lifespan 7-8 discussion
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psyc2314_ppt_ch08.pptxLIFE-SPAN DEVELOPMENT 17e
John W. Santrock
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Chapter 8
Socioemotional Development in Early Childhood
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Chapter Outline
Emotional and Personality Development
Families
Peer Relations, Play, and Media/Screen Time
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Emotional and Personality Development
Children’s developing minds and social experiences produce remarkable advances in the development of
the self
emotional development
moral development
gender
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The Self (1 of 3)
Erikson’s psychosocial stages associated with early childhood
Initiative versus guilt
Children use perceptual, motor, cognitive, and language skills to make things happen.
Children exuberantly move out into wider social world on their own initiative.
The great governor of initiative is conscience.
Initiative and enthusiasm may bring guilt, which lowers self-esteem.
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The Self (2 of 3)
Self-understanding and understanding others
Increased awareness reflects young children’s expanding psychological sophistication.
Self-understanding: substance and content of self-conceptions
Physical activities: central component of the self in early childhood
Tend to confuse ability and effort
Unrealistically positive self descriptions, which are self-protective
Better basic understanding of emotions in early childhood enabled children to develop more advanced understanding of others’ perspectives.
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The Self (3 of 3)
Understanding others
Children start perceiving others in terms of psychological traits.
Children begin to develop an understanding for joint commitments.
Young children are not as egocentric as depicted in Piaget’s theory.
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Emotional Development (1 of 4)
Growing self-awareness is linked to feeling.
Growing self-awareness is linked to expanding and expressing a range of emotions
Young children experience many emotions during the day.
Emotional development allows for ability to make sense of other people’s emotional reactions and control their own.
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Emotional Development (2 of 4)
Expressing emotions
Pride, shame, embarrassment, and guilt are examples of self-conscious emotions.
During the early childhood years, pride and guilt become more common.
Influenced by parents’ responses to children’s behavior, for example, “ You should feel bad about biting your sister.”
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Emotional Development (3 of 4)
Understanding emotions
Children’s understanding of emotion linked to increase in prosocial behavior
Children begin to understand that same event can elicit different feelings in different people.
By age 5, most children show more ability to reflect on emotions and growing awareness of the need to manage emotions according to social standards.
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Emotional Development (4 of 4)
Regulating emotions
Plays a key role in children’s ability to manage the demands and conflicts they face in interacting with others
Parents can be described as taking an emotion-coaching or an emotion-dismissing approach to help children regulate emotions.
Ability to modulate emotions benefits children in their relationships with peers.
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Moral Development (1 of 5)
Involves thoughts, feelings, and behavior regarding rules and conventions about what people should do in their interactions with other people
Moral feelings
Feelings of anxiety and guilt are central to the account of moral development.
Emotions and guilt can motivate behavior.
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Moral Development (2 of 5)
Moral reasoning
Heteronomous morality: the first stage of moral development in Piaget’s theory, occurring from approximately 4–7 years of age
Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people.
Autonomous morality: in Piaget’s theory, older children (~10 years of age and older) become aware that rules and laws are created by people
When judging an action, one should consider the actor’s intentions as well as the consequences.
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Moral Development (3 of 5)
Immanent justice: concept that if a rule is broken, punishment will be meted out immediately
Parent–child relations in which parents have the power and children do not are less likely to advance moral reasoning.
Rules are handed down in an authoritarian manner.
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Moral Development (4 of 5)
Moral behavior
Processes of reinforcement, punishment, and imitation explain the development of moral behavior.
Situation influences behavior.
Cognitive factors are important in the child’s development of self-control.
Conscience: internal regulation of standards of right and wrong that involves integrating moral thought, feeling, and behavior
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Moral Development (5 of 5)
Parenting and young children’s moral development
Aspects of parent and child relationships contributing to children’s moral development
Relational quality
Parental discipline
Proactive strategies
Conversational dialogue
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Gender (1 of 3)
Gender identity: the sense of being male or female, which most children acquire by 2½ years
Gender role: a cultural set of expectations that prescribes how females or males should think, act, feel
Gender typing: acquisition of a traditional masculine or feminine role
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Gender (2 of 3)
Biological influences
Chromosomes
Hormones
Evolution
Social influences
Social theories of gender
Social role theory: gender differences result from contrasting roles of women and men
Psychoanalytic theory of gender: preschool child develops a sexual attraction to opposite-sex parent
Social cognitive theory: children’s gender development occurs through observation and imitation of others’ words and actions
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Gender (3 of 3)
Parental influences
Mothers’ socialization strategies for daughters to be obedient restrict autonomy
Fathers’ socialization strategies for sons to engage in activities promote intellectual development
Peer influences
Preschoolers prefer socializing with same gender.
