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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