CHD2200 Exam 3 Study Guide Ch 10 13 red text vocabulary word Chapter 10 Emotional and Social Development in Early Childhood Erikson s Initiative vs Guilt psych conflict of preschool period of vigorous unfolding Freud s Oedipus and Electra Conflict kids form superego conscience by identifying with same sex parent Self Understanding Self concept set of attributes abilities attitudes and values an individual believes defines who he she is Has profound implications for children s emotional social lives influencing their preferences for social activities social partners and stress vulnerability o Largely consist of observable characteristics Self esteem judgements we make about our own worth and feelings o Gains in self conscious emotions and empathy helps develop a sense of morality Self conscious emotions feelings that involve injury or enhancement to sense of self Emotional Development reward for self Prosocial altruistic behavior actions that benefit another person without any expected o Develops with empathy which becomes more common in early childhood o Doesn t always lead to sympathy feelings of concern or sorrow for another rather depends on temperament and behavior Peer Relations Mildred Partren studied peer socialability of children ages 2 5 studied the rise in joint and interactive play developed a 3 step sequence in which child move back and forth to develop peer relations 1 Nonsocial activity unoccupied onlooker behavior and solitary play 2 Parallel play limited form of social participation in which a child plays near other children with similar materials but doesn t try to influence behavior 3 Cooperative play more advanced partners orient towards a common goal or make believe theme Social problem solving generating applying strategies that prevent and resolve disagreements resulting in outcomes that are acceptable to others and beneficial to self comes with social conflict o Steps of social problem solving Crick and Dodge proposes a circular information processing approach 1 Notice social cues 2 3 Formulate social goals Interpret social cues 4 Generate possible problem solving strategies 5 Evaluate problem solving strategy effectiveness 6 Enact response Foundations of Morality Psychoanalytic Perspective stresses the emotional side of conscience development emphasizes the emotional side of morality and specifically identification and guilt as motivators o Children obey with superego conscience to avoid feeling guilt o Moral development is finished by ages 5 6 o Induction is the most effective motivator where an adult helps make a child aware of feelings by pointing out effects of child s misbehavior on others serves as a precursor for conscience formation and is a form of discipline Social Learning Theory focuses on how moral behavior is learned through reinforcement and modeling o States that morality doesn t have a unique course of development o Having helpful models parents increases the children s willingness to imitate warmth and responsiveness this is the most effective way to teach children morals Punishment o ineffective frequent punishment only generates immediate compliance most effective long term power assertion and reasoning with child o Side effects of harmful punishment spanking can lead to aggression cause anger and distress create a less supportive parent child relationship can lead to abuse and can transfer to the next generation o Time out alternative to harsh punishments involves removal of child from immediate setting until child is ready to act appropriately Cognitive Development Perspective emphasizes thinking and the child s ability to reason about justice and fairness regards children as active thinkers o Moral imperatives protects people s rights and welfare is distinguished by two types of rules expectations By age 4 children can identify what is morally correct 1 Social conventions customs determined solely by consensus table manners politeness rituals etc 2 Matters of personal choice choice of friends hairstyles leisure activities which don t violate rights and are up to the individual 2 distinct purposes of aggression o Proactive aggression most common children act to fulfill needs and desires usually in the form of an unemotional attack o Reactive Hostile aggression angry defensive response to provocation or a blocked goal meant to purposely hurt another person Proactive and reactive aggression can come in three forms Physical aggression harms other through physical injury to person or property can be direct or indirect Verbal aggression threats of physical aggression name calling or hostile teasing ALWAYS direct Relational aggression damages another s peer relationships through social exclusion malicious gossip or friendship manipulation can be indirect or direct as language grows verbal replaces physical aggression reactive aggression increases and proactive regression decreases Gender typing Gender typing refers to any association of objects activities roles or traits with ones sex or the other in ways that conform to cultural stereotypes o Preschoolers are rigid and firm about not wanting to be friends with children who violate gender stereotype they don t realize that the characteristics associated with ones gender doesn t determine their sex Gender identity image of oneself as relatively masculine or feminine o Masculine qualities include ambitious competent self sufficient o Feminine include affectionate soft spoken and cheerful Androgyny score high on both masculine and feminine personality characteristics usually more adaptable Gender constancy full understanding of biologically based permanence of their gender including the realization that sex remains the same over time o 3 step mastery process gender labeling gender stability and gender consistency Gender schema theory Information processing approach to gender typing that combines social learning and cognitive development features it explains how environmental pressures and childrens cognitions work together to shape gender role development Child Rearing and Emotional and Social Development Child rearing styles combos of parenting behaviors that occur over a wide range of environments creating and enduring child rearing climate o 3 features distinguish effective from ineffective rearing styles acceptance and involvement of parents control and autonomy granting o Authoritative style most successful high acceptance and involvement adaptive control techniques and appropriate
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