Copyright © Allyn & Bacon 2004 Development Through the Lifespan Chapter 8 Emotional and Social Development in Early Childhood This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Copyright © Allyn & Bacon 2004 Erikson’s Theory: Initiative versus Guilt Initiative Eagerness to try new tasks, join activities with peers Play permits trying out new skills Act out highly visible occupations Guilt Overly strict superego, or conscience, causing too much guilt Related to excessive threats, criticism, punishment from adults

Copyright © Allyn & Bacon 2004 Self Concept Based on: Observable characteristics Appearance Possessions Behavior Typical Emotions and Attitudes Asserting rights to objects (“Mine!”) helps define boundaries of self

Copyright © Allyn & Bacon 2004 Self-Esteem Judgments we make about our own worth. Includes global appraisal and judgments of different aspects of self. Affects preschoolers’ initiative.

Copyright © Allyn & Bacon 2004 Emotional Development in Early Childhood Understanding of others’ emotions increasingly accurate Emotional self-regulation improves More self-conscious emotions (shame, guilt) as self-concept develops Empathy, sympathy, and prosocial behavior increase

Copyright © Allyn & Bacon 2004 Peer Sociability in Play Nonsocial Activity Unoccupied, onlooker behavior Solitary play Parallel Play Plays near other children with similar toys, but does not try to influence them Social Interaction Associative play Cooperative play

Copyright © Allyn & Bacon 2004 Cognitive Play Categories Functional Play Simple, repetitive motor movements, with or without objects 0–2 years Constructive Play Creating or constructing something 3–6 years Make-believe Play Acting out everyday and imaginative roles 2–6 years

Copyright © Allyn & Bacon 2004 Early Childhood Friendships “Someone who likes you,” plays with you, and shares toys Friendships change frequently Friends more reinforcing, emotionally expressive than non-friends.

Copyright © Allyn & Bacon 2004 Parental Influences on Early Peer Relations Direct Arrange informal peer activities Guidance on how to act toward others Indirect Secure attachment Emotionally expressive, supportive communication

Copyright © Allyn & Bacon 2004 Perspectives on Moral Development Psychoanalytic Freud: superego and guilt Today: induction, empathy-based guilt Social Learning Modeling moral behavior. Behaviorist Rewards and Punishment Cognitive- Developmental Children as active thinkers about social rules

Copyright © Allyn & Bacon 2004 Characteristics of Good Models of Moral Behavior Warmth and responsiveness Competence and power Consistency between words and behavior

Copyright © Allyn & Bacon 2004 Punishment in Early Childhood Physical punishment and frequent punishment have undesirable side effects. Effectiveness of punishment increased by: Consistency Warm parent-child relationship Explanations Alternatives to punishment: Time Out Withdrawing privileges Positive Discipline

Copyright © Allyn & Bacon 2004 Corporal Punishment and Age of Child

Copyright © Allyn & Bacon 2004 Moral Imperatives and Social Conventions Moral Imperatives Protect people’s rights and welfare Victims and other children react strongly to moral offences Adults explain rights and feelings of victims Social Conventions Customs such as table manners or dress styles Peers seldom react to violations of social convention Adults explain less, demand obedience

Copyright © Allyn & Bacon 2004 Types of Aggression Instrumental Meant to help child get something he or she wants Hostile Meant to hurt someone else Overt – physical harm or threat Relational – damage to social relationship

Copyright © Allyn & Bacon 2004 Sources of Aggression Individual Differences Temperament Family Harsh, inconsistent discipline Cycles of discipline, whining and giving in Television TV violence

Copyright © Allyn & Bacon 2004 Influences on Gender Typing Genetic Evolutionary adaptiveness Hormones Environmental Family Teachers Peers Broader Social Environment

Copyright © Allyn & Bacon 2004 Gender Identity in Early Childhood Social Learning theory – Gender typing behavior leads to gender identity Cognitive-Developmental Theory – Self-perceptions (gender constancy) come before behavior Gender Schema theory – combines social learning and cognitive developmental theories

Copyright © Allyn & Bacon 2004 Child-Rearing Styles Authoritative Authoritarian Permissive Uninvolved

Copyright © Allyn & Bacon 2004 Factors Related to Child Maltreatment Parent characteristics Child characteristics Family characteristics Community Culture