Chapter 10 Early Childhood: Social and Emotional Development

1. Chapter 10Early Childhood:Social and Emotional Development

2. Influences on Development Parents, Siblings, and Peers

3. What Are the Dimensions of Child Rearing? • Warmth – Coldness • Degree of affection and acceptance of child • Parental warmth relates to • Development of moral conscience • Positive emotional and social well being • Restrictiveness – Permissiveness • Degree to which parents impose rules and control

4. What Techniques Do Parents Use to Restrict Their Children’s Behavior? • Induction • Reasoning – child will understand what to do in similar situation • Power Assertion • “Spare the rod, spoil the child” • Withdrawal of Love • Threats or isolation of child

5. What Are the Parenting Styles Involved in the Transmission of Values and Standards? • Authoritative Parents • High on Warmth, High on Restrictiveness • Self-reliance, independence, high self-esteem and social competence • Authoritarian Parents • Low on Warmth, High on Restrictiveness • Less socially competent, lower self-reliance and self-esteem

6. What Are the Parenting Styles Involved in the Transmission of Values and Standards? • Permissive Parents • Permissive – Indulgent • High warmth, low restrictivenss • Less competent in school but fairly high in social competence and self-confidence • Permissive – neglecting • Low warmth, low restrictiveness • Least competent, responsible and mature children

7. Developing in a World of Diversity Individualism, Collectivism, and Patterns of Child Rearing

8. Figure 10.1 The Self in Relation to Others from the Individualist and Collectivist Perspectives

9. Positive Aspects Cooperation Teaching Nurturance Negative Aspects Conflict Control Competition What Kinds of Influence Do Siblings Have on Social and Personal Development in Early Childhood? • Siblings imitate each other • Conflict may enhance social competence and self-identity • As siblings age, relationship becomes more egalitarian and conflict declines

10. What Kinds of Influence Do Siblings Have on Social and Personal Development in Early Childhood? • Adjusting to Birth of Sibling • Both positive and negative reaction to stress of new sibling • regression • increased independence and maturity • Preparation of child to new sibling shows less sibling rivalry

11. What Does the Research Say About the Effects of Being a First-born or an Only Child? • First-born children • More highly motivated to achieve, more cooperative, adult-oriented • Show greater anxiety, less self-reliant • More likely to have imaginary playmate • Later-born children • Tend to be more popular with peers • More rebellious, liberal and agreeable • Parenting style may differ between first- and later-born children

12. What Is The Influence of Peers on Social and Personal Development in Early Childhood? • By age 2, children • Imitate another’s play • Engage in social games • Show a preference for playmates • Preschool friendships • Characterized by shared, positive experiences, feelings of attachment • Show higher levels of interaction, prosocial behavior, positive emotions • Based on experiences; shared toys, activities, and fun

13. Developing in a World of Diversity The Case of the (In)Visible Father

14. Social Behaviors In the World, Among Others

15. What Do Developmentalists Know About Child’s Play? • Play based on cognitive development (Piaget, 1951, 1962) • Functional Play – repetitive motor activity • Symbolic Play – pretend play • Constructive Play – draw or make something • Formal Games – games with rules

16. What Do Developmentalists Know About Child’s Play? • Six types of play (Parten, 1932) • Nonsocial (Children do not interact) • Unoccupied Play • Solitary Play • Onlooker Play • Social (Children influenced by others as they play) • Parallel Play • Associative Play • Cooperative Play

17. How Does Prosocial Behavior Develop? • Empathy - sensitivity to the feelings of others • From infancy, babies cry when they hear other children cry • May be reflexive or the start of empathy • By second year, approach others in distress and try to help • Unresponsive empathy – more aggressive behavior in school years • Girls show more empathy than boys • Social learning or genetic? • Perspective-Taking

18. Influences on Prosocial Behavior • Reinforcement of behaviors • More positive peer response • Responsibility • Household chores and caring for siblings • Observation of behaviors of peers • Parental interactions • Parenting style

19. How Does Aggression Develop? • Aggression in preschoolers • Frequently instrumental or possession-oriented • Usually causes rejection by peers • Aggression at 6- or 7-years • Hostile and person-oriented • Aggressive behavior appears to be stable over time

20. What Causes Aggression in Children? • Evolutionary theory • Struggle for survival • Biological factors • Genetic factors • Testosterone • Temperament • Cognitive factors • Inaccurate interpretation of others’ behavior • Lack of empathy and perspective-taking

