1. Invitation to the Life Span by Kathleen Stassen Berger
Chapter 6 – Early Childhood: Psychosocial Development
These colors actually are a template design in PPT, but match the scheme of the book…do you agree? If so, this will be an easy formatting task. The cover has been revised to reflect the new title “Invitation to the Life Span”. I’ve been waiting to get it, that’s why this slide has been delayed getting to you…but I didn’t want to wait any longer. So the cover needs to be swapped in/out when it arrives. Lastly, I got rid of the chapter outline…as it’s repetitive. Do you agree?

2. Erikson’s Psychosocial Stages
Trust v. Mistrust – Infant; hope, security
Autonomy v. Shame & Doubt – toddler; control, will
Initiative v. Guilt – 3-6y; assertiveness, purpose
Industry v. Inferiority – 6-12y; competence
Identity v. Role Confusion – teen; “Who am I?”
Intimacy v. Isolation – young adult; love
Generativity v. Stagnation – mid-adult; care and contributions to next generation
Ego Integrity v. Despair – old age; reflection on a good life

3. Emotional Development
Initiative vs. Guilt
Erikson’s third psychosocial crisis
Children undertake new skills and activities
Feel guilty when they do not succeed at them
Guilt: Self-blame that people experience when they do something wrong

4. Emotional Development
Emotional Regulation: Ability to control when and how emotions are expressed
Psychopathology: is an illness or disorder that involves the mind.
First signs of psychopathology is the lack of emotional control
May be due to neurological damage
Extensive stress can kill some neurons and stop others from developing properly

5. Seeking Emotional Balance
Externalizing problems: Involves expressing powerful feelings through uncontrolled physical or verbal outbursts
Lashing out at other people or breaking things
Internalizing problems: Involves turning one’s emotional distress inward
Feeling excessively guilty, ashamed, or worthless

6. Sex Differences in Emotional Regulation
Neurological and hormonal effects:
Boys tend to be aggressive (externalizing)
Girls tend to be anxious (internalizing)
Psychopathology is not typical!
Children usually learn to regulate emotions through brain maturation and parental nurturing

7. Emotional Development
Self-esteem: evaluation of his or her own worth, either in specifics (e.g., intelligence, attractiveness) or in general.
Self-concept: understanding of who he or she is, incorporating self-esteem, physical appearance, personality, and various personal traits

8. Motivation
Intrinsic motivation: A drive, or reason to pursue a goal, that comes from inside a person
Increases self-esteem, self-worth etc..
Extrinsic motivation: A drive, or reason to pursue a goal, that arises from the need to have one’s achievements rewarded from outside a person
Rewards, material possessions, recognition from others
The promise of extrinsic motivation to a person that already enjoys doing that “____” UNDERMINES intrinsic motivation.

9. Parenting Styles
Diana Baumrind (1967, 1971): Parents differ on 4 important dimensions:
Expressions of warmth: From very affectionate to cold and critical
Strategies for discipline: differ on how they explain (if at all), criticize, persuade, ignore, and punish.
Communication: Some listen patiently; others demand silence.
Expectations for maturity: vary in the standards they set regarding responsibility and self-control.

10. Baumrind’s Patterns of Parenting
Authoritarian parenting
Permissive parenting
Authoritative (Democratic) parenting
Neglectful/uninvolved parenting

11. Implications of Parenting Style
Authoritarian parenting: High behavioral standards, strict punishment of misconduct, and little communication
Children of Authoritarian parents tend to
become conscientious, obedient, and quiet but not especially happy
feel guilty or depressed and blame themselves when things don’t go well
rebel as adolescents and leave home before age 20

12. Implications of Parenting Style
Authoritative (Democratic) parenting: Parents set limits and enforce rules but are flexible and listen to their children
Children of Authoritative (Democratic) parents tend to:
be successful, articulate, happy with themselves, and generous with others
Be well-liked by teachers and peers, especially in societies in which individual initiative is valued

