PSY 231 1st edition Lecture 12 Outline of Last Lecture I. AttachmentII. Self-controlIII. PlayIV. Potential Short Answer Questions on Exam 2Outline of Current LectureI. Vygotsky and Educational GainsII. Erikson’s Theory and Self-UnderstandingIII. Relationships with FriendsIV. Morality DevelopmentV. Gender TypingVI. Different Parenting StylesCurrent LectureI. Vygotsky and Educational Gainsa. Private Speech- talking to yourselfi. Happens in childhood when kids are working through tough thingsii. Out loud at first, and becomes internal as cognition develops and they take on the perspective of other peopleb. LiteracyThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.i. Phonological awareness- ability to understand sounds of phonemes and that they combine to create words1. Taught to childrenc. Mathematical awarenessi. Ordinality- knowing the correct order of the number sequence1. Taught, learned, practicedii. Cardinality- ability to count, stop at the end of a sequence, and know thatthe final number is the total1. Example: counting four teddy bears, stopping at the number four, and knowing that the total is fourII. Erikson’s Theory and Self-Understandinga. 3rd Stagei. Initiative vs. Guiltii. Initiative- positive experience in which kids feel like they can do things on their own and that they have a purpose1. Seen through play  trying out new things without consequencesiii. Guilt- negative experience in which the child has a strict superego because parents have punished or criticized early attempts of them doing things on their ownb. Self-Understandingi. Two distinct parts of the self (William James)1. “I” Self- individual’s understanding of having their own thoughts and that they are their own person2. “Me” Self- who you are besides for your thoughts—characteristics and rolesa. Slower to developb. Experiences give richer descriptions of who they arec. Self-concepti. Set of attributes, abilities, attitudes, and values that define who the individual isd. Self-esteemi. How we compare to other peopleii. Super high at first, and may or mat not suffer as the child meets other kidsiii. Age 4- includes aspects of life such as how they do in school, if they’re good at making friends, and if they’re kinde. Understanding emotioni. Ages 2 – 6- children gain emotional competence  emotional understanding and emotional self-regulation1. Fostered by good parentingii. Better development of empathy1. Important to childhood because it promotes pro-social behavior, such as altruism2. Children respond to situations in the same way their parents doIII. Relationships with friendsa. New avenue for support, conflict-solving, etc.b. Types of play (Mildred Parton)i. Nonsocial- child plays by his or herself, decreases as time goes byii. Parallel- kids are near each other playing, but not yet interactingiii. Associative- kids are near each other, talk to each other, but don’t work together on the same thing (ex: sand castle building)iv. Cooperative- most social form of play, kids have a shared goal, last to develop, provides opportunities for problem solving with peersc. Early friendships- opportunities to have interactions with people on the same level as themi. Can serve as a secure base- used for a child to have the comfort of having new experiencesd. Fights with friendsi. Related to even power-levelsii. Messes in the beginning that need adult helpiii. Eventually learn to resolve it on their own with problem solving skillse. Parental influencei. Helping solve problemsii. Exposure to peers (play dates)f. Friendships that start in this period need continued exposure in order to create a lasting friendshipIV. Morality Developmenta. Earliest stages- difference between right and wrong is very black and whiteb. Theoriesi. Psychoanalytic theory1. Emotional side of conscious (guilt) is the reason we see morality development2. Guilt is a self-evaluative emotion that we don’t want to feelii. Social Learning theory1. Morality develops from reinforcement and modelingiii. Cognitive Development1. Child is able to reason (fairness, what is appropriate, and what isn’t), and that’s why we see morality developc. Aggressioni. Instrumental1. Aimed at getting something2. Want something another person has, but don’t have the words to say it3. Difficulty sharing because children are ego-centric4. Decreases as children get older5. Ex: musical chairsii. Hostile1. Aimed at being hurtful to another person2. Typesa. Physical- face to face; more common with boys; includes hitting, punching, kicking, etc.b. Verbal- also face to face; often goes hand in hand with physicalc. Relational- aimed at hurting another’s status; includes rumors, lies, gossiping; may or may not be face to face; canbe anonymous; more likely for girls3. Increases throughout adolescence V. Gender-Typinga. Any association of objects, traits, roles, or activities with a certain genderb. Stereotyped beliefs develop in early childhoodc. Early identification of roles in family structured. Age 2- able to categorize and have behaviors and association with their gendere. Ages 2 – 6- very strong stereotyped beliefs related to physical appearancesf. Biological influenceg. Environmental influencei. Parental and adult responsesii. Families that promote gender typed play  boys with trucks, and girls with dolls for exampleh. Boys are more likely to be gender-typedi. Generally okay for girls to be Tomboysi. Teaching kids to be supportive of difference in gender typing is important j. Gender identity- image of one’s self as being relatively masculine or feminine i. Androgynous- relating to both genders1. Related to higher self-esteem2. More perceived potentialk. Ways to reduce gender stereotyping in kidsi. Letting kids play with what they want to play withii. Adults can explain things in gender-neutral waysiii. Being supportiveVI. Different Parenting Stylesa. Authoritativei. Appropriate balance of control and autonomyii. Very supportiveiii. Ideal parenting styleiv. Kids achieve more and have better relationshipsb. Authoritarian i. High control, and low autonomyii. “Because I said so” parentingiii. Strong rulesiv. Kids are likely to rebelc. Permissivei. Low control, high autonomyii. Kids are all over the placed. Uninvolvedi. Neglectii. Disconnectediii. Unsupportiveiv. Kids are likely to have