PSY 3

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

ESSENTIALS OF LIFE-SPAN DEVELOPMENT, 5e
JOHN W. SANTROCK

SOCIOEMOTIONAL DEVELOPMENT IN EARLY CHILDHOOD

6

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Chapter Outline

• Emotional and personality development
• Families
• Peer relations, play, and television

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Initiative versus guilt
• Children use their perceptual, motor, cognitive, and language skills to make things happen
• On their own initiative, children move out into a wider social world
• The great governor of initiative is conscience
• Initiative and enthusiasm may results in rewards or in guilt, which lowers self-esteem

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Self-understanding and understanding others
• Increased awareness reflects young children’s expanding psychological sophistication
• Self-understanding: Substance and content of self-conceptions
• Involves self-recognition
• Physical and material attributes, physical activities are central components of the self
• Unrealistically positive self-descriptions

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Understanding others
• Theory of mind includes understanding that others have emotions and desires
• Start perceiving others in terms of psychological traits
• Gain understanding that people don’t always give accurate reports of their beliefs
• Young children are not as egocentric as depicted in Piaget’s theory
• Socially sensitive and perceptive
• Parents and teachers can help to understand and interact with social world

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Expressing emotions
• Self-conscious emotions - Pride, shame, embarrassment, and guilt
• These emotions do not appear until self-awareness develops
• Emotions such as pride and guilt become more common
• Influenced by parents’ responses to children’s behavior

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Understanding emotions
• Understanding emotion is linked to an increase in pro-social behavior
• Increase in number of terms used to describe emotions
• Increased ability to reflect on emotions
• Begin to understand that the same event can elicit different feelings in different people
• By age 5, most children show growing awareness of need to manage emotions according to social standards

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Regulating emotions
• Growth of emotional regulation as central to social competence
• Parents play an important role in helping children regulate emotions
• Emotion-coaching approach: monitor emotions, negative emotions as a teaching opportunity, coaching in how to deal effectively with emotions
• Emotion-dismissing approach: Deny, ignore, or change negative emotions

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Moral development
• Thoughts, feelings, and behaviors 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
• Advancing children’s moral development:
• Learning how to identify a wide range of emotional states in others
• Anticipate what kinds of action will improve another person’s emotional state

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Moral reasoning
• Heteronomous morality: Think of justice and rules as unchangeable properties, removed from the control of people
• Autonomous morality: Become aware that rules and laws are created by people
• In judging an action, considers intentions as well as consequences
• Immanent justice: Concept that if a rule is broken, punishment will be meted out immediately
• Parent-child relations, in which parents have the power, are less likely to advance moral reasoning
• Rules are often handed down in an authoritarian manner

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• 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
• Ability to resist temptation
• Learning to delay gratification

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Gender
• Gender identity: Sense of being male or female
• Gender roles: Sets of expectations that prescribe how females or males should think, act, and feel
• Children increasingly act in ways that match their culture’s gender roles

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Social theories of gender
• Social role theory: Gender differences result from the contrasting roles of women and men
• Psychoanalytic theory: Preschool child develops a sexual attraction to the opposite-sex parent
• Social cognitive theory: Children’s gender development occurs through observation and imitation of what other people say and do

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Parental influences
• Mothers’ socialization strategies
• Socialize daughters to be more obedient and responsible than sons
• Place more restrictions on daughters’ autonomy
• Fathers’ socialization strategies
• Show more attention to sons than daughters
• Engage in more activities with sons
• Put forth more effort into sons’ intellectual development

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Emotional and Personality Development

• Peer influences
• Peers respond to, model, reward, and punish gender behavior
• Gender molds aspects of peer relations
• Composition of children’s groups
• Group size
• Interaction in same-sex groups
• Cognitive influences
• Gender schema theory: Gender typing emerges as children gradually develop gender schemas of what is gender-appropriate and gender-inappropriate in their culture

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Families

• Baumrind’s parenting styles
• Authoritarian parenting: Restrictive, punitive style in which parents exhort the child to follow their directions and respect their work and effort
• Authoritative parenting: Encourages children to be independent but still places limits and controls on their actions
• Less likely to be obese than their counterparts with authoritarian parents
• Neglectful parenting: Parent is uninvolved in the child’s life
• Indulgent parenting: Parents are highly involved with their children but place few demands or controls on them

