Section 3-2

1. Reader’s Guide (cont.) Vocabulary • authoritarian family  • democratic/authoritative family  • permissive/laissez-faire family  • socialization  • identification  • sublimation  • role taking Click the Speaker button to listen to Exploring Psychology. Click the mouse button or press the Space Bar to display the information. Section 3 begins on page 78 of your textbook. Section 3-2

2. Parenting Styles • The way in which children seek independence and the ease with which they resolve conflicts about becoming adults depend in large part on the parent-child relationship.  • In authoritarian families parents are the “bosses.” authoritarian family parents attempt to control, shape, and evaluate the behavior and attitudes of children in accordance with a set code of conduct Click the mouse button or press the Space Bar to display the information. Section 3-4

3. Parenting Styles (cont.) • In democraticorauthoritative families children participate in decisions affecting their lives.  • In permissiveorlaissez-faire families children have the final say.  • Psychologists (Maccoby & Martin, 1983) later identified a fourth parenting style: uninvolved parents. democratic/authoritative family adolescents participate in decisions affecting their lives permissive/laissez-faire family children have the final say; parents are less controlling Click the mouse button or press the Space Bar to display the information. Section 3-5

4. Effects of Parenting Styles • Numerous studies suggest that adolescents who have grown up in democratic or authoritative families are more confident of their own values and goals than other young people.  • This seems to come from two features–the establishment of limits on the child and responding to the child with warmth and support (Bukatko & Daehler, 1992). Click the mouse button or press the Space Bar to display the information. Section 3-6

5. Effects of Parenting Styles (cont.) • The style parents adopt in dealing with their children influences adolescent development.  • However, it would be wrong to conclude that parents are solely responsible for the way their children turn out.  • Children themselves may contribute to the style parents embrace, with consequences for their own personal development. Click the mouse button or press the Space Bar to display the information. Section 3-7

6. Social Development • Learning the rules of behavior of the culture in which you are born and grow up is called socialization.  • Learning what the rules are–when to apply and when to bend them–is, however, only one dimension of socialization. socialization the process of learning the rules of behavior of the culture within which an individual is born and will live Click the mouse button or press the Space Bar to display the information. Section 3-9

7. Social Development (cont.) • Finally, socialization involves learning to live with other people and with yourself.  • We all know how painful it can be to discover that other people have rights and that you have limitations. Click the mouse button or press the Space Bar to display the information. Section 3-10

8. Freud’s Theory of Psychosexual Development • Sigmund Freud believed that all children are born with powerful sexual and aggressive urges.  • Freud said that in the first years of life, boys and girls have similar experiences.  • Weaning the child from nursing is a period of frustration and conflict–it is the child’s first experience with not getting what he wants.  • Freud called this the oral stage of development. Click the mouse button or press the Space Bar to display the information. Section 3-11

9. Freud’s Theory of Psychosexual Development (cont.) • Later the anus becomes the source of erotic pleasure, giving rise to what Freud called the anal stage.  • In the phallic stage, according to Freud, the child–between the ages of 3 and 5–becomes a rival for the affections of the parent of the opposite sex. Click the mouse button or press the Space Bar to display the information. Section 3-12

10. Freud’s Theory of Psychosexual Development (cont.) • Generally, the child and the parents do not have any clear awareness that these struggles are going on.  • In this process, which is called identification with the aggressor, the boy takes on all his father’s values and moral principles. identification the process by which a child adopts the values and principles of the same-sex parent Click the mouse button or press the Space Bar to display the information. Section 3-13

11. Freud’s Theory of Psychosexual Development (cont.) • Freud believed that at about age 5 children enter a latency stage.  • Sexual desires are pushed into the background, and children explore the world and learn new skills; this process of redirecting sexual impulses into learning tasks is called sublimation. sublimation the process of redirecting sexual impulses into learning tasks Click the mouse button or press the Space Bar to display the information. Section 3-14

12. Freud’s Stages of Psychosexual Development Chart 3-1

13. Erikson’s Theory of Psychosocial Development • Although Erikson recognizes the child’s sexual and aggressive urges, he believes that the need for social approval is just as important.  • Erikson studied psychosocial development, which refers to life periods in which an individual’s goal is to satisfy desires associated with social needs.  • Erikson argues that we all face many “crises” as we mature and people expect more from us. Click the mouse button or press the Space Bar to display the information. Section 3-15

