CHAPTER 9 SECTION 3 Parenting

Child-Rearing Influences Peer relationships allow children to develop socially with people outside of the family. Acceptance and approval of peer groups help shape the child’s development of self esteem and competence.

Child-Rearing Influences Children who have a strong need for peer acceptance may engage in deviant activities.

Good Parenting Good parenting involves:  Spending time with children  Modeling appropriate behaviors (social)  Develop relationship skills  Setting clear rules  Setting limits  Being consistent with correcting inappropriate behavior.

Father’s Influence Children whose fathers share meals with them, spend leisure time with them and assist them in school work tend to perform better academically. Fathers tend to provide less basic care (changing, feeding, bathing), but engage more physically (active play).

Cultural Differences in Parenting African American families tend to distribute childcare responsibilities among different family members. In Hispanic families, the father is expected to be the provider and protector and mother assumes full responsibility for childcare.

Cultural Differences in Parenting Asian cultures emphasize respect for parental authority. All cultures vary the degree to which they promote early independence in children.

Parenting Styles Authoritative style: Set reasonable limits, but are not over controlling. Authority figure, willing to give advice. Explain the reasons for their decisions.

Parenting Styles Authoritarian Style: Rigid and over controlling. Expect/demand total obedience. Children tend to be moody withdrawn, fearful, and distrustful.

Parenting Styles Permissive style: An “anything goes” attitude toward raising their children. Show affection, but extremely lax in setting limits and imposing discipline.

Erikson’s Stages of Psychosocial Development Erik Erikson (original, right…) Emphasized the importance of social relationships in human development. Personalities are shaped by how we deal with a series of psychosocial crises or challenges during 4 stages of psychosocial development.

Trust v. Mistrust When parents treat an infant warmly, a sense of trust develops. If the parents are seldom there when the infant needs them, or if they are detached or respond coldly, the infant develops a basic mistrust of others.

Autonomy v. Shame and Doubt (2-3 years old) During the 2 nd and 3 rd years of life the child is becoming mobile. Parents warmly encourage the child toward greater independence and nurture the newly developed sense of autonomy. If the parents demand too much too soon, or make excessive demands that the child can’t meet, the child may become riddled with self-doubt and shame.

Initiative v. Guilt (3-6 years old) When children are challenged to initiate actions and carry them out. Children who are praised for their efforts develop a sense of initiative and competence. Children who frequently fail to accomplish tasks may develop feelings of guilt or powerlessness.

Industry v. Inferiority (6-12 years old) The child attempts to develop self- confidence. If children can compete on par with peers in the classroom and on the playing field, they will seek an active role in school and extracurricular activities. Failure may bring feelings of inadequacy or inferiority may develop, causing the child to withdraw and become unmotivated.

Cognitive Development Jean Piaget ( ) Most important developmental theorist of all time. Much of his work was based on observing his 3 children. He was less concerned about answers and more concerned with how the children arrived at the answers

Cognitive Development Schema: Developed by Piaget, it is a mental framework for understanding or acting on the environment. Example- Moving from a bottle to an infant cup. Eventually, schemas change as the child adapts to new challenges and demands.

Cognitive Development Adaptation: For Piaget, the process of adjustment that enables people to function more effectively in meeting the demands they face in the environment. We adjust our schemas to meet changing demands the environment imposes on us.

Cognitive Development Adaptation consists of two complementary processes: assimilation and accommodation. Assimilation: The process of incorporating new objects or situations into existing schemas. Applying mental representations of particular classes of objects.  Ex. Dog is any nonhuman animal

Cognitive Development Accommodation: the process of creating new schemas or modifying existing ones to account for new objects or experiences. Learning that you have to tip an infant cup to get the liquid out.

Stages of Cognitive Development Piaget felt that the child’s cognitive development progressed through a series of stages that occur in an ordered sequence at about the same time in all children.  Sensorimotor  Preoperational  Concrete Operational  Formal Operational

Sensorimotor (Birth to 2 years old) The child becomes increasingly capable of performing complex behaviors and skills. Piaget used sensorimotor because the infant explores its world by using its senses and applying its developing motor skills (body movement and hand control).

Sensorimotor (Birth to 2 years old) A key component of sensorimotor is object permanence: The recognition that objects continue to exist even if they have disappeared from sight. _safety_mode=1&safe=active _safety_mode=1&safe=active _safety_mode=1&safe=active _safety_mode=1&safe=active

Preoperational Stage (2 to 7 years) Piaget uses the term preoperational because children 2 to 7 lack the ability to perform basic logical operations- they apply basic principles of logic to their experiences. During this period there are great advances in symbolic representations- using key words to represent or name objects and describe experiences.

Preoperational Stage (2 to 7 years) Language makes the child’s thinking processes far more expansive and efficient than during the sensorimotor stage. Make believe or Pretend Play develops.

Preoperational Stage (2 to 7 years) Egocentrism: The tendency to see the world only from one’s perspective. A child that wants to play, but doesn’t understand that his/her mother is tired. de=true&persist_safety_mode=1&safe=active

Preoperational Stage (2 to 7 years) Animistic Thinking: The child’s belief that an inanimate object has living qualities. Example: A child thinking that the sun is following them to and from school. Irreversibility: the inability to reverse the direction of a sequence of events to their starting point.

Preoperational Stage (2 to 7 years) C entration: the tendency to focus on only one aspect of a situation at a time and exclude all other aspects. Conservation: The ability to recognize that the quantity or amount of an object remains constant despite superficial changes in its outward appearance. st_safety_mode=1&safe=active st_safety_mode=1&safe=active