21. What Causes Aggression in Children? • Social Learning • Reinforcement and Observational Learning • Media Influences • Classic study on influence of televised models of aggression • Television is a major source of informal observational learning

22. How Do Depictions of Violence Contribute to Aggression? • Observational learning • Disinhibition • Increased arousal • Priming of aggressive thoughts and memories • Habituation

23. Other Factors Related to Aggression • Violent video games • Parental behavior • Substance abuse • Paternal physical punishments • Single motherhood • Absence of or rejection by parent

24. Personality and Emotional Development

25. How Does the Self Develop During Early Childhood? • Categorical Self – external traits • Age groupings • Sex • Self-Esteem • High value attached to themselves • Secure attachment and mothers sensitive to their needs • By age 4, begin evaluative judgments • Cognitive and physical competence • Social acceptance by peers and parents

26. Erikson’s Initiative Versus Guilt • Erikson’s stage of psychosocial development • Strive to achieve independence from parents • Strive to master adult behaviors • Children begin to internalize adult rules • Fear of violating rules may cause guilt • Support to explore helps develop initiative

27. A Closer Look Helping Children Cope With Fears

28. What Sorts of Fears Do Children Have in the Early Years? • Number of fears peaks between 2 1/2 and 4 years • Decline in fears of • loud noises, falling, sudden movement and strangers • Most likely to have fears about • animals, imaginary creatures, the dark and personal safety • In middle childhood, fears become more realistic

29. Are There Boys’ Toys and Girls’ Toys? • By 18-months child shows more preference for gender-stereotyped toys • Girls are more likely to stray from stereotypes • May represent social prestige of masculine in American culture • Gender differences in play activities • Boys prefer vigorous outdoor, rough and tumble play • Girls prefer arts and crafts, domestic play

30. Why Do Children Show Early Gender Preferences in Choice of Toys and Activities? • Biological factors • Boys – slightly greater strength and activity level • Girls – slightly greater physical maturity and coordination • Differences in treatment by adults • Children seek “appropriate” labels for toys and play • Peer, parental, adult criticism

31. Why Do Children Choose to Associate With Peers of Their Own Sex? • Boys’ play - more oriented toward dominance, aggression and rough play • Girls seek out other girls to protect against this behavior • Boys are not responsive to girls’ suggestions • Unpleasant to interact with unresponsive playmate • Boys may view girls as inferior

32. Development of Gender Roles and Sex Differences

33. What Are Stereotypes and Gender Roles? • Behavioral expectations based on gender • In American culture • Feminine gender roles- dependence, gentleness, helpfulness, warmth, emotionality, submissiveness, home-orientation • Masculine gender roles – aggressiveness, self-confidence, independence, competitiveness, competence in business, math and science

34. How Do Gender Roles Develop? • Stages of development of gender roles • 2 - 2 1/2 years – accurate identifying pictures of boys and girls • 3 years – display knowledge of gender stereotypes • Traditional stereotypes about activities, occupations, personality traits • View their own gender more positive

35. What Are The Origins of Sex Differences in Behavior? • Evolution and Heredity • Sex differences are result of natural selection, adaptation • Survival set passed through genes (heredity) • Result – parental investment model • Organization of the Brain • Hippocampus and Navigation • Males use both hemispheres and rely on geometry • Females use right hemisphere (with right prefrontal cortex) and rely on landmarks • Right-brained or Left-brained • Left and right hemispheres more specialized in men

36. What Are The Origins of Sex Differences in Behavior? • Sex Hormones • Prenatal influence on behavioral influences • Social Cognitive Theory • Observational learning and socialization • Parental influence

37. Kohlberg’s Cognitive Developmental Theory Of Gender Typing Form concepts about gender and fit behavior to those concepts • Gender Identity • Knowledge that one is male or female • Gender Stability • People retain their sex for life • Gender Constancy • Sex does not change, even if people modify behavior or dress • Conservation of gender – related to development of conservation Once child has achieved gender stability and constancy, they seek to behave in ways consistent with their sex

38. Bem’s Gender Schema Theory Use sex as one way of organizing their perceptions of the world • Gender schema - cluster of concepts about male and female traits • Gender identity brings gender appropriate behavior • Child acts in ways consistent with the gender schema

39. What is Psychological Androgyny? • High in masculine traits only – masculine • High in feminine traits only – feminine • Neither strong masculine or feminine – undifferentiated • High in both masculine and feminine – psychologically androgynous • Better social relations, superior adjustment, greater creativity