1. Socioemotional Development in Early and Middle Childhood
Chapter
10 & 13
Socioemotional Development in Early and Middle Childhood
© 2013 The McGraw-Hill Companies, Inc. All rights reserved.

2. Terms
Physiological Gender
Chromosomal Gender
Gonadal Gender
Hormonal Gender
Genital Gender
Gender Identity
Gender Roles

3. Gender Male and female characteristics Development
Gender identity: Sense of own gender
Gender roles: sets of expectations (think, act, feel) for females and males
Gender typing: Acquisition of a traditional masculine or feminine role
Development
2 to 2 1/2 years – accurate identifying of pictures of boys and girls
3 years – display knowledge of gender stereotypes
Traditional stereotypes about activities, occupations, personality traits
View their own gender more positively
Older children become more flexible
Recognize individual differences

4. Theories of Gender Differences
Biology
Brain Differences
Sex hormones
Prenatal exposure may create predispositions
Activity preferences
Visual preference of infants
Psychoanalytic theory of gender
Oedipus (boys) and Electra (girls) complexes
Teaching Tip: Nursing & Health: Have students conduct an Internet search on all of the known factors related to the biological differences between men and women as they relate to sex differences and gender roles. Students should share their findings with the class. Did they find any factors that have not been scientifically proven?

5. Theories of Gender Differences
Evolutionary psychological view
Human adaptation from reproduction roles
Social influences
Adaptation due to social experiences
Social role theory:
Cultural definition of social hierarchy, gender differences in power, nurture, status

6. Theories of Gender Differences
Behaviorism / Social Cognitive Theory
Strict Behaviorism
Parents/society provide reinforcement for gender appropriate behavior.
Social Cognitive Theory
Rewards and punishment
Observational learning
Teaching Tip: Nursing & Health: Have students conduct an Internet search on all of the known factors related to the biological differences between men and women as they relate to sex differences and gender roles. Students should share their findings with the class. Did they find any factors that have not been scientifically proven?

7. Theories of Gender Differences
Cognitive influences
Children motivated to conformity behavior
Gender schema theory
Children gradually develop schemas of what is gender-appropriate and gender-inappropriate in their culture
Gender schema - Organizes world in terms of female and male

8. Gender Parental influences Peer influences
Mothers’ socialization strategies
Fathers’ socialization strategies
Peer influences
Gender composition of children’s groups
Group size
Interaction in same-sex groups

9. The Self – Early Childhood
Initiative versus guilt
Third of Erikson’s eight stages
Initiative - Enthusiasm for new activities
Guilt - Governs initiative, lowers self-esteem
Self-understanding
Child’s representation of self; substance and content of child’s self-conceptions

10. Self-Understanding – Early Childhood
Self-recognition
Young children view self in physical terms
Traits and emotions included by age 4 to 5; descriptions usually unrealistic, positive
Children’s ability to understand others varies
Understands others’ statements may be untrue

11. The Self – Middle Childhood
Development of self-understanding
Children increasingly include physiological characteristics and traits in self-descriptions
Self-understanding includes social groups, comparisons, and self-evaluations

12. The Self – Middle Childhood
Understanding others
Perspective taking increases with age
Occurs about ages 6 to 8
Judging others’ intentions, purposes, actions
Important in social attitudes and behaviors
Increased skepticism of others’ claims with age
Cross-culturally
Chinese child expect more modesty in self-reports of others

13. The Self – Middle Childhood
Self-esteem and self-concept
Self-esteem
Global evaluations of the self
Self-worth, self-image
Perceptions may not always match reality
Variations linked to child’s development
High self-esteem linked to more initiative
Link to academic performance is modest
Most research is correlational

14. The Self – Middle Childhood
Self-regulation
Increased capacity with age, development
Erikson’s Industry versus Inferiority
Encouragement increases child’s sense of industry; criticism results in inferiority
Develop sense of competence or incompetence in attempt to master skills

15. Parenting Social and emotional development shaped by:
Caregiver-child attachment
Temperament and biology
Social experiences and context
Good parenting takes time and effort
Quality counts
Parenting styles have effects

