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Early Childhood: Social and Emotional Development

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Title: Early Childhood: Social and Emotional Development


1
Chapter 10Early ChildhoodSocial and Emotional
Development
2
Early Childhood Social and Emotional
Development Truth or Fiction?
  • Parents who are restrictive and demand mature
    behavior wind up with rebellious children, not
    mature children.
  • There is no point in trying to reason with a
    4-year-old.

3
Early Childhood Social and Emotional
Development Truth or Fiction?
  • Firstborn children are more highly motivated to
    achieve than later-born children.
  • Children who are physically punished are more
    likely to be aggressive.

4
Early Childhood Social and Emotional
Development Truth or Fiction?
  • Children who watch 2 to 4 hours of TV a day will
    see 8,000 murders and another 100,000 acts of
    violence by the time they have finished
    elementary school.
  • Children mechanically imitate the aggressive
    behavior they view in the media.

5
Early Childhood Social and Emotional
Development Truth or Fiction?
  • The most common fear among preschoolers is fear
    of social disapproval.
  • A 2 1/2-year-old may know that she is a girl but
    still think that she can grow up to be a daddy.

6
Influences on Development
  • Parents, Siblings, and Peers

7
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

8
What Techniques Do Parents Use to Restrict Their
Childrens 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

9
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

10
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

11
Developing in a World of Diversity
  • Individualism, Collectivism, and Patterns of
    Child Rearing

12
Figure 10.1 The Self in Relation to Others from
the Individualist and Collectivist Perspectives
13
What Kinds of Influence Do Siblings Have on
Social and Personal Development in Early
Childhood?
  • Positive Aspects
  • Cooperation
  • Teaching
  • Nurturance
  • Negative Aspects
  • Conflict
  • Control
  • Competition
  • Siblings imitate each other
  • Conflict may enhance social competence and
    self-identity
  • As siblings age, relationship becomes more
    egalitarian and conflict declines

14
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

15
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

16
What Is The Influence of Peers on Social and
Personal Development in Early Childhood?
  • By age 2, children
  • Imitate anothers 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

17
Developing in a World of Diversity
  • The Case of the (In)Visible Father

18
Social Behaviors
  • In the World, Among Others

19
What Do Developmentalists Know About Childs 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

20
What Do Developmentalists Know About Childs 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

21
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

22
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

23
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

24
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

25
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

26
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

27
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

28
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

29
How Do Depictions of Violence Contribute to
Aggression?
  • Observational learning
  • Disinhibition
  • Increased arousal
  • Priming of aggressive thoughts and memories
  • Habituation

30
Other Factors Related to Aggression
  • Violent video games
  • Parental behavior
  • Substance abuse
  • Paternal physical punishments
  • Single motherhood
  • Absence of or rejection by parent

31
Personality and Emotional Development
32
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

33
Eriksons Initiative Versus Guilt
  • Eriksons 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

34
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

35
A Closer Look
  • Helping Children Cope With Fears

36
Development of Gender Roles and Sex Differences
37
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

38
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

39
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

40
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

41
Lessons in Observation Gender
  • When do children typically develop a sense of
    gender identity?
  • Do the children depicted in the video give
    responses that you would expect from a preschool
    child in regard to gender identity and constancy?
  • Why or why not?

42
Lessons in Observation Gender
43
Lessons in Observation Gender
  • Do the children in the video show stereotypic
    gender role expectations?
  • Cite examples to support your answer.
  • How do children develop gender role stereotypes?
  • Are preschool children typically flexible or
    inflexible in their ideas, regarding gender typed
    behavior? Why?
  • Give examples from the video that are consistent
    with your responses.

44
Kohlbergs 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

45
Bems 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

46
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
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