1. Chapter 8 Emotional and Social Development in Early Childhood Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

2. Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk Emotional and Social Develop- ment in Early Childhood (1/4) I.Erikson’s Stage 3 II.Self-Understanding (self-concept and self-esteem) III.Emotional Development A.Awareness and make-believe play B.Emotional self-regulation: coping and temperament C.Self-conscious emotions D.Empathy

3. Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk Emotional and Social Develop- ment in Early Childhood (2/4) IV.Peer relations A.Play B.First friendships C.Social competence and school success V.Foundations of morality A.Psychoanalytic perspective B.Social learning perspective 1.Importance of modeling 2.Punishment

4. Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk Emotional and Social Develop- ment in Early Childhood (3/4 ) Foundations of morality (cont’d) C.Cognitive-developmental perspective D.Development of aggression 1.Instrumental (proactive) vs. hostile (reactive) aggression 2.Gender differences in aggression 3.The family as a training ground for aggressive behavior 4.Violent media and aggression

5. Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk Emotional and Social Develop- ment in Early Childhood (4/4) VI.Gender typing A.Stereotyped beliefs B.Biological and environmental influences C.Gender identity/constancy VII.Child rearing A.Styles of child rearing (Baumrind) B.Child maltreatment

6. I. Erikson’s Theory: Initiative versus Guilt Initiative  New sense of purposefulness  Eagerness to try new tasks, join activities  Play permits trying out new skills  Strides in conscience development Guilt  Overly strict superego, or conscience, causing too much guilt  Related to parental  threats  criticism  punishment Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

7. Self-Understanding  Emerging language skills enable children to discuss inner mental states  Self-awareness supports development of self-concept © Angela Luchianiuc/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

8. Self-Concept Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.  Consists largely of  observable characteristics (appearance, possessions, behavior)  typical emotions and attitudes (“I like/ don’t like …”)  Does not yet reference personality traits (“I’m shy”) © michaeljung/Shutterstock Exploring Lifespan Development Third Edition  Laura E. Berk

9. Self-Esteem  Self-judgments and associated feelings © David Piryu/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk  What do you think Erikson would say about the impor- tance of self- esteem in emo- tional develop- ment? Hint: guilt, shame and doubt are the self-conscious emotions)

10. Self-Esteem (cont’d) Preschoolers tend to overestimate their competence. Why? Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

11. Emotional Understanding  Preschoolers correctly judge  causes of emotions  consequences of emotions  behavioral signs of emotions  Parents, siblings, peers, and make-believe play contribute to understanding Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

12. Emotional Self-Regulation  By age 3 – 4, aware of strategies for adjusting emotional arousal. Give an example  Affected by  temperament: effortful control  warm parents who use verbal guidance © MNStudio/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

13. Self-Conscious Emotions  Examples:  Shame  Embarrassment  Guilt  Pride  Depend on adult feedback  Vary across cultures © Ami Parikh/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

14. Empathy and Sympathy Sympathy Feeling concern or sorrow for another’s plight Empathy Feeling same or similar emotions as another person Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk What is pro-social, altruistic behavior? Is that a quality we want our children to have?

15. Individual Differences in Empathy Factors that encourage empathy, sympathy, and prosocial behavior:  Temperament:  sociable  assertive  good at emotional self-regulation  Parenting: warm, sensitive parents who  show empathic concern  encourage emotional expressiveness Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

16. Peer Relations: Play Nonsocial activity  Unoccupied, onlooker behavior  Solitary play Parallel play  Plays near other children with similar materials  Does not try to influence them Associative play  Engages in separate activities  Exchanges toys and comments Cooperative play  Orients with peers toward a common play goal Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

17. Cognitive Play Categories Functional play (0–2 years)  Simple, repetitive motor movements, with or without objects Constructive play (3–6 years)  Creating or constructing something Make-believe play (2–6 years)  Acting out everyday and imaginative roles Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

18. Cultural Variations in Play  Collectivist cultures  stress group harmony  encourage group cooperation  How is this different from play in individualistic societies? © Dragon Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

19. Early Childhood Friendships  Someone who “likes you,” plays with you, shares toys  Friendships change frequently  Benefits of friendships:  social support: cooperation and emotional expressiveness  favorable school adjustment Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. © Dragon Images/Shutterstock Exploring Lifespan Development Third Edition  Laura E. Berk

20. Perspectives on Moral Development Psychoanalytic  Freud: superego and guilt  New evidence: induction, empathy-based guilt Social learning  Modeling moral behavior  Punishment Cognitive- developmental  Children as active thinkers about social rules Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

21. Can Operant Conditioning Account for Moral Development? Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk DEFINITIONS: Reinforcement: a consequence of behavior that makes a behavior more likely to occur in the future under similar circumstances. Punishment: a consequence of a behavior that makes the behavior less likely to occur in the future under similar circumstances

22. Limitations of Operant Conditioning for Moral Development Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk There are limited opportunities for reinforcement of moral behavior. A behavior cannot be reinforced until it occurs. Advantages of physical punishment: stops unwanted behavior immediately Disadvantages of physical punishment  May become a habit; can lead to child abuse. Punishment and the quick removal of bad behavior is reinforcing to the parent  Creates fear, resentment and anger in the child, causing child to focus on own distress rather than develop empathy

