Invitation to the Life Span by Kathleen Stassen Berger Chapter 6 – Early Childhood: Psychosocial Development These colors actually are a template design in PPT, but match the scheme of the book…do you agree? If so, this will be an easy formatting task. The cover has been revised to reflect the new title “Invitation to the Life Span”. I’ve been waiting to get it, that’s why this slide has been delayed getting to you…but I didn’t want to wait any longer. So the cover needs to be swapped in/out when it arrives. Lastly, I got rid of the chapter outline…as it’s repetitive. Do you agree?

Erikson’s Psychosocial Stages Trust v. Mistrust – Infant; hope, security Autonomy v. Shame & Doubt – toddler; control, will Initiative v. Guilt – 3-6y; assertiveness, purpose Industry v. Inferiority – 6-12y; competence Identity v. Role Confusion – teen; “Who am I?” Intimacy v. Isolation – young adult; love Generativity v. Stagnation – mid-adult; care and contributions to next generation Ego Integrity v. Despair – old age; reflection on a good life

Emotional Development Initiative vs. Guilt Erikson’s third psychosocial crisis Children undertake new skills and activities Feel guilty when they do not succeed at them Guilt: Self-blame that people experience when they do something wrong

Emotional Development Emotional Regulation: Ability to control when and how emotions are expressed Psychopathology: is an illness or disorder that involves the mind. First signs of psychopathology is the lack of emotional control May be due to neurological damage Extensive stress can kill some neurons and stop others from developing properly

Seeking Emotional Balance Externalizing problems: Involves expressing powerful feelings through uncontrolled physical or verbal outbursts Lashing out at other people or breaking things Internalizing problems: Involves turning one’s emotional distress inward Feeling excessively guilty, ashamed, or worthless

Sex Differences in Emotional Regulation Neurological and hormonal effects: Boys tend to be aggressive (externalizing) Girls tend to be anxious (internalizing) Psychopathology is not typical! Children usually learn to regulate emotions through brain maturation and parental nurturing

Emotional Development Self-esteem: evaluation of his or her own worth, either in specifics (e.g., intelligence, attractiveness) or in general. Self-concept: understanding of who he or she is, incorporating self-esteem, physical appearance, personality, and various personal traits

Motivation Intrinsic motivation: A drive, or reason to pursue a goal, that comes from inside a person Increases self-esteem, self-worth etc.. Extrinsic motivation: A drive, or reason to pursue a goal, that arises from the need to have one’s achievements rewarded from outside a person Rewards, material possessions, recognition from others The promise of extrinsic motivation to a person that already enjoys doing that “____” UNDERMINES intrinsic motivation.

Parenting Styles Diana Baumrind (1967, 1971): Parents differ on 4 important dimensions: Expressions of warmth: From very affectionate to cold and critical Strategies for discipline: differ on how they explain (if at all), criticize, persuade, ignore, and punish. Communication: Some listen patiently; others demand silence. Expectations for maturity: vary in the standards they set regarding responsibility and self-control.

Baumrind’s Patterns of Parenting Authoritarian parenting Permissive parenting Authoritative (Democratic) parenting Neglectful/uninvolved parenting

Implications of Parenting Style Authoritarian parenting: High behavioral standards, strict punishment of misconduct, and little communication Children of Authoritarian parents tend to become conscientious, obedient, and quiet but not especially happy feel guilty or depressed and blame themselves when things don’t go well rebel as adolescents and leave home before age 20

Implications of Parenting Style Authoritative (Democratic) parenting: Parents set limits and enforce rules but are flexible and listen to their children Children of Authoritative (Democratic) parents tend to: be successful, articulate, happy with themselves, and generous with others Be well-liked by teachers and peers, especially in societies in which individual initiative is valued

Implications of Parenting Style Permissive parenting: High nurturance and communication but little to no discipline, guidance, or control over kids Children of Permissive parents tend to: be unhappy and lack self-control, especially in peer relationships suffer from inadequate emotional regulation be immature and lack friendships (main reason for their unhappiness) continue to live at home, still dependent, in early adulthood

Implications of Parenting Style Neglectful/uninvolved parenting: Parents are indifferent toward their children and unaware of what is going on in their children’s lives Children of Neglectful/uninvolved parents tend to: be unhappy and lack self-control, especially in peer relationships suffer from inadequate emotional regulation be immature, have problems at school, legal problems

Moral Development Empathy: The ability to understand the emotions and concerns of another person, especially when they differ from one’s own. Antipathy: Feelings of dislike or even hatred for another person. Antisocial behavior: Actions that are deliberately hurtful or destructive to another person. Prosocial behavior: Actions that are helpful and kind but that are of no obvious benefit to the person doing them

Types of Aggression Instrumental aggression: Hurtful behavior that is used to obtain or retain a desired toy. most likely to increase from age 2 to 6 Reactive aggression: Impulsive retaliation for another person’s intentional or accidental action (verbal or physical) lack of emotional regulation Relational aggression: Non-physical acts, such as insults or social rejection, aimed at harming the social connection between the victim and other people. antisocial and can be very hurtful Bullying aggression: Unprovoked, repeated physical or verbal attack; typically on defenseless victims Sign of poor emotional regulation; adults should intervene

Discipline and Children’s Thinking Remember theory of mind. Young children gradually come to understand things from other viewpoints. Remember emerging self-concept. the sense of self is developing, sharing becomes more difficult. Remember fast-mapping. Young children are eager to talk and think but lack understanding; talking before AND after misbehavior help children learn. Remember that young children are not logical. Children may disconnect a misdeed from the punishment.

Punishment Physical punishment: increases obedience temporarily, but increases the possibility of later aggression. Psychological control: A disciplinary technique that involves threatening to withdraw love and support and that relies on a child’s feelings of guilt and gratitude to the parents. Time-out: A disciplinary technique in which a child is separated from other people and activities for a specified time.

Sex and Gender Sex differences: Biological differences between males and females, in organs, hormones, and body shape Gender differences: Differences in the roles and behaviors defined by culture for males and females Initial confusion about gender and sex Age 2: most are aware if they are a boy/girl Age 4: children tend to assign certain toys and roles as appropriate for one gender but not the other. Age 8: Belief that their biological sex is a permanent trait

Theories of Gender Differences Psychoanalytical Theory Phallic stage: Freud’s 3rd stage of development Penis becomes the focus of concern and pleasure Oedipus complex: boys unconscious desire to replace their fathers and win their mothers’ exclusive love Electra complex: girls unconscious desire to replace their mothers and win their fathers’ exclusive love.

Theories of Gender Differences Identification: An attempt to defend one’s self-concept by taking on the behaviors and attitudes of someone else. Superego: Psychoanalytic theory Judgmental part of the personality Internalizes the moral standards of the parents and constraints of society

Theories of Gender Role Differences Behaviorism: Learned behaviors; taught by parents and society. Reinforcement for appropriate gender-role behavior and punishment for inappropriate behavior Social learning theory: Children observe men and women’s behaviors. Determine appropriate behaviors from people they perceive as nurturing, powerful, and similar to themselves Cognitive theory: focuses on children’s understanding of male–female differences Gender schema: general belief about gender differences; based on personal experiences

Theories of Gender Role Differences Systems theory: most complex and comprehensive explanations for gender differences. Every culture teaches a particular set of values and attitudes parents and peers, ideas and customs all interact, affecting each child Androgyny: A balance within one person of traditionally masculine and feminine psychological characteristics. Can only be taught IF culturally acceptable