Emotional and Social Development in Early Childhood: Personality Theories & Play

1. Chapter 8 Emotional and social development in early childhood

2. Personality theories • Erikson -________________________ • Play fosters ____________ and develops a ____________ that is not too strict.

3. Self-development • _________________ - attributes, abilities, values, and attitudes that we believe define who we are • concrete in early childhood • _________________ - judgments about our own worth and related feelings • high self-esteem; _______________________ difficulty of tasks • High self-esteem leads to initiative • Criticism __________________ self-esteem.

4. Emotional development • Understanding of emotion improves in ________________________________ • improvements in self-regulation of emotion • ________________, talking to self, changing goals • changes in self-conscious emotions • impacted by __________________ • empathy (comfort others)- largely influenced by ___________________

5. Play • __________________- normal between 3& 5; usually outgrow them • gender differences • Same-sex play groups • Boys interact in ______________ • play benefits emotional well-being - ____________________________________

6. Peer relations • first friendships - ____________; “fickle”, react differently to their “friends” • ability to make friends is related to ________________________ • peer reinforcement and ____________ are powerful

7. Morality • Psychoanalytic (____________) • Children whose parents use threats or physical force • Show little guilt after harming others; poor self-control • _________________________- effects of misbehavior are communicated to the child. • Encourages ___________________________________ • Behaviorism • Imitate models who demonstrate appropriate behavior • More likely to copy prosocial actions of person if: • Consistent between assertions and behavior; warm; competent; powerful • __________________________ perspective - children actively think about social rules.

8. The cognitive-developmental view of moral development emphasizes • A) the role of brain lateralization and syntactic pruning in promoting cognitive skills needed for moral thought. • B) the child’s internalization of moral societal standards. • C) forms of discipline that encourage and reward good conduct. • D) children as active thinker about social rules.

9. Punishment • Justified when immediate obedience is necessary • Long term: Warmth and reasoning better • Punishment: • ____________________. • model of aggression • Teaches to _____________ the punishing adult • adults are _____________ for using coercive discipline • Alternatives: • Time out - removal from setting until ready to act appropriately • Withdrawal of privileges

10. Parenting styles • Styles (Baumrind) – based on demandingness and responsiveness of parents • _____________ – reasonable demands, set limits, warm and responsive • ______________ – demanding, lack warmth • ______________ – lack of rules or structure, parents are warm • Authoritative parenting effective because: • fair and reasonable control is internalized; models of _________________, reasonable _________

11. Combining the two dimensions of parental behavior (warmth and control creates four prototypic styles of parenting.

12. Aggression • Types • ______________ aggression: goal-oriented • _____________ – meant to hurt someone • _________ - physical injury/threat of injury (boys) • ______________ - damage to relationships (girls) • Biology (testosterone) • Gender typing (_______________) • Family issues • Conflict-ridden atmosphere • Boys receive more ___________________; may overlook fighting by boys

13. Gender typing: - process of developing gender roles • Gender ____________________________ -seeing self as male or female • By ages 3-4, children develop gender identity; by 5 or 6 they have gender constancy (understand that gender is ______________) • Genetic influences : hormonal differences • Social/Environmental influences • Family (toys, interaction differences) • Teachers • Peers • Broader social environment (media)

14. Gender identification continued • Emergence of gender-role identity • ____________________ theory- resolution of Oedipal or Electra complex • ______________________ theory - social interactions • cognitive learning theory -selective _________________________________ • Gender schema theory (cognitive-developmental theory)– label themselves as “male” or “female” and attempt to behave accordingly (____________________)

15. Sample question • Four-year-old Athena’s mother often tells her that “cars and trucks are for boys.” According to gender schema theory, Athena is likely to • A) avoid playing with cars and trucks • B) ask her father to play cars and trucks with her • C) be resentful when she sees other girls playing with cars and trucks • D) seek out opportunities to play with boys who are playing with cars and trucks