Group size: boys tend to create larger clusters
Interaction in same-sex groups: boys tend to competitively play; girls tend to have conversations
Cognitive influences
Gender schema theory: children gradually develop gender schemas of what is gender-appropriate and gender-inappropriate in their culture
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Families
Parenting
Child maltreatment
Sibling relationships and other birth order
The changing family in a changing society
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Parenting (1 of 5)
Parents as compared to nonparents
are typically more satisfied with their lives
feel relatively better on a daily basis
have more positive feelings toward children and daily activities
Recent study: 1/2 of fathers and 1/4 of mothers report feeling they are not spending enough time with their children
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Parenting (2 of 5)
Baumrind’s parenting styles
Authoritarian parenting
Parents exhort child to follow directions and respect their work and effort
Allows little verbal exchange
Associated with children’s social incompetence
Linked to child’s higher level of aggression
Authoritative parenting
Encourages children to be independent but still places limits and controls on their actions
Extensive verbal give-and-take is allowed
Associated with children’s social competence
Children are more prosocial
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Parenting (3 of 5)
Neglectful parenting
Parent is uninvolved in the child’s life
Associated with children’s social incompetence and lack of self-control
Children externalize problems
Indulgent parenting
Parents are highly involved with their children but place few demands or controls on them
Associated with children’s social incompetence and lack of self-control
Associated with children not respecting others
Children may be domineering, egocentric, noncompliant, and have difficulties in peer relations
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Parenting (4 of 5)
Parenting styles in context
Authoritative parenting conveys the most benefits to the child and to the family as a whole.
Parenting is reciprocal socialization and synchrony: children socialize parents, and parents socialize children
Consistent parenting is recommended; however, flexibility in style is warranted depending on the situation.
Research about parenting styles mostly on mothers, not fathers, who often are authoritarian in comparison
Consistent parenting styles are most beneficial.
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Parenting (5 of 5)
Punishment
Corporal punishment is linked to
Higher level of child’s behavioral problems
Higher levels of aggression as children and adolescents
Higher incidence of intimate partner violence as adults
Fear of parent
Best to handle misbehavior by reasoning with child and explaining consequences of child’s actions for others
Coparenting: support that parents give each other in raising a child
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Classification of Parenting Styles
| Parenting Styles | Accepting, Responsive | Rejecting, Unresponsive |
| Demanding, controlling | Authoritative | Authoritarian |
| Undemanding, uncontrolling | Indulgent | Neglectful |
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Child Maltreatment (1 of 2)
Types of child maltreatment
Physical abuse
Child neglect
Sexual abuse
Emotional abuse
Context of abuse
Among the family and family-associated characteristics that may contribute to child maltreatment are parenting stress, substance abuse, social isolation, single parenting, and socioeconomic difficulties.
About 1/3 of parents who were abused themselves when they were young go on to abuse their own children.
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Child Maltreatment (2 of 2)
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Developmental Consequences of Abuse
Poor emotion regulation, attachment problems, poor peer relations, difficulty in adapting to school, depression
Physical abuse linked to diminished cognitive development and school participation
Engaging in violent behavior and substance abuse
Engaging in violent romantic relationships, delinquency, sexual risk taking, substance abuse
Increase in 13- to 18-year-olds’ suicide ideation, plans, attempts
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Sibling Relationships and Birth Order
Sibling relationships
Important characteristics
Emotional quality of the relationship
Familiarity and intimacy of the relationship
Variation in sibling relationships
Birth order
Compared with later-born children, firstborn children have been described as more adult-oriented, helpful, conforming, and self-controlled.
Only children often are achievement-oriented.
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Changing Family in a Changing Society (1 of 7)
Working parents
More than one of every two U.S. mothers with a child under the age of 5 is in the workforce.
Children of working mothers engage in less gender stereotyping and have more egalitarian views of gender than do children of nonworking mothers.
More recent study found negative associations with father’s employment but not mother’s employment.
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Changing Family in a Changing Society (2 of 7)
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Changing Family in a Changing Society (3 of 7)
Children in divorced families
show poorer adjustment than their counterparts in never-divorced families
New research indicates that experiencing divorce during childhood was linked to worse cohabitating/material relationships from 16 to 30.
