • Authoritative style: Set reasonable limits, but are not over controlling. Authority figure, willing to give advice. Explain the reasons for their decisions. • http://www.youtube.com/watch?v=rsuCD9k60F4&feature=related

9. Parenting Styles • Authoritarian Style: Rigid and over controlling. Expect/demand total obedience. Children tend to be moody withdrawn, fearful, and distrustful. • http://www.youtube.com/watch?v=oeaG_Lx-keU&feature=related

10. Parenting Styles • Permissive style: An “anything goes” attitude toward raising their children. Show affection, but extremely lax in setting limits and imposing discipline. • http://www.youtube.com/watch?v=X51TejHLcOY&feature=related

11. Erikson’s Stages of Psychosocial Development • Erik Erikson (original, right…) 1902-1994 • Emphasized the importance of social relationships in human development. • Personalities are shaped by how we deal with a series of psychosocial crises or challenges during 4 stages of psychosocial development.

12. Trust v. Mistrust • When parents treat an infant warmly, a sense of trust develops. • If the parents are seldom there when the infant needs them, or if they are detached or respond coldly, the infant develops a basic mistrust of others.

13. Autonomy v. Shame and Doubt (2-3 years old) • During the 2nd and 3rd years of life the child is becoming mobile. Parents warmly encourage the child toward greater independence and nurture the newly developed sense of autonomy. • If the parents demand too much too soon, or make excessive demands that the child can’t meet, the child may become riddled with self-doubt and shame.

14. Initiative v. Guilt (3-6 years old) • When children are challenged to initiate actions and carry them out. Children who are praised for their efforts develop a sense of initiative and competence. • Children who frequently fail to accomplish tasks may develop feelings of guilt or powerlessness.

15. Industry v. Inferiority (6-12 years old) • The child attempts to develop self-confidence. If children can compete on par with peers in the classroom and on the playing field, they will seek an active role in school and extracurricular activities. • Failure may bring feelings of inadequacy or inferiority may develop, causing the child to withdraw and become unmotivated.

16. Cognitive Development • Jean Piaget (1896-1980) • Most important developmental theorist of all time. • Much of his work was based on observing his 3 children. • He was less concerned about answers and more concerned with how the children arrived at the answers

17. Cognitive Development • Schema: Developed by Piaget, it is a mental framework for understanding or acting on the environment. • Example- Moving from a bottle to an infant cup. • Eventually, schemas change as the child adapts to new challenges and demands.

18. Cognitive Development • Adaptation: For Piaget, the process of adjustment that enables people to function more effectively in meeting the demands they face in the environment. • We adjust our schemas to meet changing demands the environment imposes on us.

19. Cognitive Development • Adaptation consists of two complementary processes: assimilation and accommodation. • Assimilation: The process of incorporating new objects or situations into existing schemas. • Applying mental representations of particular classes of objects. • Ex. Dog is any nonhuman animal

20. Cognitive Development • Accommodation: the process of creating new schemas or modifying existing ones to account for new objects or experiences. • Learning that you have to tip an infant cup to get the liquid out.

21. Stages of Cognitive Development • Piaget felt that the child’s cognitive development progressed through a series of stages that occur in an ordered sequence at about the same time in all children. • Sensorimotor • Preoperational • Concrete Operational • Formal Operational

22. Sensorimotor (Birth to 2 years old) • The child becomes increasingly capable of performing complex behaviors and skills. • Piaget used sensorimotor because the infant explores its world by using its senses and applying its developing motor skills (body movement and hand control).

23. Sensorimotor (Birth to 2 years old) • A key component of sensorimotor is object permanence: The recognition that objects continue to exist even if they have disappeared from sight. • http://www.youtube.com/watch?v=u2ovHFt5YXc&safety_mode=true&persist_safety_mode=1&safe=active • http://www.youtube.com/watch?v=iMuanuivyGU&safety_mode=true&persist_safety_mode=1&safe=active

24. Preoperational Stage (2 to 7 years) • Piaget uses the term preoperational because children 2 to 7 lack the ability to perform basic logical operations- they apply basic principles of logic to their experiences. • During this period there are great advances in symbolic representations- using key words to represent or name objects and describe experiences.

25. Preoperational Stage (2 to 7 years) • Language makes the child’s thinking processes far more expansive and efficient than during the sensorimotor stage. • Make believe or Pretend Play develops.

26. Preoperational Stage (2 to 7 years) • Egocentrism: The tendency to see the world only from one’s perspective. A child that wants to play, but doesn’t understand that his/her mother is tired. http://www.youtube.com/watch?v=OinqFgsIbh0&feature=related&safety_mode=true&persist_safety_mode=1&safe=active

27. Preoperational Stage (2 to 7 years) • Animistic Thinking: The child’s belief that an inanimate object has living qualities. • Example: A child thinking that the sun is following them to and from school. • Irreversibility: the inability to reverse the direction of a sequence of events to their starting point.

28. Preoperational Stage (2 to 7 years) • Centration: the tendency to focus on only one aspect of a situation at a time and exclude all other aspects. • Conservation: The ability to recognize that the quantity or amount of an object remains constant despite superficial changes in its outward appearance. • http://www.youtube.com/watch?v=HXAJMjfwQQU&safety_mode=true&persist_safety_mode=1&safe=active