23. Limitations of Operant Conditioning for Moral Development Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk Disadvantages of physical punishment (cont’d)  Models the behavior it intends to eliminate  To avoid punishment, child may avoid the punishing parent, removing opportunities for moral instruction  When punished children have children of their own, they may be more accepting of physical punishment or even abuse (“cycle of violence”)

24. Prevalence of Corporal Punishment by Children’s Age Figure 8.1 (From M. A. Straus & J. H. Stewart, 1999, “Corporal Punishment by American Parents: National Data on Prevalence, Chronicity, Severity, and Duration, in Relation to Child and Family Characteristics,” Clinical Child and Family Psychology Review, 2, p. 59. Adapted with kind permission from Springer Science+Business Media and Murray A. Straus.) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

25. Punishment: Cultural Differences Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk “In Caucasian- American families, physical punishment was positively associated with adolescent aggression and anti­ social behavior. In African-American families, by contrast, the more mothers had disciplined physically in childhood, the less their teenagers displayed angry, acting-out behavior and got in trouble at school and with the police.(Landsford, et al., 2004)… “In black families, such discipline is typically culturally approved and often mild, delivered in a context of parental warmth, and aimed at helping children become responsible adults.” (Berk, 2014, p. 209)

26. Punishment in Early Childhood Frequent harsh punishment has negative side effects. Alternatives to harsh punishment  Time out  Withdrawing privileges  Positive parenting Parents can increase effectiveness of punishment  Consistency  Warm parent–child relationship  Explanations Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk Bandura “Bobo doll” video

27. Types of Aggression  Proactive (instrumental):  meant to help the child get something he or she wants  self-initiated  Reactive (hostile):  meant to hurt someone  defensive response to provocation © AJP/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

28. Sources of Aggression  Individual differences:  gender  temperament  Family:  harsh, inconsistent discipline  cycles of such discipline, whining/giving in  Media violence Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

29. Expressions of Hostile Aggression Type How the Harm Is Caused Physical  Physical injury Verbal  Threats of physical aggression  Name-calling  Teasing Relational  Social exclusion  Malicious gossip  Friendship manipulation Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

30. Risks of Media Violence  Increases  hostile thoughts and emotions  aggressive behavior  Creates short-term and long-term behavior problems © DenisNata/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

31. Positive Discipline Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

32. Is Morality Inborn? Karen Wynn & Paul Bloom Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk 60 Minutes: Born Good? Most 3-month-old babies look longer at helpful puppet rather than an unhelpful puppet Most babies prefer puppet that has same snack preference as they do

33. Cognitive perspective: Moral Imperatives, Social Conventions, and Personal Choice Moral imperatives  Actions that protect people’s rights and welfare Social conventions  Customs determined solely by social consensus Matters of personal choice  Do not violate rights  Up to the individual Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

34. Gender Stereotypes  Strengthen and operate as blanket rules in early childhood  Preschoolers associate toys, clothing, household items, occupations, behavior, and more with gender  Young children’s rigid gender stereotypes are a joint product of  gender stereotyping in the environment  cognitive limitations Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

35. Influences on Gender Typing  Genetic:  evolutionary adaptiveness  hormones  Environmental:  family  teachers  peers  broader social environment © glenda/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

36. Theories of Gender Identity Social learning Gender-typed behavior leads to gender identity Cognitive- developmental Self-perceptions (gender constancy) precede gender-typed behavior Gender schema Combines social learning and cognitive-developmental features Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

37. Reducing Gender Stereotyping  Delay exposure to stereotyped messages.  Limit traditional gender roles.  Provide nontraditional models.  Encourage flexible beliefs. © Monkey Business Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

38. Outcomes of Child-Rearing Styles Authoritative  self-control, moral maturity, high self-esteem Authoritarian  anxiety, unhappiness, low self-esteem, anger, defiance Permissive  impulsivity, poor school achievement Uninvolved  depression, anger, poor school achievement Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

39. Characteristics of Child-Rearing Styles AcceptanceInvolvementControlAutonomy Authoritativehigh adaptiveappropriate Authoritarianlow highlow Permissivehigh too low or too high lowhigh Uninvolvedlow indifferent Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

40. Cultural Variations in Child-Rearing Chinese  Shame, withholding praise in context of reasoning and affection Hispanic/Asian Pacific Islander/Caribbean  Firm respect for parental authority  High parental warmth Low-SES African-American  Strictness; immediate obedience  Warmth and reasoning Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

41. Child Maltreatment Physical abuse  Assaults resulting in physical injury Sexual abuse  Fondling, intercourse, pornography, and other forms Neglect  Failing to meet children’s basic needs Emotional abuse  Social isolation, unreasonable demands, humiliation, intimidation, and other forms Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

42. Factors Related to Child Maltreatment  Parent characteristics  Child characteristics  Family characteristics  Community  Culture © Pixel Memoirs/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

43. Consequences of Child Maltreatment  Emotional:  poor emotional self-regulation  impaired empathy/sympathy  depression  Adjustment:  substance abuse  violent crime  Learning:  impaired working memory and executive function  low academic motivation Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. © altanaka/Shutterstock Exploring Lifespan Development Third Edition  Laura E. Berk

44. Preventing Child Maltreatment  Intervening with high-risk parents  Social supports for families:  Parents Anonymous  home visitation— Healthy Families America Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk © Lisa F. Young/Fotolia

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