13. Implications of Parenting Style
Permissive parenting: High nurturance and communication but little to no discipline, guidance, or control over kids
Children of Permissive parents tend to:
be unhappy and lack self-control, especially in peer relationships
suffer from inadequate emotional regulation
be immature and lack friendships (main reason for their unhappiness)
continue to live at home, still dependent, in early adulthood

14. Implications of Parenting Style
Neglectful/uninvolved parenting: Parents are indifferent toward their children and unaware of what is going on in their children’s lives
Children of Neglectful/uninvolved parents tend to:
be unhappy and lack self-control, especially in peer relationships
suffer from inadequate emotional regulation
be immature, have problems at school, legal problems

15. Moral Development
Empathy: The ability to understand the emotions and concerns of another person, especially when they differ from one’s own. Antipathy: Feelings of dislike or even hatred for another person. Antisocial behavior: Actions that are deliberately hurtful or destructive to another person. Prosocial behavior: Actions that are helpful and kind but that are of no obvious benefit to the person doing them

16. Types of Aggression
Instrumental aggression: Hurtful behavior that is used to obtain or retain a desired toy.
most likely to increase from age 2 to 6
Reactive aggression: Impulsive retaliation for another person’s intentional or accidental action (verbal or physical)
lack of emotional regulation
Relational aggression: Non-physical acts, such as insults or social rejection, aimed at harming the social connection between the victim and other people.
antisocial and can be very hurtful
Bullying aggression: Unprovoked, repeated physical or verbal attack; typically on defenseless victims
Sign of poor emotional regulation; adults should intervene

17. Discipline and Children’s Thinking
Remember theory of mind. Young children gradually come to understand things from other viewpoints.
Remember emerging self-concept. the sense of self is developing, sharing becomes more difficult.
Remember fast-mapping. Young children are eager to talk and think but lack understanding; talking before AND after misbehavior help children learn.
Remember that young children are not logical. Children may disconnect a misdeed from the punishment.

18. Punishment
Physical punishment: increases obedience temporarily, but increases the possibility of later aggression.
Psychological control: A disciplinary technique that involves threatening to withdraw love and support and that relies on a child’s feelings of guilt and gratitude to the parents.
Time-out: A disciplinary technique in which a child is separated from other people and activities for a specified time.

19. Sex and Gender
Sex differences: Biological differences between males and females, in organs, hormones, and body shape
Gender differences: Differences in the roles and behaviors defined by culture for males and females
Initial confusion about gender and sex
Age 2: most are aware if they are a boy/girl
Age 4: children tend to assign certain toys and roles as appropriate for one gender but not the other.
Age 8: Belief that their biological sex is a permanent trait

20. Theories of Gender Differences
Psychoanalytical Theory
Phallic stage:
Freud’s 3rd stage of development
Penis becomes the focus of concern and pleasure
Oedipus complex: boys unconscious desire to replace their fathers and win their mothers’ exclusive love
Electra complex: girls unconscious desire to replace their mothers and win their fathers’ exclusive love.

21. Theories of Gender Differences
Identification: An attempt to defend one’s self-concept by taking on the behaviors and attitudes of someone else.
Superego:
Psychoanalytic theory
Judgmental part of the personality
Internalizes the moral standards of the parents and constraints of society

22. Theories of Gender Role Differences
Behaviorism: Learned behaviors; taught by parents and society. Reinforcement for appropriate gender-role behavior and punishment for inappropriate behavior
Social learning theory: Children observe men and women’s behaviors. Determine appropriate behaviors from people they perceive as nurturing, powerful, and similar to themselves
Cognitive theory: focuses on children’s understanding of male–female differences
Gender schema: general belief about gender differences; based on personal experiences

23. Theories of Gender Role Differences
Systems theory: most complex and comprehensive explanations for gender differences. Every culture teaches a particular set of values and attitudes
parents and peers, ideas and customs all interact, affecting each child
Androgyny: A balance within one person of traditionally masculine and feminine psychological characteristics.
Can only be taught IF culturally acceptable