Early Childhood Social –Emotional Development

1. Early Childhood Social –Emotional Development • Berk Chapter 10 • Socialization & Discipline • Super Nanny video – case study Class 10 Early Child Social

2. Social-emotional Development • During young childhood, parent's concerns shift from feeding, dressing, & toilet training • to deliberate attempts at socialization • eg they start to help their children control their emotional outbursts or temper tantrums, • Parents want child to be socially competent • eg polite in speech, sharing toys with friends. • It is the social experiences within the family • have greatest influence on social development • Interact with sibs, grandparents and parents Class 10 Early Child Social

3. Social-emotional Development • Socialization: child as a social being • ie developmental process • by which kids acquire the social knowledge, behaviours, attitudes valued by the larger society around them. • Eventually internalize the values as their own Class 10 Early Child Social

4. Social-emotional Development As child gets older, socialization involves parents : • get child to be cooperative, • sharing household tasks, • learning to avoid conflicts with sibs, parents • encouraging independence (eg, school work), • but still exerting control over child's social activities. For preschoolers, social experiences within family • Interaction with sibs, grandparents, & parents • has greatest influence on their social development Class 10 Early Child Social

5. Parents socialize in 3 key ways: • direct training - one to one • reinforcing desirable behaviours • eg learning to share or showing them how to make friends • modelling valued behaviours • family attitudes, beliefs & activities of child • eg warm, engaging parents - kids popular in school • child's own temperament influences how parent-child relationship evolves • eg easy-going child vs difficult child • indirectly • through community environment • parents choose neighbourhood, sports programs, peer group Class 10 Early Child Social

6. Early Childhood Socialization • So child is developing within the family • ongoing give & take between parent & child • continual adjustment of family equilibrium! Class 10 Early Child Social

7. Styles of Parenting • We can see parents interacting with children • in parks, malls, grocery stores • are very different styles of parental behaviour • Some parents are extremely controlling, use firm, crisp commands • restrict their children's behaviour – • Others seem not to notice as their children create havoc around them! • Discipline becomes an NB feature of parenting in preschool age children • is part of socialization process that • encourages children to become competent social beings Class 10 Early Child Social

8. Styles of Parenting • Baumrind identified 3 types of parents & • Maccoby (1983) identified one more type: • Authoritative parents: • Authoritarian parents: • Permissive parents: • Uninvolved parents: Class 10 Early Child Social

9. Styles of Parenting • Authoritative parents: • tend to use reward more than punishment • make their expectations clear to child • provide explanations reasons for requests • encourage a dialogue with child • expect kids to behave maturely • are supportive & warm in interactions • kids of these parents: • Are friendly with peers, cooperative with adults, • independent, energetic, achievement oriented • sense of self-reliance, autonomy, sense of control over lives Class 10 Early Child Social

10. Styles of Parenting • Authoritarian parents: • want strict obedience, rely on coercion • eg threats, physical punishment • use little reasoning or explanation • less nurturant than other parents • kids of these parents: • tend to be unhappy, anxious • boys aggressive, girls dependent • Do better in school, less antisocial behaviour than with permissive & uninvolved parents Class 10 Early Child Social

11. Styles of Parenting • Permissive parents: • make few demands for mature behaviour • set few limits • eg child decides own time for bed, meals, tv • No manners, no chores • Overindulge or are inattentive • somewhat nurturant, or cool & uninvolved • kids of these parents: • Have low self-control, low self-reliance • More impulsive and disobedient, more antisocial behaviour • Poor school achievement Class 10 Early Child Social

12. Styles of Parenting • Uninvolved parent: • uncommitted to parental role, emotionally detached from their children • often give priority to their own needs & preferences • uninterested in child's school events, • don't know child's playmates, • have infrequent conversations with child • kids of these parents: • low self-esteem, • high aggression, • impulsive, poor self-control in behaviour • Problems in school Class 10 Early Child Social