Also influenced by SES at birth
Also influenced by experiences of childhood sexual abuse
Parental divorce and child maltreatment linked to midlife suicidal ideation
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Changing Family in a Changing Society (4 of 7)
Many problems children experience after parents divorce date to before the divorce.
Frequent noncustodial parent visits benefit children.
Children with difficult temperament have problems coping with divorce. The opposite is also true.
Coparenting after divorce helps children adjust, reduces anxiety and depression, and increases self-esteem and academic performance.
Divorced mothers often lose income and experience increased workloads, high rates of job instability, and high rates of moving.
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Changing Family in a Changing Society (5 of 7)
Gay and lesbian parents compared to heterosexual parents
Few differences between children growing up in homosexual families
No differences in peer relationships, mental health adjustment
Cultural, ethnic, and socioeconomic variations
Trends toward greater family mobility, migration to urban areas
Minority parents tend to have less education and may live in low-income circumstances.
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Changing Family in a Changing Society (6 of 7)
Lower-SES parents
More concerned that their children conform to society’s expectations
Create a home atmosphere in which it is clear that parents have authority over children, among others
Use more physical punishment
Are more directive and less conversational
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Changing Family in a Changing Society (7 of 7)
Higher-SES parents
More concerned with developing children’s initiative and delay of gratification
Less likely to use physical punishment
Create a home atmosphere in which children are more nearly equal participants and in which rules are discussed
Are less directive and more conversational
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Peer Relation, Play, and Media/Screen Time (1 of 8)
Peer relations
Give children information and comparison about the world outside their family.
Good peer relations are necessary for normal socioemotional development.
Developmentally, children start spending time with same gender.
Children make friends of all ethnic groups.
Parents’ lifestyle decisions determine their children's friend choices.
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Peer Relation, Play, and Media/Screen Time (2 of 8)
Play
Play therapy is used to allow the child to work off frustrations and to analyze the child’s conflicts and ways of coping with them.
Provides important context for development of language and communication skills.
Children have less unconstructed play time and need more time for play for development.
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Peer Relation, Play, and Media/Screen Time (3 of 8)
Connected Worlds of Parent–Child and Peer Relationships
Parents influence children’s peer relationships directly and indirectly
Basic life decisions
Attachment and security
Play’s Function
Important aspect of development
Play therapy: allows children to work off frustrations and analyze children’s conflicts and ways of coping
Important context for cognitive development, exploration, and language development
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Peer Relation, Play, and Media/Screen Time (4 of 8)
Types of Play
Sensorimotor: infants derive pleasure from exercising their existing sensorimotor schemas
Practice: involves repetition of behavior when new skills are being learned
Pretense/symbolic: transforming physical environment into symbols
Social: involves interaction with peers
Constructive: combines sensorimotor/practice play with symbolic representation
Games: activities are engaged in for pleasure and have rules
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Peer Relation, Play, and Media/Screen Time (5 of 8)
Television strongly influences children's development
Children also use other media
Screen time: includes how much time individual spends with television, DVDs, computers, video games, and mobile devices
Young children’s use of mobile devices dramatically increased 2011–2013
playing games using apps
watching videos
watching TV/movies
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Peer Relation, Play, and Media/Screen Time (6 of 8)
Playful learning and cognitive development
Creativity
Abstract thinking
Imagination, attention
Concentration and persistence
Problem-solving, social cognition
Empathy and perspective taking
Language
Mastery of new concepts
Playful learning and socioemotional development
Enjoyment
Relaxation
Self-expression
Cooperation
Sharing and turn-taking
Anxiety reduction
Self-confidence
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Peer Relation, Play, and Media/Screen Time (7 of 8)
Many 2- to 4-year-olds spend 2–4 hours/day watching TV, more time than they spend with parents
Children and Television: American Academy of Pediatrics
2- to 5-years olds should watch maximum of 1 hour of TV per day, watching high-quality programs, for example, Sesame Street and PBS shows.
Can teach children positive, prosocial behavior
Linked to higher obesity rates in children and adolescents
Linked to violent and aggressive behavior
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Peer Relation, Play, and Media/Screen Time (8 of 8)
Media/Screen Time
Best types of educational apps parents can purchase for children
Active involvement
Engagement
Meaningfulness
Social interaction
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