chapter 10 early childhood: social and emotional development
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Chapter 10 Early Childhood: Social and Emotional Development. Early Childhood: Social and Emotional Development Truth or Fiction?. Parents who are restrictive and demand mature behavior wind up with rebellious children, not mature children. - PowerPoint PPT PresentationTRANSCRIPT
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Chapter 10Early Childhood:
Social and Emotional Development
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Parents who are restrictive and demand mature behavior wind up with rebellious children, not mature children.
There is no point in trying to reason with a 4-year-old.
Early Childhood: Social and Emotional Development Truth or Fiction?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Firstborn children are more highly motivated to achieve than later-born children.
Children who are physically punished are more likely to be aggressive.
Early Childhood: Social and Emotional Development Truth or Fiction?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Children who watch 2 to 4 hours of TV a day will see 8,000 murders and another 100,000 acts of violence by the time they have finished elementary school.
Children mechanically imitate the aggressive behavior they view in the media.
Early Childhood: Social and Emotional Development Truth or Fiction?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
The most common fear among preschoolers is fear of social disapproval.
A 2 1/2-year-old may know that she is a girl but still think that she can grow up to be a daddy.
Early Childhood: Social and Emotional Development Truth or Fiction?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Influences on Development
Parents, Siblings, and Peers
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Warmth – Coldness– Degree of affection and acceptance of child– Parental warmth relates to
• Development of moral conscience• Positive emotional and social well being
• Restrictiveness – Permissiveness– Degree to which parents impose rules and control
What Are the Dimensions of Child Rearing?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Induction– Reasoning – child will understand what to do in similar situation
• Power Assertion– “Spare the rod, spoil the child”
• Withdrawal of Love– Threats or isolation of child
What Techniques Do Parents Use to Restrict Their Children’s Behavior?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Authoritative Parents– High on Warmth, High on Restrictiveness– Self-reliance, independence, high self-esteem and social
competence• Authoritarian Parents
– Low on Warmth, High on Restrictiveness– Less socially competent, lower self-reliance and self-esteem
What Are the Parenting Styles Involved in the Transmission of Values and Standards?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Permissive Parents– Permissive – Indulgent
• High warmth, low restrictivenss• Less competent in school but fairly high in social competence and self-
confidence– Permissive – neglecting
• Low warmth, low restrictiveness• Least competent, responsible and mature children
What Are the Parenting Styles Involved in the Transmission of Values and Standards?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Developing in a World of Diversity
Individualism, Collectivism, and Patterns of Child Rearing
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Figure 10.1 The Self in Relation to Others from the Individualist and Collectivist Perspectives
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Positive Aspects– Cooperation– Teaching– Nurturance
• Negative Aspects– Conflict– Control– Competition
• Siblings imitate each other
• Conflict may enhance social competence and self-identity
• As siblings age, relationship becomes more egalitarian and conflict declines
What Kinds of Influence Do Siblings Have on Social and Personal Development in Early Childhood?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Adjusting to Birth of Sibling– Both positive and negative reaction to stress of new sibling
• regression• increased independence and maturity
• Preparation of child to new sibling shows less sibling rivalry
What Kinds of Influence Do Siblings Have on Social and Personal Development in Early Childhood?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• First-born children– More highly motivated to achieve, more cooperative, adult-oriented– Show greater anxiety, less self-reliant– More likely to have imaginary playmate
• Later-born children– Tend to be more popular with peers– More rebellious, liberal and agreeable
• Parenting style may differ between first- and later-born children
What Does the Research Say About the Effects of Being a First-born or an Only Child?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• By age 2, children– Imitate another’s play– Engage in social games– Show a preference for playmates
• Preschool friendships– Characterized by shared, positive experiences, feelings of
attachment– Show higher levels of interaction, prosocial behavior, positive
emotions– Based on experiences; shared toys, activities, and fun
What Is The Influence of Peers on Social and Personal Development in Early Childhood?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Developing in a World of Diversity
The Case of the (In)Visible Father
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Social Behaviors
In the World, Among Others
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Play based on cognitive development (Piaget, 1951, 1962)– Functional Play – repetitive motor activity– Symbolic Play – pretend play– Constructive Play – draw or make something– Formal Games – games with rules
What Do Developmentalists Know About Child’s Play?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Six types of play (Parten, 1932)– Nonsocial (Children do not interact)
• Unoccupied Play• Solitary Play• Onlooker Play
– Social (Children influenced by others as they play)• Parallel Play• Associative Play• Cooperative Play
What Do Developmentalists Know About Child’s Play?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• By 18-months child shows more preference for gender-stereotyped toys– Girls are more likely to stray from stereotypes
• May represent social prestige of masculine in American culture
• Gender differences in play activities– Boys prefer vigorous outdoor, rough and tumble play– Girls prefer arts and crafts, domestic play
Are There Boys’ Toys and Girls’ Toys?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Biological factors– Boys – slightly greater strength and activity level– Girls – slightly greater physical maturity and coordination
• Differences in treatment by adults• Children seek “appropriate” labels for toys and play
– Peer, parental, adult criticism
Why Do Children Show Early Gender Preferences in Choice of Toys and Activities?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Boys’ play - more oriented toward dominance, aggression and rough play– Girls seek out other girls to protect against this behavior
• Boys are not responsive to girls’ suggestions– Unpleasant to interact with unresponsive playmate
• Boys may view girls as inferior
Why Do Children Choose to Associate With Peers of Their Own Sex?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Empathy - sensitivity to the feelings of others– From infancy, babies cry when they hear other children cry
• May be reflexive or the start of empathy– By second year, approach others in distress and try to help
• Unresponsive empathy – more aggressive behavior in school years– Girls show more empathy than boys
• Social learning or genetic?