16. FIGURE 10.2 - CLASSIFICATION OF PARENTING STYLES

17. Baumrind’s Parenting Styles
Authoritative Parents
High on Warmth, High on Restrictiveness
Clear Communication
Self-reliance, independence, high self-esteem, and social competence
Authoritarian Parents
Low on Warmth, High on Restrictiveness
Low Communication
Less socially competent, lower self-reliance, and self-esteem

18. Baumrind’s Parenting Styles
Permissive Parents
Permissive – Indulgent
High Warmth, Low Restrictiveness
Mixed Communication
Less competent in school but fairly high in social competence and self-confidence
Rejecting – Neglecting
Low warmth, Low Restrictiveness, Low Communication
Least competent, responsible, and mature children
Teaching Tip: Have students classify their own parents according to one (or more) of Baumrind’s parenting patterns. What effect do they think the parenting pattern had on their personality and behavior as adults?

19. Parenting Parenting styles in context Asian American families
Training yields positive outcomes
Latino childrearing
Encourage development of family and self- identity; requires respect and obedience
African American families
More use of physical punishment

20. Parenting
Punishment
For centuries, corporal punishment seen as necessary method of discipline
Cross-culturally:
Canada and U.S. highly favored corporal punishment

21. Parenting Punishment Research: spanking outcomes linked to:
Antisocial behavior in children: cheating, lying, bullying, fighting, disobedience
Lower levels of moral internalization
Poorer mental health
Negative adjustment in school
Depression and external problems in later adolescence (i.e., delinquency)

22. Parenting Reasons to avoid physical punishment Experts recommend
Provides out-of-control role models
Punishment instills negative feelings
Fails to tell or show what is expected
Punishment can be abusive
Experts recommend
Reasoning, use of time-out
Coparenting is important

23. Developmental Changes in Parent-Child Relationships
As child ages
Less time spent with parents
Parents are ‘gatekeepers’, provide scaffolding as child assumes more responsibility
Support, stimulate, influence academic achievement and out-of-school activities
Co-regulation in middle/late childhood
Autonomy shift at about age 12 or later

24. Parents as Managers Roles Family management practices
Provide opportunities, monitor behavior, social arrangers
Mothers manage more than fathers
Family management practices
Positively related to grades, self-responsibility
Negatively related to school problems
Important functions
Maintain routines, effective monitoring of child

25. Changing Family in a Changing SOCIAL WORLD
Working parents
Positive and negative effects
Majority of mothers with minor children work
Children more egalitarian gender views
Risk of child problems
If work stress spills over into home
Affected by marital status of parents; children of divorce at higher risk

26. Single-Parent Families in Different Countries
Percent of families with
children under 18 20 30 15 10 5 25
Australia UK
Japan
Canada
USA
Germany
Sweden
France

27. Changing Family in a Changing Society
Children in divorced families
More externalized problems
More internalized problems; low self-esteem
Less socially responsible
High risk of school drop out
Less competent in intimate relationships
Sexually active at an earlier age
Higher risk of substance use
Higher risk of delinquent behaviors

28. Changing Family in a Changing Society
Conflict in nondivorced families
May have negative consequences on children; emotional problems
Child’s vulnerability affected by
Personality and temperament
Gender and maturity level
Parental style, involvement, and custody situation
Socioeconomic status

29. Caring for Children Communicating with children about divorce
Explain the separation; it is not child’s fault
Explain that it may take time to feel better
Keep the door open to more communication
Provide as much continuity as possible
Provide support for child and self

30. Changing Family in a Changing Society
Gay male and lesbian parents
Child born from heterosexual relationship, donor insemination and surrogates, adoption
Family composition varies (single parent, etc.)
No differences in child adjustment and mental health when compared to child of heterosexual union
Most children grow up to be heterosexual

31. Changing Family in a Changing Society
Cross-cultural studies
Cultural variation in family roles; how children should be raised
Economic globalization impacts differences
Ethnic families, traditions have changed
Size and extended family contact
Dual-parent incomes, use of childcare
More stress for ethnic minority families
Lower educational levels for minorities

