1. Infants, Children, and Adolescents Laura E. Berk 6th edition
Chapter 10
Emotional and Social Development in Early Childhood
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2. Erikson’s Theory: Initiative versus Guilt
Overly strict superego, or conscience, causing too much guilt.
Related to excessive threats, criticism, punishment from adults.
Initiative
Eagerness to try new tasks, join activities with peers.
Play permits trying out new skills.
Act out highly visible occupations.

3. Self-Understanding I-self Me-self
Includes the realization that the self is separate from the surrounding world; remains the same person over time; has a private, inner life, and controls own thoughts and actions.
Me-self
Consists of all qualities that make the self unique, including physical characteristics, psychological characteristics, and social characteristics.

4. The I-self and the Me-self

5. Self Concept Based on: Observable characteristics
Appearance
Possessions
Behavior
Typical Emotions and Attitudes
The richness of life-story narratives help children understand themselves.
Asserting rights to objects (“Mine!”) helps define boundaries of self

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

7. Emotional Development in Early Childhood
Parenting strongly influences preschoolers’ emotional competence
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

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

9. Social Experience and Emotional Understanding
Caregivers:
Label and explain emotions
Discuss feelings that highlight the emotional significance of events
Scaffold emotional thought
Siblings and Friends:
Negotiate
Act out emotions in play

10. Emotional Self-Regulation
Language helps children to improve their ability to regulate their emotions.
Effortful control is vital in managing emotions in early childhood.

11. Empathy and Sympathy Prosocial or altruistic behavior
Temperament plays a role in the level of empathy children can show others. Those that have difficulty regulating emotions feel personal distress when others are in distress.
Parenting affects empathy and sympathy.

12. 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

13. 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

14. Early Childhood Friendships
Someone who likes you, plays with you, and shares toys.
Friendships change frequently.
Friends more reinforcing, emotionally expressive than non-friends.
Social ability contributes to academic performance.

15. The Social Problem-Solving Process

16. 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

17. 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

18. The Power of Inductive Discipline
Gives children information about how to behave that they can use in future situations.
Encourages sympathy and concern, which motivates prosocial behavior.
Gives children reason for changing their behavior and encourages moral standards that make sense.
Children form a script that can deter future transgressions.

19. Characteristics of Good Models of Moral Behavior
Warmth and responsiveness
Competence and power
Consistency between words and behavior

20. 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

21. Corporal Punishment and Age of Child

22. Using Positive Discipline
Use transgressions as an opportunity to teach.
Reduce opportunities for misbehavior.
Provide reasons for rules.
Arrange for children to participate in family routines and duties.
When children are obstinate, try compromising and problem solving.
Encourage mature behavior.
Be sensitive to children’s physical and emotional resources.

23. Moral Imperatives and Social Conventions
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

24. Types of Aggression
Physical
Harms others through physical injury or destroying another’s property
Verbal
Harms others through threats of physical aggression, name-calling, or hostile teasing
Relational
Damages another’s peer relationships through social exclusion, malicious gossip, or friendship manipulation

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

26. Childhood TV Viewing and Later Aggression

27. Influences on Gender Typing
Genetic
Evolutionary adaptiveness
Hormones
Environmental
Family
Teachers
Peers
Broader Social Environment

28. Theories of Gender Identity in Early Childhood
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

29. Mothers’ and Children’s Use of Generic References to Gender During Storybook Conversations

30. Cognitive Pathways for Gender-Schematic and Gender-Aschematic Children

31. Child-Rearing Styles
Authoritative
Authoritarian
Permissive
Uninvolved

32. What Makes Authoritative Child-Rearing Effective?
Warm, involved parents provide models of caring concern as well as confident, self-controlled behavior.
Children are far more likely to comply with and internalize control that appears fair and reasonable.
Authoritative parents let children know that they are competent individuals, which fosters self-esteem and maturity.
Supportive aspects of the authoritative style including parental acceptance, involvement, and rational control, are powerful sources of resilience.

33. Child Maltreatment
Physical abuse
Sexual abuse
Neglect
Emotional abuse

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

35. Impact of a Home Visitation Program on Preventing Child Abuse