Chapter 10: Social Behavior and Personality in Preschool Children 10.1 Self 10.2 Relationships with Parents 10.3 Relationships with Siblings and Peers 10.4 Moral Development: Learning to Control One’s Behavior

10.1 Self Gender Roles Gender Identity Self-Esteem

Gender Roles In the US, males are seen as instrumental, women as expressive Not shared worldwide: US views on gender are extreme. By age 5, US children judge 1/3 of traits as adults do Preschoolers view stereotypes as binding for all boys and girls 10.1 Self

Cross-cultural Data on Gender Stereotypes

Gender Identity Parents (particularly dads), peers, and media reinforce gender-related behavior Gender identity develops gradually: gender labeling, stability, consistency, and constancy Some evidence for genetic and hormonal influences 10.1 Self

Effects of TV on Gender Stereotyped Views

Self-Esteem Preschoolers must achieve a sense of purpose (balance between individual initiative and cooperation) Preschoolers have positive views of self across many different domains 10.1 Self

10.2 Relationships with Parents The Family as a System Dimensions and Styles Parental Behavior Children’s Contributions Family Configuration

The Family as a System Parents influence children directly and indirectly Parents influence each other and both are influenced by outside forces (e.g., work) 10.2 Relationships with Parents

Family as a System

Dimensions and Styles Two primary dimensions: warmth and control. Styles: authoritarian, authoritative, indulgent-permissive, and indifferent-uninvolved Cultural differences in warmth and control 10.2 Relationships with Parents

Dimensions of Parenting

Parental Behavior Direct instruction: telling children what to do, when, and why Observing: children learn from watching others, including parents and their treatment of siblings Feedback: reinforcement useful but parents often unknowingly reinforce behaviors they want to prevent 10.2 Relationships with Parents

Children’s Contributions Parenting is often influenced by children’s behavior Parenting varies depending upon individual characteristics of children 10.2 Relationships with Parents

Family Configuration Grandparents have many different styles: formal, fun-seeking, distant, dispensing-family-wisdom, and surrogate-parent Children of gay and lesbian parents resemble children of heterosexual parents 10.2 Relationships with Parents

10.3 Relationships with Siblings and Peers Sibling Relationships Peer Relationships

Sibling Relationships Firstborns and only tend to be more adult- and achievement-oriented; laterborns tend to be more innovative and sociable Sibs get along best when (1) they are same sex, (2) neither is emotional, (3) younger enters adolescence, (4) parents don’t show favoritism, and (5) parents have warm relationship with each other 10.3 Relationships with Siblings and Peers

Peer Relationships Make believe play: reflects cultural values and promotes cognitive development Solitary play: common and normal unless children just wander aimlessly. Parents’ roles include playmate, mediator, and coach 10.3 Relationships with Siblings and Peers

10.4 Moral Development Beginnings of Self-Control Parental Influences Temperamental Influences on Self-Control Improving Self-Control Learning About Moral Rules

Beginnings of Self-Control 1 year--aware that others impose demands 2 years--have internalized some controls 3 years--have some plans for dealing with controls Ability to maintain self-control is consistent over development 10.4 Moral Development

Parental Influences Parental models are important Self-control more likely when parents have control themselves Giving children more opportunities to regulate own behavior fosters self-control 10.4 Moral Development

Temperamental Influences on Self-Control Children who are naturally fearful respond to parents’ requests to comply with rules Children who are not naturally fearful respond to parents’ requests to cooperate that are based on the attachment relationship 10.4 Moral Development

Temperament, Discipline, and Compliance

Improving Self-Control Remind children of the need to resist temptation (e.g., long-term goals more important than short-term goals) Make tempting events less attractive 10.4 Moral Development

Learning About Moral Rules By age 3, can distinguish social conventions (e.g., we can eat French fries, but not green beans, with our fingers) and moral rules Can distinguish lies and mistakes 10.4 Moral Development