32. Changing Family in a Changing Society
Socioeconomic status
Less access to resources for lower SES
Low SES parents stress child conformity; more authoritarian and use of physical punishment
High SES parents stress self-control; less use of physical punishment
Affects parental views on education

33. Stepfamilies Divorce, remarriage – common in U.S.
10% higher divorce risk after remarriage
Half of divorces with children; remarriage within 4 years
More challenges for parents in remarriage
Establish new relationships in stepfamily
Renegotiate existing relationships
Better child adjustment in long-established simple stepfamilies

34. Stepfamilies Other facts Three common types
Rare: a biological parent deceased
Children usually have better relationship with custodial parent than stepparent
Three common types
Stepfather (custodial mother)
Stepmother (custodial father)
Blended or complex (both parents bring children into stepfamily) – adolescence hardest

35. Emotional Development
Emotions experienced every day
Seek to understand emotional reactions of others, control their own emotions
Self-conscious emotions
Self-awareness at about 18 months
In early childhood: pride, embarrassment, shame, guilt are common

36. Emotional Development
Language and understanding of emotion
Most change: increased understanding and ability to talk about emotions (others & self)
Emotional regulation
Key to managing demands and conflicts
Parents affect success, model and provide:
Emotional coaching
Emotional dismissing

37. Moral Development
Thoughts, feelings, behaviors regarding rules and conventions about what people should do in interactions with other people
Freud’s psychoanalytic theory
Moral development in super ego
Behavior motivated by guilt
Empathy is positive emotion
Perspective taking: discerning emotional states of others

38. Moral Development
Heteronomous morality: The first stage of moral development in Piaget’s theory, occurring from approximately 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people
Autonomous morality: The second stage of moral development in Piaget’s theory, displayed by older children (about 10 years of age and older)

39. Moral Behavior Behavioral view Social cognitive view Conscience
reinforcement, punishment, and imitation
Social cognitive view
Influenced by situation, self-control development, ability to delay gratification
Conscience
Internal standards of right and wrong
Affected by quality of caregiver-child relationships

40. Child Maltreatment 81% abused by parents
Mandatory reporting of suspected abuse
Types of child maltreatment
Physical
Child neglect
Sexual abuse
Emotional abuse

41. Child Maltreatment Context of abuse
Many factors cause child maltreatment
Culture
Family
Developmental characteristics of child
1/3 of abusive parents were abused as child (intergenerational transmission of abuse)

42. Child Maltreatment
Developmental consequences of abuse in childhood and adolescence
Poor emotional regulation
Problems in attachment and peer relations
Difficulty in adapting to school
Psychological problems (delinquency, depression)
Institutional placement and social class affect stress levels in maltreated children

43. Sibling Relationships and Birth Order
Quality can be positive and negative
Familiarity and intimacy varies among siblings
Birth order
Linked to personality characteristics
First born: high achievers, conscientious, adult-oriented, self-controlling, conforming
Later born: rebellious, liberal, agreeable
Parental interactions not the same

44. Sibling Relationships and Birth Order
Results of birth order research conflict
Only children
Stereotyped as ‘spoiled brat’ with undesirable characteristics
Research shows they are:
Achievement-oriented
Display desirable personality
Research: Birth order limited in predicting behavior

45. Peer Relations More time with peers as child ages
Positive or negative socialization experiences
Functions of peer groups
Promotes normal socioemotional development
Feedback, evaluations, judgments
Withdrawn children
Rejected, victimized, lonely, can be aggressive

46. Play Functions of play Essential to child’s health
Lowers anxiety, helps master conflicts and cope with life’s problems
Play therapy
Important context for cognitive development; builds skills and competencies
Promotes creativity and exploratory behavior

47. Types of Play
Sensorimotor: Infants derive pleasure from exercising their sensorimotor schemes
Practice: Repetition of behavior when new skills are being learned
Pretense/Symbolic: Occurs when child transforms physical environment into symbol
Social: Involves social interactions with peers
Constructive: Self-regulated creations or solutions
Games: Activities engaged in for pleasure; include rules

48. Television Child - More time with TV than parents
Negative and positive influences
Violence and aggression
Altered states of ‘rational’ thought
Program types linked to academic achievement
Creates passive learner