14. Erikson’s Stages of Psychological Development Figure 3-2

15. Learning Theories of Development • Freud and Erikson stress the emotional dynamics of social development.  • Their theories suggest that learning social rules is altogether different from learning to ride a bicycle or to speak a foreign language.  • Many psychologists disagree, believing that children learn the ways of their social world because they are rewarded for conforming; children also copy older children and adults in anticipation of future rewards. Click the mouse button or press the Space Bar to display the information. Section 3-16

16. The Cognitive-Developmental Approach • Theorists who emphasize the role of cognition or thinking in development view the growing child quite differently.  • Learning theory implies that the child is essentially passive–a piece of clay to be shaped.  • Cognitive theorists see the child as the shaper. Click the mouse button or press the Space Bar to display the information. Section 3-17

17. The Cognitive-Developmental Approach (cont.)Games and Play • Children’s games are serious business.  • When left to their own devices, youngsters spend a great deal of time making up rules.  • The world of play thus becomes a miniature society, with its own rules and codes.  • Games also teach children about aspects of adult life in a nonthreatening way. Click the mouse button or press the Space Bar to display the information. Section 3-18

18. The Cognitive-Developmental Approach (cont.)Games and Play • Much of the children’s play involves role taking.  • Youngsters try on adult roles.  • Role taking allows them to learn about different points of view firsthand. role taking children’s play that involves assuming adult roles, thus enabling the child to experience different points of view Click the mouse button or press the Space Bar to display the information. Section 3-19

19. The Cognitive-Developmental Approach (cont.)Moral Development • Lawrence Kohlberg’s studies show just how important being able to see other people’s points of view is to social development in general and to moral development in particular.  • Kohlberg (1968) studied the development of moral reasoning–deciding what is right and what is wrong–by presenting children of different ages with a series of moral dilemmas. Click the mouse button or press the Space Bar to display the information. Section 3-20

20. The Cognitive-Developmental Approach (cont.)Moral Development • What interested Kohlberg was how children arrived at a conclusion to a moral dilemma.  • After questioning 84 children, Kohlberg identified six stages of moral development.  • He then replicated his findings in several different cultures. Click the mouse button or press the Space Bar to display the information. Section 3-21

21. The Cognitive-Developmental Approach (cont.)Stages of Moral Development • In stage one, children are totally egocentric.  • Children in stage two have a better idea of how to receive rewards as well as to avoid punishment.  • In stage three, children become acutely sensitive to what other people want and think. Click the mouse button or press the Space Bar to display the information. Section 3-22

22. The Cognitive-Developmental Approach (cont.)Stages of Moral Development • In stage four, a child is less concerned with the approval of others.  • The stage-five person is primarily concerned with whether a law is fair or just.  • Stage six involves an acceptance of ethical principles that apply to everyone, like the Golden Rule: “Do unto others as you would have them do unto you.” Click the mouse button or press the Space Bar to display the information. Section 3-23

23. The Cognitive-Developmental Approach (cont.)Stages of Moral Development • Critics point out a gender bias in Kohlberg’s theory (Gilligan, 1977).  • To reach the highest levels of moral development, a child must first be able to see other people’s points of view.  • Thus, the development of thinking or cognitive abilities influences moral development. Click the mouse button or press the Space Bar to display the information. Section 3-24

24. Kohlberg’s Stages of Moral Development Figure 3-3

25. Building Skills Interpreting a Graph Doctors often record infants’ and young children’s weight and height on growth charts similar to the one for girls here. The measurements are presented in the form of percentiles. For example, a 30-month-old girl who weighs 28.7 pounds falls into the 50th percentile. This means that half of all 30-month-old girls weigh less than that child and half weigh more. Review the growth chart to the right, then answer the questions that follow. Chapter Assessment 7

26. Write how imitation plays a part in violent acts committed by young children (children under 13 years of age). Psy Journal (Section 3)

27. Too Late for Words: The Case of Genie Why, when found, was Genie unable to speak coherently or understand language? Her utterances were not reinforced; therefore she did not learn to form words or sentences. Continued on next slide. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 69 of your textbook. Case Studies 2

28. Too Late for Words: The Case of Genie Describe Genie’s ability to learn to properly use language. How much progress in language development did Genie make? Explain. She could use words as symbols, but she was not able to master the rules of grammar or control the pitch of her voice. Continued on next slide. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 69 of your textbook. Case Studies 3