Emotional & Social Development In Early Childhood Chapter 10: pgs (Infants & Children)

Erikson’s Theory (pg 357) ___________ _________ Eagerness to try new tasks, join activities with peers Play permits trying out new skills, learning about self & social world Act out highly visible occupations & family scenes _________ Overly strict superego, or conscience, causing too much guilt Related to excessive threats, criticism, punishment from adults

Self-concept & Self-esteem (pg 358) __________________________emerges, as language development enables children to talk about their own subject experience of being _____________-the set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is 3-5 yrs old=very ____________: observable characteristics such as their name, physical appearance, possessions, & everyday behaviors (Harter, 2006; Watson, 1990) begin to understand life-story narratives and video images of themselves (age 4) ____________-judgments we make about our own worth 4 yrs old=have several self-judgments (learning things well in school, making friends)

Emotional Development (pg 361) Make great strides between 2-6 yrs old understanding of others’ emotions becomes more accurate; better able to talk about feelings emotional _________________ improves empathy, sympathy, and prosocial behavior increases _____________ strongly influences preschoolers’ emotional competence 4-5 yrs=correctly judge the causes for basic emotions (“He’s happy because he’s…”)

Emotional Development…cont’d Children gain ____________________ through _________________ the more parents ______________feelings, the better developed their emotional understanding is parents who are in tune with their own emotional experiences tend to be supportive & patient with their preschoolers, offering suggestions & explanation ________________________________________________ _____________ helps children to improve their ability to manage their emotions (“_____________”) begin to use ______________ to inhibit impulses & shift attention _______________ affects the development of self-regulation

Emotional Development…cont’d Preschoolers become sensitive to ______ & _______ experience __________________ (feelings that involve injury to or enhancement of their sense of self) ________ serves as a motivator for ________ or altruistic behavior (actions that benefit another person without any expected reward for the self) Temperament and __________________ affect empathy & sympathy

CSEFEL Pyramid Model _______=Center on the Social Emotional Foundations for Early Learning A model to support children’s _____________ and to __________________________ (Fox et al., 2003) 1. effective workplace (yellow tier) 2.engage in ____________________ (blue tier) 3. develop _______________________ _______________ (blue tier) 4. provide systematic, explicit social & emotional support & instruction (green) 5. develop and implement an individualized intervention (red tier) ** Start at bottom of pyramid and work your way up; each step is increasingly intensive, but is needed by fewer children

Peer Relations & Sociability in Play (pg 365) 2-5 yrs=rise in joint, interactive play (Mildred Parten, 1932) 3-step sequence: (Allyn & Bacon, 2008) __________ Unoccupied, onlooker behavior Solitary play Limited form of social interaction Plays near other children with similar toys, but does not try to influence them _________ Associative play-engage in separate activities but exchange toys/make comments Cooperative play-children orient towards a common goal during play

Developmental Sequence of Cognitive Play Categories (Table 10 Developmental Sequence of Cognitive Play Categories (Table 10.1, pg 367) Each type of play (nonsocial, parallel, cooperative) displays the cognitive maturity of the child into 3 different play categories: (Allyn & Bacon, 2008) __________ Play Simple, repetitive motor movements, with or without objects 0–2 years ___________ Play Creating or constructing something 3–6 years Acting out everyday and imaginative roles 2–6 years

Lecture Supplements Handout-Caring for Preschoolers in Child Care… Quote-Frobel “Play” _________________-an advanced form of cooperative play ______ participate more in sociodramatic play, where _____ participate in more in friendly, vigorous interactions called _______ ________________ both require children to understand emotions, exercise self-control, and respond to other children’s verbal/nonverbal cues

Friendships… first friendships preschoolers definition… important for __________ and ____________ development preschoolers definition… someone “who likes you” and with whom you spend a lot of time playing 4-7 yrs=more pleasurable & sharing of toys change frequently social ability contributes to academic performance _________________________=________________ _____________ in 1st grade (Konold & Pianta, 2005) children who begin kindergarten w/friends in their class or readily make new friends adjust to school more favorably (Proulx & Poulin, 2013)

Gender Typing (pg 384) -an association of _______, ________, ______, or _______ with one sex or the other in ways that conform to cultural stereotypes (Liben & Bigler, 2002) ___ yrs=use words such as “boy,” “girl,” “man” Preschoolers associate toys, clothing , tools, household items, colors, etc with one sex or the other (Giles & Heyman, 2005) _______ reflect _______ boys-active, impulsive, assertive, overtly aggressive girls-more fearful, dependent, compliant, considerate, emotionally sensitive (Bosacki & Moore, 2004)

Gender Typing…cont’d Influences: ___________ (biological)-sex hormones affect human play styles ____________________ (unemployment, divorce, death) may influence prenatal hormones, and it has been linked to “masculine” behaviors among preschool girls (Barrett et al., 2014) __________________ family & parenting practices-expectations, gender-appropriate toys fathers, especially, tend to insist boys conform to gender roles teachers-emphasize gender differences peers-as the time spent w/same sex play partners increases, so does gender-type beliefs broader social environment-occupations, leisure activities, TV

Gender Identity (pg 389) ________________-an image of oneself as relatively masculine/feminine in characteristics ______________-understanding that gender remains the same over time _________________-realization that gender in not altered by superficial changes in clothing or activities

Child Rearing (pg 392) _________________-combinations of parenting behaviors that occur over a wide range of situations, creating an enduring, child-rearing climate three features that consistency differentiate an effective style from a less effective style __________________ ___________

Styles of Child Rearing (pg 393, Table 10.2) the ________________________________ high acceptance & involvement; warm, attentive & sensitive to child’s needs exercises firm, reasonable control child makes some appropriate decisions on own (gradual, appropriate autonomy granting) ___________ ____________________________;appears cold & rejecting makes many demands, uses __________________________ makes all decisions for the child; rarely listens to child’s point of view Authoritarian warm & accepting, but overindulgent or inattentive makes little effort to control child’s behavior; makes few or little demands allows children to make many decisions for themselves at any age, even when they are not capable of doing so low acceptance & involvement; emotionally detached/depressed, overwhelmed w/life makes little effort to be a part of the child’s life; makes few or no demands indifferent to the child’s decision making & point of view a form of child maltreatment/neglect Uninvolved

Positive Parenting & Positive Discipline Strategy Explanation Use transgressions as opportunities to teach When child engages in unsafe behavior, intervene firmly & instruct to behave prosocially Reduce opportunities for misbehavior Ex. on long car trips=provide activities Ex. at supermarket=let them help with shopping Provide reasons for rules Make sure reasons are fair to all concerned, rules should be reasonable & rational Arrange for children to participate in family routines & duties Children develop a sense of responsible participation in family & community life When children are obstinate, try compromising & problem solving First, express understanding of the child’s feelings, suggest a compromise, help to problem solve an appropriate solution Encourage mature behavior Express confidence in child’s abilities & appreciation for effort & cooperation, adult encouragement goes a long way! Be sensitive to children’s physical & emotional resources When children are tired, ill, or bored, they are likely to engage in improper behaviors; help to meet the child’s needs