HD 101 1nd Edition Lecture 19 Outline of Last Lecture I. Piaget’s Theory: SchemesII. Building SchemesIII. Using Assimilation and AccommodationIV. Sensorimotor StageV. Mental RepresentationVI. Piaget vs. Core Knowledge.VII. Talking Outline of Current Lecture II. Erikson’s Theory of Initiative vs. GuiltIII. Self-ConceptIV. Self-EsteemV. Emotional UnderstandingVI. Emotional Self-RegulationVII. Self-Conscious EmotionsVIII. Individual Differences in EmpathyIX. Peer Sociability in PlayX. Cognitive play CategoriesXI. Early Childhood FriendshipsCurrent Lecture- Erikson’s Theory of Initiative vs. Guilt”o Initiative. New sense of purposefulness. Eagerness to try new tasks, join activities. Play permits trying out new skills. Strides in conscience development.o Guilt. Overly strict conscience, causing too much guilt. Related to excessive:- Threats.- Criticism.- Punishment.- Self-Concept:These 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.o Based on observable characteristics: Appearance. Possessions. Behavior.o Typical emotions and attitudes.o Asserting rights to objects. “Mine” helps define boundaries of self.- Self-Esteem:o Judgment – our own worth.o Feelings about those judgments.o Includes: Global appraisal. Judgment of different aspects of self.- Emotional Understanding:o Preschoolers judge: Causes of emotions. Consequences of emotions. Behavioral signs.o Parents, siblings, and play contribute to understanding.- Emotional Self-Regulation:o By age 3-4, children know strategies for adjusting emotional arousal.o Effortful control important.o Affected by parents, and temperament.- Self-Conscious Emotions:o Shame.o Embarrassment.o Guilt.o Envy.o Pride.o Adult feedback indicates when to experience these emotions.o Culture also influences.- Individual Difference in Empathy:o Temperament. Sociable, assertive, good at emotional regulation. More likely to display sympathy and pro-social behavior.o Parenting. Warm, sensitive parents who encourage emotional expressiveness.- Peer Sociability in Play:o Non-social activity. Unoccupied, onlooker behavior. Solitary play.o Parallel play. Plays near other children with similar materials. Does not try to influence them.o Social interaction. Associative play. Cooperative play.- Cognitive Play Categories:o Functional play. Simple, repetitive motor movements. With or without objectso Constructive play. Creating or constructing something.o Make-believe play. Acting out every day and imaginative roles.- Early Childhood Friendship:o “Likes you,” plays with you, shares toys.o Change frequently.o Reinforcing, emotionally expressive. Provides social support. Predicts later achievement