Psychology lifespan

Human Development / Lifespan Psychology – PSY 206

Dr. Baron

Student Notes

Chapter Eight

Emotional and Social Development in Early Childhood

I. Overview

a. Discussion

b. Self-concept / Self-esteem

c. Emotional Development

d. Erikson / Parenting Styles

e. Parental Punishment

f. Siblings

g. Other Children / Peers

h. Play

i. Morality

j. Review Questions

II. Discussion

a. Self-concept and self-esteem become more formalized and more permanent at this stage

b. An increasing time of “self-judgment”

c. Importance of support

III. Emotional Development

a. Emotional self-regulations (“use your words” – the importance of language)

b. Emotional “egg shells”

c. “Monsters Inc.” - Fears

IV. Erikson

a. Initiative versus Guilt

b. PARENTING STYLES

i. Authoritarian

1. Use strict guidelines

2. Demands compliance from the child

3. Poor communicator to the child

4. Cold

5. Rejecting

ii. EFFECTS ON THE CHILD

1. Low independence

2. Low academic success

3. Irritable

4. Less friendly

5. Low self-esteem

6. Low self-reliance

iii. Authoritative – THE BEST

1. Very restrictive

2. Make strong maturity demands on the child

3. Reasons with the child

4. Has good / open communication

5. Very clear expectations

6. Very loving

7. Very supportive

8. EFFECT ON THE CHILD

a. Self-reliant

b. Independent

c. High in self-esteem

d. Highly motivated

e. Does well in school

iv. Permissive

1. Permissive – Indulgent

a. Warm

b. Has no control over the child

c. Nurturing

d. Offer no guidelines

2. EFFECT ON CHILD

a. Confused

b. Anxious

v. Rejecting – Neglecting – THE WORSE

1. Very few demands

2. No support

3. Has little impact / involvement

4. EFFECT ON CHILD

a. Low self-esteem

b. Low maturity

c. Poor academics

d. Deviance

V. PARENTAL PUNISHMENT / DISCIPLINE / BEHAVIOR SHAPING

a. Discipline – self-control / and acceptable behaviors

b. Corporal Punishment (351) physical control / force – NO INJURY – spanking

c. Power Assertion – Physical

d. Inductive Techniques – Discipline by logic / fairness / reasoning

e. Withdrawal of love – Discipline –ignore / showing dislike

VI. THE ROLE OF SIBLINGS

a. Direct / Indirect learning

b. Erikson in years 3-6 siblings are a major influence

c. Older siblings often become nurturing (care gives)

d. As we get older the relationship less important

e. Parents are mediators

f. A new baby leads to regression

g. Sibling Rivalry

h. FIRST BORN

i. More motivated to achieve

ii. Better grades

iii. More cooperative

iv. More helpful

v. More adult-oriented

vi. Less aggressive

vii. More anxious

viii. Less self-reliant

ix. Deal with greater parental expectations

i. LATER BORN

i. More aggressive

ii. Lower self-esteem (you have to accept, you weren’t FIRST)

iii. More popular

VII. OTHER CHILDREN / PEERS

a. Learn a lot of things – i.e. sharing, turn taking

b. Dealing with conflict

c. Peers offer emotional support

d. Birth to 1 year – limited interaction with friends

e. @ 2 years – much more social

f. When very young (prior to this stage) friendship is based on toys – sharing

g. By 5 or 7 – friendship will based on perceived similarities / interests

h. As they get older they spend more and more time with friends

VIII. Morality

a. Conformist Type Models

i. Psychoanalytic Model

1. Super Ego

2. Identification

ii. Social Learning Theory

1. Role Modeling

b. Self-Guided Model

i. Cognitive-Developmental Perspective

ii. One’s moral code is not “adopted” from what is perceived around them

iii. More self-guided “right is right” / “wrong is wrong”

IX. AGGRESSION

a. Instrumental / Proactive

b. Hostile / Reactive

c. The Media – A causal relationship

X. PLAY

a. Social / Nonsocial

b. Functional Play: Simple, repetitive behaviors

c. Constructive Play: Building / making things

d. Make-Believe Play: Acting out / dress up

XI. Review Questions

a. Which parenting is most likely to produce a deviant child?

b. During this stage of life do peers play a role in moral development?