13. Styles of Parenting • Authoritative parenting: associated with most desirable outcomes. • Tend to be friendly with peers, cooperative with adults, • sense of self-reliance, sense of control, achievement oriented • Authoritarian parents: • tend to be unhappy, anxious; • boys aggressive, girls dependent • less antisocial behaviour than last 2 types, • so do better school achievement • Permissive parents: • low self-reliance, poor self-control, • impulsive and disobedient, more antisocial behaviour • Poor school achievement • Uninvolved parents: • low self-esteem, poor self-control, • impulsive, high aggression • Poor school achievement Class 10 Early Child Social

14. Styles of Parenting • Most desirable outcomes • ~ authoritative style which has 2 key characteristics: • set limits on child's behaviour • nurturing warm & responsive to child • ie being sensitive parents • set out clear & consistent guidelines for behaviour, • give reasonable explanations for things they demand, • respect their kids and show affection, • Provides children with • sense of self-reliance, • autonomy, • sense of control over their lives Class 10 Early Child Social

15. Discipline • What’s a typical day in a young child’s life? • 3 – 7 years of age • What activities do they do? • Get up for school or play • Get dressed, breakfast, gather school books • Get to school on time • School – attend to work, interact with peers • After school – play, tv, dinner, homework • Evening – bath, bed • Being socialized on how to act in these areas Class 10 Early Child Social

16. Strategies of Parental Control • Induction: includes • reasoning, explanations, communicating clear standard of behaviour • (authoritative) - recommended • Power assertion: directive style • physical punishment, forceful commands, removal of toys & privileges • (authoritarian) - not recommended • Love withdrawal: • parent ignores child behaviour, • reacts coldly or implies affection lost until child obeys • (uninvolved) (or permissive?) • effective short term discipline, but not recommended Class 10 Early Child Social

17. Discipline • By age 2 – lots of passive or defiant behaviours • eg such as whining or temper tantrums • Parents use more physical control • eg parent pulling child away from forbidden object, • By age 3 – parents use less physical control • use more verbal commands, reprimands, & persuasion • Older children try negotiation with parent • Eg, "I'll do it later" or "I have a better idea" Class 10 Early Child Social

18. Discipline • Parents shift style • due to child active bargaining? • parents recognize child is more autonomous • that persuasion works better than power assertion • So, parental control varies • as a function of age of child, • parental child-rearing philosophy, • and child's own behaviours Class 10 Early Child Social

19. Discipline • Punishment • Physical • Time out • Withdrawal of privileges • Positive Discipline Class 10 Early Child Social

20. Discipline • Punishment: • administration of an aversive stimulus • or withdrawal of rewards • to reduce frequency of undesirable behaviour • Eg, physical - spanking, • verbal threats, • loss of privileges (tv, play time with friends) Class 10 Early Child Social

21. Physical Punishment • slapping, spanking, yelling are ineffective. • Promotes immediate compliance • But not lasting change • More likely develop mental health problems • Weak internalization of moral rules • Depression, aggression, antisocial behaviour • Poor school performance, • More likely to abuse partner & child as adults Class 10 Early Child Social

22. Physical punishment • Associated with many negative outcomes: • especially aggression in boys • Parents who use physical punishment • serve as model of aggression for child • Attention the child receives from parents & teachers after being aggressive may serve as positive reinforcement to child Class 10 Early Child Social

23. Physical Punishment by Age Sample of 1000 parents reporting instances of spanking, slapping, pinching, shaking, or hitting over past year. 1999 US data Class 10 Early Child Social

24. Punishment • Time Out: • uses behaviourists & social learning technique • immediate contingent feedback • stops reinforcement of negative behaviour • Child is removed from all sources of reward, • even accidental or subtle ones • Taken to a neutral, quiet place, • Stays alone for period of time • usually 2-5 mins (1 min per year of child’s age) • child returns to routine activities at end of time Class 10 Early Child Social

