PRESCHOOLER SOCIAL EMOTIONAL DEV

1
PRESCHOOLER SOCIAL/EMOTIONAL DEV

• Chapter 13

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HALLMARKS

• Increased desire to socialize
• Improved socialization skills compromise,
  empathy, negotiation, others point of view
  motivation, more verbal
• SUCCESSFUL FRIENDSHIPS IN PRESCHOOL MAY BE THE
  SINGLE MOST POWERFUL PREDICTOR OF ADULT HAPPINESS

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EMOTIONAL GROWTH

• Erikson
• Stage 1 trust v mistrust
• Stage 2 autonomy v shame and doubt
• Stage 3 Initiative v guilt
• Kids should be in not overly critical
  environments that encourage risk taking,
  creativity, process (v product)
• (Guilt/accountability can lead child to take
  responsibility for own behavior)

4
SOCIAL INITIATIVE

• An eagerness to engage with friends, family

5
INITIATIVE CULTURE

• Initiative isnt a universal value
• Obedience
• Enmeshment
• Females
• INITIATIVE MAY BE EXPRESSED ONLY IN SOME
  CONTEXTS

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SELF-CONCEPT

• A persons theory of self
• Especially in youth, self-concept is dev
• Positive self-concept for children is based on
  trying (more than on results)
• Success for a preschooler
• Make an effort
• Get positive responses from peers and adults
• Follow the rules

7
SOCIAL COMPETENCE

• Being liked and effective social interaction
• Social competence is culturally defined
• Adults must help kids acquire these skills over
  time

8
PEER STATUS

• Peer view of a childs social competence
• Popular use language effectively socially
• See chart p 292

9

• Rejected antisocial behaviors such as
  aggression-intent to harm (proactive/reactive)
• See Chart p 294
• Inability to accurately interpret social cues
• May have punitive parents
• May have negative temperament

10

• Neglected ignored prefer to be alone
• Cautious, timid
• May be situational ex. loner at school but not at
  home
• See chart p. 296

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FRIENDSHIP

• Having even 1 friend is important
• Prevents isolation
• Dev play competencies
• Most kids have at least 1 friend

12
SOCIAL PARTICIPATION

• A developmental skill
• unoccupied--little awareness of surroundings
• onlooker--interested in contact, observer
• parallel--side by side but rarely converses
• associative--different themes but converses
• cooperative play (4-5 yrs)--shared goal

13
AGGRESSION

• Any physical or verbal behavior intended to harm
  or threaten (see chart p 303)
• Physical bite, hit, push, kick
• Verbal tease, threaten, taunt, call names
• Aggression is culturally defined
• Feelings of recipient need be considered
• NOT aggression rough and tumble, being
  assertive, conflict, argument, teasing (friendly)

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• Reactive aggression
• Proactive aggressionsocially most detrimental
• Instrumental there is a goal (get the toy)
• Bullying no clear goal (hostile)

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VICTIM

• Depressed, whines, anxious, withdrawn, cries, not
  assertive
• Victims attract aggression because crying makes
  the aggressor feel more powerful

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CAUSES OF AGGRESSION

• MATURATIONISTS born that way
• PSYCHOANALISTSaggressive drives can be modified
  by experience
• BEHAVIORISTS aggression is modeled by people and
  media (and result is you get rewarded)
• SOCIOCULTURAL scaffolding in ZPD

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• COGNITIVE kids can think about and change
  behaviors
• ECOLOGICAL systems cause aggression-
• Poverty, violent media, etc.
• EACH MODEL CAN GIVE US IDEAS FOR ELIMINATING
  AGGRESSIVE BEHAVIORS IN KIDS IN OUR CARE
• See case studies

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SOCIAL BEHAVIORS CULTURE

• Altruism empathy kids who live in extended
  families and who contribute to family tasks seem
  to score highest
• Cooperation seems to be fostered by collectivism
• Play differs between cultures type, amount
• See chart p. 307

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• Shyness is valued more in some cultures
• Rough play and teasing are valued only in some
  cultures
• Peer acceptance is not usually related to
  ethnicity in young children
• IM CHOCOLATE, YOURE VANILLA, by Marguerite
  Wright

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SOURCES OF VARIATION IN SOCIAL COMPETENCE

• Poverty, as it is a reflection of
• Poor parenting
• Domestic violence
• Abuse
• Mental health disorders

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• Siblings a mixed picture
• Most conflict exists between sibs of same sex and
  similar age
• Sibling relationships have great importance
  throughout our lives
• Sibling relationships are useful in teaching
  social lessons
• Single kids may be intellectually, linguistically
  advanced and more creative

22
CHILD CARE

• Good quality child care seems to be good for kids
• Poor quality child care is not good for kids
• More than 1/2 the child care in Alameda county
  was rated fair to poor in a recent study

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GENDER AND SOCIAL DEV

• By 18 months kids are playing with
  sex-stereotyped toys
• By 2 yrs they are playing with same sex peers
• Differences in boy/girl play styles appear to be
  universal

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POSSIBLE CAUSES

• Modeling from adults and media
• Cognitive dev of sex role definitions
• Should caregivers try to expand on sex role
  definitions? It is our choice!

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SPECIAL NEEDS KIDS

• Observable handicaps are less likely to lead to
  peer rejection because they are easier to
  understand than non-observable handicaps
• Adults should encourage play between handicapped
  kids and peers through
• Physical accessibility
• Choice of toys
• Modeling, guiding and teaching by adults

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FACILITATING FRIENDSHIPS

• Watch for authentic compatible kids
• Orchestrate one-on-one play
• Encourage group play
• Encourage play outside classroom