Development Through the Lifespan



Development Through the Lifespan

Chapter 8

Emotional and Social

Development in

Early Childhood

Erikson’s Theory:

Initiative versus Guilt

Initiative

Eagerness to try new tasks, join activities with peers

Play permits trying out new skills

Act out highly visible occupations

Guilt

Overly strict superego, or conscience, causing too much guilt

Related to excessive threats, criticism, punishment from adults

Self Concept

Based on:

Observable characteristics

Appearance

Possessions

Behavior

Typical Emotions and Attitudes

Asserting rights to objects (“Mine!”) helps define boundaries of self

Self-Esteem

Judgments we make about our own worth.

Includes global appraisal and judgments of different aspects of self.

Affects preschoolers’ initiative.

Emotional Development

in Early Childhood

Understanding of others’ emotions increasingly accurate

Emotional self-regulation improves

More self-conscious emotions (shame, guilt) as self-concept develops

Empathy, sympathy, and prosocial behavior increase

Peer Sociability in Play

Cognitive Play Categories

Early Childhood Friendships

“Someone who likes you,” plays with you, and shares toys

Friendships change frequently

Friends more reinforcing, emotionally expressive than non-friends.

Parental Influences on

Early Peer Relations

Direct

Arrange informal peer activities

Guidance on how to act toward others

Indirect

Secure attachment

Emotionally expressive, supportive communication

Perspectives on

Moral Development

Characteristics of

Good Models of Moral Behavior

Warmth and responsiveness

Competence and power

Consistency between words and behavior

Punishment in Early Childhood

Physical punishment and frequent punishment have undesirable side effects.

Effectiveness of punishment increased by:

Consistency

Warm parent-child relationship

Explanations

Alternatives to punishment:

Time Out

Withdrawing privileges

Positive Discipline

Corporal Punishment and

Age of Child

Moral Imperatives

and Social Conventions

Moral Imperatives

Protect people’s rights and welfare

Victims and other children react strongly to moral offences

Adults explain rights and feelings of victims

Social Conventions

Customs such as table manners or dress styles

Peers seldom react to violations of social convention

Adults explain less, demand obedience

Types of Aggression

Sources of Aggression

Individual Differences

Temperament

Family

Harsh, inconsistent discipline

Cycles of discipline, whining and giving in

Television

TV violence

Influences

on Gender Typing

Genetic

Evolutionary adaptiveness

Hormones

Environmental

Family

Teachers

Peers

Broader Social Environment

Gender Identity

in Early Childhood

Social Learning theory – Gender typing behavior leads to gender identity

Cognitive-Developmental Theory – Self-perceptions (gender constancy) come before behavior

Gender Schema theory – combines social learning and cognitive developmental theories

Child-Rearing Styles

Authoritative

Authoritarian

Permissive

Uninvolved

Factors Related to

Child Maltreatment

Parent characteristics

Child characteristics

Family characteristics

Community

Culture

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