25. Time out Example: • mealtime - throwing food, screaming, etc • Parent tells child to stop behaviour • If it continues, child is taken to another room for time out, parent states why child is there • Child must remain alone for specified time • Parent tells child he/she may return to table. • Child apologises, gets hug & OK from parent • parent praises child’s appropriate behaviours Class 10 Early Child Social

26. For effective use of time out • Parent: • stops reinforcing undesired behaviour • by paying a lot of attention to it • is consistent in applying time-out • whenever undesirable behaviour occurs • keeps time out period brief • makes it clear why time out is being used • provides child with alternative desirable behaviour Class 10 Early Child Social

27. Punishment • Withdrawal of privileges: • Example • Not allowed to watch TV, having friends visit • May produce resentment in child, • but avoids harsher discipline techniques Class 10 Early Child Social

28. Positive Discipline • Focuses on cooperation, problem solving, consideration of others • Letting child know ahead how to act • Then praising mature behaviour • Firm, appropriate expectations • Backed with explanations • Child is accepted as competent & worthwhile Class 10 Early Child Social

29. Positive Discipline • Reduces need for punishment • Builds mutually respectful bond • Encourages better development of • conscience, • playing fair in games, • responsible behaviour, • considering others’ welfare Class 10 Early Child Social

30. Positive Discipline • Uses transgressions as chance to teach • Motivates child to make amends, prosocial • Avoids situations likely to > misbehaviour • Offers reasons for rules • Gets child to participate in family activities, & chores • Encourages child’s mature behaviour • Is sensitive to child’s own resources Class 10 Early Child Social

31. Discipline • Effectiveness of discipline is increased by: • Consistency • Warm parent-child relationship • Explanations Class 10 Early Child Social

32. Case study - discipline • Supernanny show – Nanny Jo Foster • Bradbury - Lambert family • Parents: Laura (30) & Stuart (29): • Children: 5 yr-old Matthew, 2 yr-old Tieghan, Diesel, 5 mo Class 10 Early Child Social

33. Case study - discipline • Observation of Matt’s discipline problems • What are the problems? Class 10 Early Child Social

34. Case study - discipline • Parent problems: • What are the parents doing (wrong)? • What do the parents need to be told? Class 10 Early Child Social

35. Discipline techniques Meeting with parents • House rules • What are they? • Discipline techniques • What discipline techniques does she advise? • Development of good family social relations • What does Jo advise? Class 10 Early Child Social

36. Case study - Tieghan • Observation of Tieghan’s problems • What are her discipline problems? Class 10 Early Child Social

37. Case study - discipline • Can this family be saved? • Improvements? • Positive factors? • Negative factors? Class 10 Early Child Social

38. Supernanny • Discussion of children’s behaviour and needs from different theoretical perspectives. • Emotional development • Social cultural self-regulation • Social learning • Cognitive-developmental Class 10 Early Child Social

39. Social development needs • Individual emotional development • Need to learn emotional understanding • To develop sympathy & empathy • Children with difficult temperament • who have intense negative feelings • have difficulty inhibiting feelings, shifting attention • Need parents who offer effective emotional regulatory strategies, are sensitive to child • To get along with peers, teachers, parents • Learn what is acceptable behaviour Class 10 Early Child Social

40. Social development needs • Social cultural self-regulation - Vygotsky • Communicate feelings in acceptable ways • Moral understanding of values, expectations • Need parents who foster positive social values, provide scaffolding • Prepare children for difficult situations • Describing what to expect • Offer ways of coping, handling anxiety, anger Class 10 Early Child Social

41. Social development needs • Social learning – behaviourists, Bandura • Based on notions of rewards & punishment • Need parents to model positive behaviours, provide examples, strategies on how to act • Children imitate warm, responsive parents • Internalize prosocial rules via observation, & encouragement Class 10 Early Child Social

42. Social development needs Cognitive-developmental perspective - Piagetian • Emphasize active thinking by child • about social rules - right & wrong, fair & unfair • Observe others’ reactions to their behaviour • Actively make sense of their experiences • Decide what action to take • Need parents who provide opportunities to explore, experience world Class 10 Early Child Social