• Perspective-Taking
How Does Prosocial Behavior Develop?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Reinforcement of behaviors– More positive peer response
• Responsibility– Household chores and caring for siblings
• Observation of behaviors of peers• Parental interactions• Parenting style
Influences on Prosocial Behavior
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Aggression in preschoolers– Frequently instrumental or possession-oriented– Usually causes rejection by peers
• Aggression at 6- or 7-years– Hostile and person-oriented
• Aggressive behavior appears to be stable over time
How Does Aggression Develop?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Evolutionary theory– Struggle for survival
• Biological factors– Genetic factors– Testosterone– Temperament
• Cognitive factors– Inaccurate interpretation of others’ behavior– Lack of empathy and perspective-taking
What Causes Aggression in Children?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Social Learning– Reinforcement and Observational Learning
• Media Influences– Classic study on influence of televised models of aggression– Television is a major source of informal observational learning
What Causes Aggression in Children?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Observational learning• Disinhibition• Increased arousal• Priming of aggressive thoughts and memories• Habituation
How Do Depictions of Violence Contribute to Aggression?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Violent video games• Parental behavior
– Substance abuse– Paternal physical punishments– Single motherhood
• Absence of or rejection by parent
Other Factors Related to Aggression
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Personality and Emotional Development
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Categorical Self – external traits– Age groupings – Sex
• Self-Esteem– High value attached to themselves
• Secure attachment and mothers sensitive to their needs
• By age 4, begin evaluative judgments– Cognitive and physical competence– Social acceptance by peers and parents
How Does the Self Develop During Early Childhood?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Erikson’s stage of psychosocial development– Strive to achieve independence from parents– Strive to master adult behaviors
• Children begin to internalize adult rules– Fear of violating rules may cause guilt– Support to explore helps develop initiative
Erikson’s Initiative Versus Guilt
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Number of fears peaks between 2 1/2 and 4 years • Decline in fears of
– loud noises, falling, sudden movement and strangers• Most likely to have fears about
– animals, imaginary creatures, the dark and personal safety• In middle childhood, fears become more realistic
What Sorts of Fears Do Children Have in the Early Years?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
A Closer Look
Helping Children Cope With Fears
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Development of Gender Roles and Sex Differences
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Behavioral expectations based on gender• In American culture
– Feminine gender roles- dependence, gentleness, helpfulness, warmth, emotionality, submissiveness, home-orientation
– Masculine gender roles – aggressiveness, self-confidence, independence, competitiveness, competence in business, math and science
What Are Stereotypes and Gender Roles?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Stages of development of gender roles– 2 - 2 1/2 years – accurate identifying pictures of boys and girls– 3 years – display knowledge of gender stereotypes
• Traditional stereotypes about activities, occupations, personality traits • View their own gender more positive
How Do Gender Roles Develop?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Evolution and Heredity– Sex differences are result of natural selection, adaptation– Survival set passed through genes (heredity)– Result – parental investment model
• Organization of the Brain– Hippocampus and Navigation
• Males use both hemispheres and rely on geometry • Females use right hemisphere (with right prefrontal cortex) and rely on
landmarks– Right-brained or Left-brained
• Left and right hemispheres more specialized in men
What Are The Origins of Sex Differences in Behavior?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Sex Hormones– Prenatal influence on behavioral influences
• Social Cognitive Theory– Observational learning and socialization
• Parental influence
What Are The Origins of Sex Differences in Behavior?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• When do children typically develop a sense of gender identity?– Do the children depicted in the video give responses that you would expect
from a preschool child in regard to gender identity and constancy?– Why or why not?
Lessons in Observation: Gender
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Lessons in Observation: Gender
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• Do the children in the video show stereotypic gender role expectations? – Cite examples to support your answer.– How do children develop gender role stereotypes?
• Are preschool children typically flexible or inflexible in their ideas, regarding gender typed behavior? Why?– Give examples from the video that are consistent with your responses.
Lessons in Observation: Gender
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Form concepts about gender and fit behavior to those concepts• Gender Identity
– Knowledge that one is male or female• Gender Stability
– People retain their sex for life• Gender Constancy
– Sex does not change, even if people modify behavior or dress• Conservation of gender – related to development of conservation
Once child has achieved gender stability and constancy, they seek to behave in ways consistent with their sex
Kohlberg’s Cognitive Developmental Theory Of Gender Typing
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
Use sex as one way of organizing their perceptions of the world• Gender schema - cluster of concepts about male and female
traits• Gender identity brings gender appropriate behavior
– Child acts in ways consistent with the gender schema
Bem’s Gender Schema Theory
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 10
• High in masculine traits only – masculine• High in feminine traits only – feminine• Neither strong masculine or feminine – undifferentiated• High in both masculine and feminine – psychologically
androgynous– Better social relations, superior adjustment, greater creativity
What is Psychological Androgyny?