HD 101 1nd Edition Lecture 19 Outline of Last Lecture I. Physical Development in Early ChildhoodII. Influences on Physical Growth and HealthIII. Eating in Early ChildhoodIV. Factors Related to Childhood InjuriesV. Motor Skills Development in Early ChildhoodVI. Progression of Drawing SkillsVII. Piaget’s Preoperational StageVIII. Limitations of Preoperational ThoughtIX. EgocentrismX. Animistic ThinkingOutline of Current Lecture II. Perspective of Moral DevelopmentIII. Punishment in Early ChildhoodIV. Types of AggressionV. Gender Stereotypes in Early ChildhoodVI. Child-Rearing StylesCurrent Lecture- Perspective on Moral Development:o Psychoanalytic: Freud; superego and guilt. Today; induction, empathy-based, and guilt.o Social learning: Modeling moral behavior.o Cognitive-Developmental: Children as active thinkers about social rules.- Punishment in Early Childhood:o Frequent and harsh physical punishment has undesirable and negative side effects.o Alternatives to harsh punishment. Time out. Withdrawing privileges. Positive discipline.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 Increasing effectiveness. Consistency. Warm parent-child relationship. Explanations.o Positive Discipline: Transgressions=opportunities to teach. Decrease opportunities for misbehavior. Reasons for rules. Children participate in family duties and routines. Compromise and problem solve. Encourage mature behavior.- Types of Aggression:o Proactive/instrumental. Meant to help the child get something he or she wants.o Reactive/hostile. Meant to hurt someone else.o Types of hostile aggression. Type:- Physical; physical injury. Can be direct or indirect/- Verbal; threats of physical aggression, name-calling, and teasing. Always direct.- Relational; social exclusion, malicious gossip, and friendship manipulation. Can be direct or indirect.o Source of aggression. Individual differences.- Gender.- Temperament. Family.- Harsh, inconsistent discipline.- Cycle of discipline, whining/giving in. Media violence.o Dangers of media violence. Most television shows contain violent scenes. Short-term problems with parents, peers. Long-term link to aggressive behavior. Sparks hostile thoughts and behaviors. “Hardens” children to aggression.o Helping control aggression. Pair commands with reasons. Avoid “giving in.” Avoid verbal insults and physical punishment. Engage in social problem-solving training. Reduce family stress. Regulate exposure to media violence.- Gender Stereotypes in Early Childhood:o Begins around 18 months.o Strengthen and become rigid through early childhood.o One-sided judgment = gender stereotyping + cognitive limitations.o Theories: Social learning, behavior leads to gender identity. Cognitive-developmental, self-perception (gender constancy) come before behavior. Gender schema, combines social learning and cognitive-developmental theories.- Child-Rearing Styles:o Authoritative, balance of warmth and control.o Authoritarian, low level of warmth and high levels of control.o Permissive, high levels of warmth and low levels of control.o