1. Emotional & Social Development In Early Childhood Chapter 10: pgs
(Infants & Children)

2. Erikson’s Theory (pg 357) ___________ _________
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 358)
__________________________emerges, as language development enables children to talk about their own subject experience of being
_____________-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 361)
Make great strides between 2-6 yrs old
understanding of others’ emotions becomes more accurate; better able to talk about feelings
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 ____________________ through _________________
the more parents ______________feelings, the better developed their emotional understanding is
parents who are in tune with their own emotional experiences tend to be supportive & patient with their preschoolers, offering suggestions & explanation
________________________________________________
_____________ helps children to improve their ability to manage their emotions (“_____________”)
begin to use ______________ to inhibit impulses & shift attention
_______________ affects the development of self-regulation

6. Emotional Development…cont’d
Preschoolers become sensitive to ______ & _______
experience __________________ (feelings that involve injury to or enhancement of their sense of self)
________ serves as a motivator for ________ or altruistic behavior (actions that benefit another person without any expected reward for the self)
Temperament and __________________ affect empathy & sympathy

7. CSEFEL Pyramid Model
_______=Center on the Social Emotional Foundations for Early Learning
A model to support children’s _____________ and to __________________________ (Fox et al., 2003)
1. effective workplace (yellow tier)
2.engage in ____________________ (blue tier)
3. develop _______________________
_______________ (blue tier)
4. provide systematic, explicit social &
emotional support & instruction (green)
5. develop and implement an individualized
intervention (red tier)
** Start at bottom of pyramid and work your way up; each step is
increasingly intensive, but is needed by fewer children

8. Peer Relations & Sociability in Play (pg 365)
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

9. Developmental Sequence of Cognitive Play Categories (Table 10
Developmental Sequence of Cognitive Play Categories (Table 10.1, pg 367)
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
Acting out everyday and imaginative roles
2–6 years

10. Lecture Supplements Handout-Caring for Preschoolers in Child Care…
Quote-Frobel “Play”
_________________-an advanced form of cooperative play
______ participate more in sociodramatic play, where _____ participate in more in friendly, vigorous interactions called _______ ________________
both require children to understand emotions, exercise self-control, and respond to other children’s verbal/nonverbal cues

11. Friendships… first friendships preschoolers definition…
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
_________________________=________________ _____________ in 1st grade (Konold & Pianta, 2005)
children who begin kindergarten w/friends in their class or readily make new friends adjust to school more favorably (Proulx & Poulin, 2013)

12. Gender Typing (pg 384)
-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)

13. Gender Typing…cont’d Influences:
___________ (biological)-sex hormones affect human play styles
____________________ (unemployment, divorce, death) may influence prenatal hormones, and it has been linked to “masculine” behaviors among preschool girls (Barrett et al., 2014)
__________________
family & parenting practices-expectations, gender-appropriate toys
fathers, especially, tend to insist boys conform to gender roles
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

14. Gender Identity (pg 389)
________________-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

15. Child Rearing (pg 392)
_________________-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
__________________
___________

16. Styles of Child Rearing (pg 393, 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

17. Positive Parenting & Positive Discipline
Strategy
Explanation
Use transgressions as opportunities to teach
When child engages in unsafe behavior, intervene firmly & instruct to behave prosocially
Reduce opportunities for misbehavior
Ex. on long car trips=provide activities
Ex. at supermarket=let them help with shopping
Provide reasons for rules
Make sure reasons are fair to all concerned, rules should be reasonable & rational
Arrange for children to participate in family routines & duties
Children develop a sense of responsible participation in family & community life
When children are obstinate, try compromising & problem solving
First, express understanding of the child’s feelings, suggest a compromise, help to problem solve an appropriate solution
Encourage mature behavior
Express confidence in child’s abilities & appreciation for effort & cooperation, adult encouragement goes a long way!
Be sensitive to children’s physical & emotional resources
When children are tired, ill, or bored, they are likely to engage in improper behaviors; help to meet the child’s needs