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Families

• Parenting styles in context
• Authoritative parenting conveys the most benefits to the child and to the family as a whole
• Punishment
• Corporal punishment linked to lower levels of moral internalization and mental health
• Handle misbehavior by reasoning with the child, especially explaining the consequences of the child’s actions for others
• Physical punishment is outlawed in 41 countries
• Co-parenting
• Support that parents give each other in raising a child

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Figure 6.3 – Corporal Punishment in Different Countries

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Families

• Types of child maltreatment
• Physical abuse
• Child neglect
• Sexual abuse
• Emotional abuse
• Context of abuse
• No single factor causes child maltreatment
• About ⅓ of parents who were abused themselves go on to abuse their own children
• A 30-year longitudinal study found that offspring of parents who engaged in child maltreatment and neglect are a risk for engaging in child neglect and sexual maltreatment themselves

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Families

• Developmental consequences of abuse
• Poor emotional regulation
• Attachment problems
• Problems in peer relations
• Difficulty in adapting to school
• Other psychological problems (depression, delinquency, etc.)

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Families

• Sibling relationships
• Important characteristics:
• Emotional quality of the relationship
• Familiarity and intimacy of the relationship
• Variation in sibling relationships
• Birth order
• Whether a child has older or younger siblings has been linked to development of certain personality characteristics
• Birth order has limited ability to predict behavior

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Families

• Working parents
• Maternal employment is part of modern life, but effects are debated
• Employment can have positive and negative effects on parenting
• Nature of parents’ work matters for child development

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Families

• Children in divorced families
• Children from divorced families show poorer adjustment than their counterparts in never-divorced families
• Individuals who had experienced their parents’ divorce were more at risk for engaging in a lifetime suicide attempt
• Many of the problems experienced by children from divorced homes begin during the pre-divorce period
• Frequent visits by the noncustodial parent usually benefit the child
• Children with a difficult temperament often have problems in coping with their parents’ divorce
• Income loss for divorced mothers is accompanied by increased workloads, high rates of job instability, and residential moves

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Families

• Gay male and lesbian parents
• Most children from gay or lesbian families have a heterosexual orientation
• Few differences found between children raised with same-sex or heterosexual parents

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Families

• Cultural, ethnic, and socioeconomic variations
• Trends toward greater family mobility, migration to urban areas, family separation, smaller families, fewer extended families, increase in maternal employment
• Large and extended families more common among minority groups
• Single-parent families more common among African American and Latino families
• Limited resources of time, money, and energy
• Dramatic increase in immigration of Latino and Asian families into the United States

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Families

• Lower-SES parents
• Less access to resources than higher-income families
• Nutrition, health care, protection from danger, enriching educational and socialization opportunities
• Variation in child-rearing practices according to SES in United States

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Peer Relations, Play, and Media/Screen Time

• Peer relations
• Peers – children of the same age or maturity level
• Provide a source of information and comparison about the world outside the family
• With age, children spend an increasing amount of time with peers
• Good peer relations can be necessary for normal socioemotional development

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Peer Relations, Play, and Media/Screen Time

• Play
• Makes important contributions to children’s cognitive and socioemotional development
• Play therapy used to allow the child to work off frustrations and to analyze the child’s conflicts and ways of coping with them
• Play as exciting, pleasurable, satisfies exploratory drive
• Important context for the development of language and communication skills

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Peer Relations, Play, and Media/Screen Time

• Types of play
• Sensorimotor
• Practice
• Pretense/symbolic
• Social
• Constructive
• Games: Activities that are engaged in for pleasure and have rules
• Trends in play
• Decline in the amount of free play experienced by young children in recent decades
• Restrictions at home and school

Copyright © 2018 McGraw-Hill Education. All rights reserved. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner.  This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part without the prior written consent of McGraw-Hill Education.

Peer Relations, Play, and Media/Screen Time

• Media/Screen Time
• Screen time – Time spent watching/using television, DVDs, computers, video games, mobile media
• Special concerns for too much screen time
• Many children spend more time with various screen media than with parents
• Negative influences – creating passive learners, homework distractions, violent models of aggression, unrealistic views of the world
• Screen time linked with decreased play, reduced physical activity, overweight/obesity, poor sleep habits, higher rates of aggression
• Higher screen time was associated with lower level of cognitive development
• Parental reduction in their own screen time was associated with a decrease in child screen time
• High viewing of TV violence, video games and alike was associated with higher levels of physical aggression