1. Emotional & Social Development In Early Childhood Chapter 10: pgs. 364-375, 378- 385, 390-401

2. Erikson’s Theory (pg 366) ___________  Eagerness to try new tasks, join activities with peers  Play permits trying out new skills, learning about self & social world  Act out highly visible occupations & family scenes _________  Overly strict superego, or conscience, causing too much guilt  Related to excessive threats, criticism, punishment from adults

3. Self-concept & Self-esteem (pg 365)  _____________-the set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is 3-5 yrs old=very ____________: observable characteristics such as their name, physical appearance, possessions, & everyday behaviors (Harter, 2006; Watson, 1990) Begin to understand life-story narratives and video images of themselves (age 4)  ____________- judgments we make about our own worth 4 yrs old=have several self-judgments (learning things well in school, making friends)

4. Emotional Development (pg 367)  Make great strides between 2-6 yrs old Understanding of others’ emotions becomes more accurate Emotional _________________ improves Empathy, sympathy, and prosocial behavior increases  _____________ strongly influences preschoolers’ emotional competence  4-5 yrs=correctly judge the causes for basic emotions (“He’s happy because he’s…”)

5. Emotional Development…cont’d  Children gain emotional understanding through social experiences  __________ play an important part: Labeling emotions; explanations of emotions Securely attached (child-parent) Maternal prompting of emotions Acknowledgment of children’s emotional reactions  _____________ helps children to improve their ability to regulate their emotions

6. Emotional Development…cont’d  Begin to use effortful control to inhibit impulses & shift attention  Become sensitive to praise & blame  ____________ serves as a motivator for prosocial or altruistic behavior (actions that benefit another person without any expected reward for the self)  ___________affect empathy & sympathy=warm & encouraging

7. Peer Relations & Sociability in Play (pg 372)  2-5 yrs=rise in joint, interactive play (Mildred Parten, 1932)  3-step sequence: (Allyn & Bacon, 2008) __________  Unoccupied, onlooker behavior  Solitary play ____________________  Limited form of social interaction  Plays near other children with similar toys, but does not try to influence them ___________________  Associative play - engage in separate activities but exchange toys/make comments  Cooperative play - children orient towards a common goal during play

8. Developmental Sequence of Cognitive Play Categories (Table 10.1, pg 373)  Each type of play (nonsocial, parallel, cooperative) displays the cognitive maturity of the child into 3 different play categories: (Allyn & Bacon, 2008) __________ Play Simple, repetitive motor movements, with or without objects 0–2 years ___________ Play Creating or constructing something 3–6 years ___________ Play Acting out everyday and imaginative roles 2–6 years

9. Friendships…  first friendships important for __________ and ____________ development  preschoolers definition someone “who likes you” and with whom you spend a lot of time playing  4-7 yrs=more pleasurable & sharing of toys  change frequently  social ability contributes to academic performance above –average social skills=better academic achievement in 1 st grade (Konold & Pianta, 2005)

10. Gender Typing (pg 390)  -an association of _______, ________, ______, or _______ with one sex or the other in ways that conform to cultural stereotypes (Liben & Bigler, 2002)  ___ yrs=use words such as “boy,” “girl,” “man”  Preschoolers associate toys, clothing, tools, household items, colors, etc with one sex or the other (Giles & Heyman, 2005)  _______ reflect _______ Boys-active, impulsive, assertive, overtly aggressive Girls-more fearful, dependent, compliant, considerate, emotionally sensitive (Bosacki & Moore, 2004)

11. Gender Typing…cont’d  Influences: ___________ (biological)-sex hormones affect human play styles __________________ ○ family & parenting practices-expectations, gender-appropriate toys) ○ teachers-emphasize gender differences ○ peers-as the time spent w/same sex play partners increases, so does gender-type beliefs ○ broader social environment-occupations, leisure activities, TV

12. Gender Identity (pg 395)  ________________-an image of oneself as relatively masculine/feminine in characteristics  ______________-understanding that gender remains the same over time  _________________-realization that gender in not altered by superficial changes in clothing or activities

13. Child Rearing (pg 398)  _________________-combinations of parenting behaviors that occur over a wide range of situations, creating an enduring, child-rearing climate  three features that consistency differentiate an effective style from a less effective style __________________ ___________ __________________

14. Styles of Child Rearing (pg 399, Table 10.2) the ________________________________ high acceptance & involvement; warm, attentive & sensitive to child’s needs exercises firm, reasonable control child makes some appropriate decisions on own (gradual, appropriate autonomy granting) ___________ ____________________________;appears cold & rejecting makes many demands, uses __________________________ makes all decisions for the child; rarely listens to child’s point of view Authoritarian warm & accepting, but overindulgent or inattentive makes little effort to control child’s behavior; makes few or little demands allows children to make many decisions for themselves at any age, even when they are not capable of doing so ___________ low acceptance & involvement; emotionally detached/depressed, overwhelmed w/life makes little effort to be a part of the child’s life; makes few or no demands indifferent to the child’s decision making & point of view a form of child maltreatment/neglect Uninvolved