Emotional and Social Development in Early Childhood

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

Self Concept Based on: Observable characteristics –Appearance –Possessions –Behavior Typical Emotions and Attitudes Asserting rights to objects (“Mine!”) helps define boundaries of self I:\ 我们的宝贝 \ 说谎（抵制诱惑）.MPG

Self-Esteem Judgments we make about our own worth Includes global appraisal and judgments of different aspects of self Affects preschoolers’ initiative

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

Cognitive Development and Emotional Understanding As preschoolers age, they: –Judge causes of emotions better –Predict actions based on emotions –Help relieve others ’ feelings

Social Experience and Emotional Understanding Caregivers: –Label and explain emotions –Scaffold emotional thought Siblings and Friends: –Negotiate –Act out emotions in play

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 I:\ 我们的宝贝 \ 平行游戏.MPG I:\ 我们的宝贝 \ 模仿游戏.MPG

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

Early Childhood Friendships “ Someone who likes you, ” plays with you, and shares toys Friendships change frequently Friends more reinforcing, emotionally expressive than non-friends. I:\ 我们的宝贝 \ 最初的友谊.MPG

The Social Problem Process

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

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

Characteristics of Good Models of Moral Behavior Warmth and responsiveness Competence and power Consistency between words and behavior I:\ 我们的宝贝 \ 自然结果 —— 睡觉 (parenting ).MPG

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

Corporal Punishment and Age of Child

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

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

Sources of Aggression Individual Differences –Temperament Family –Harsh, inconsistent discipline –Cycles of discipline, whining and giving in Television –TV violence

Childhood TV Viewing and Later Aggression

Influences on Gender Typing216 Genetic –Evolutionary adaptiveness –Hormones Environmental –Family –Teachers –Peers –Broader Social Environment

Theories of Gender Identity in Early Childhood223 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

Gender Schemas and Gender Typing229

Child-Rearing Styles206 Authoritative Authoritarian Permissive Uninvolved

Child Maltreatment Physical abuse Sexual abuse Neglect Emotional abuse

Factors Related to Child Maltreatment Parent characteristics Child characteristics Family characteristics Community Culture

Home Visits and Child Abuse