1. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Chapter 3: The Preschool Years Module 3.3 Social and Personality Development in the Preschool Years

2. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. FORMING A SENSE OF SELF

3. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Psychosocial Development: Resolving the Conflicts INITIATIVE = desire to act independently from parents and becoming autonomous GUILT = guilt of unintended consequences resulting in shame and self-doubt –3 to 6 years 175

4. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Self- Concept Definition - Identity - Set of beliefs about what we are like as individuals 176

5. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Preschooler Self-Concept Not “accurate” More optimistic Overestimates of abilities 176

6. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Cultural Influence View of self culturally bound –Collectivist Orientation: Asian –Individualistic Orientation: Western View of self family tied View of self individually directed 176

7. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Psychosocial Development Becoming their own person Making own decisions Shaping kind of person they are becoming 175

8. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Developing Racial and Ethnic Awareness Developmental Diversity Racial and ethnic identity begins to formalize Differences in skin color noticed early in life Cultural meaning attached to differences comes later 176

9. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Developmental Diversity By age 3-4 years many preschoolers: –Differentiate races –Mirror social attitudes 176

10. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Race Dissonance Minority children indicate preferences for majority values or people Result of powerful influence of dominant white culture NOT disparagement of own racial characteristics 176

11. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Gender Identity Sense of being male or female Well established by preschool years By age 2 years: –Consistently label themselves and others as male and female 177

12. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Gender Constancy Kohlberg (1966) –By age 4-5, children develop understanding of gender constancy Belief that people are permanently males or females because of fixed, unchangeable biological factors Gender schemas occur well before gender constancy is understood 177

13. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Gender and Play Differences noted in play of male and female preschoolers Males: More rough and tumble play Same sex playmate preference around 3 Females: Organized games and role playing Same sex playmate preference around 2 177

14. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Gender Expectations Expectations about gender-appropriate behavior more rigid and gender- stereotyped than adults up to 5 years Gender outweighs ethnic variables 177

15. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Snips, and snails…. Preschoolers expect boys to demonstrate: –Competence –Independence –Forcefulness –Competitiveness 177

16. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Sugar and spice... Preschoolers expect girls to demonstrate: –Warmth –Expressiveness –Nurturance –Submissiveness 177

17. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Theoretical Perspectives on Gender Biological –Inborn, genetic factors produce gender differences Social learning –Gender related behavior learned from observations of others’ behaviors Cognitive –Gender schemes form lens through which world is viewed 177

18. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Social Learning Perspective on Gender Gender related behaviors and expectations learned from observing others Books, media, television perpetuate gender related behavior and expectations 178

19. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Cognitive Perspective on Gender Gender schema or cognitive framework organizes relevant gender information Preschoolers begin developing “rules” about what is right and inappropriate for males and females 178

20. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Bem There…Done That Sandra Bem and androgynous children –Encouraged to follow gender roles that encompass characteristics thought typical of both sexes –Male-appropriate and female-appropriate traits 179

21. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Review and Apply REVIEW According to Erikson’s psychosocial development theory, preschool-age children move from the autonomy-versus-shame-and- doubt stage to the initiative-versus-guilt stage. During the preschool years, children develop their self-concepts, beliefs about themselves that they derive from their own perceptions, their parents’ behaviors, and society. Racial and ethnic awareness begins to form in the preschool years. 179

22. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Review and Apply APPLY What sorts of activities might you encourage a preschool boy to undertake to encourage him to adopt a less stereotypical gender schema? 179

23. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. FRIENDS AND FAMILY: PRESCHOOLERS’ SOCIAL LIVES

24. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Preschoolers’ Social Lives Increased interactions with the world at large Peers with special qualities Relationships based on companionship, play, entertainment Friendship focused on completion of shared activities 180

25. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. A Friend Indeed… You Can’t Come to my Birthday Party! View of friendship evolves with age and older preschoolers –See friendship as continuing state and stable relationship –Begin to understand concepts such as trust, support, shared interest 180

26. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Playing by the Rules: The Work of Play Children are interested in maintaining smooth social relationships with friends Children try to avoid and/or solve disagreements 180

27. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Learning to Play… Playing to Learn Play is critical to the overall development of young children –Changes over time –Becomes more sophisticated, interactive, cooperative –Gradually more dependent on social and cognitive skills 180

28. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. How can adults help?

29. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Categorizing Play Functional play: simple, repetitive activities typical of 3-year-olds that may involve objects or repetitive muscular movements Constructive play: activities in which children manipulate objects to produce or build something 180

30. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Building…inside and out! By age four, children engage in constructive play that: –Tests developing cognitive skills –Practices motor skills –Facilitates problem solving –Teaches cooperation 180

31. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Social Aspects of Play Parten (1932) Parallel Play Children play with similar toys, in a similar manner, but do not interact with each other 181

32. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Social Aspects of Play Parten (1932) Onlooker Play Children simply watch each other play 181

33. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Social Aspects of Play Parten (1932) Solitary Play Children play by themselves 181

34. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Social Aspects of Play Parten (1932) Associative Play Children interact with one another in groups of two or more Children share or borrow toys or materials, but do not do the same thing 181

35. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Social Aspects of Play Parten (1932) Cooperative Play Children play with one another, take turns, play games, and devise contests 181

36. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. The Smallest Great Pretenders Nature of pretend, or make-believe, play changes during the preschool period: –Becomes increasingly unrealistic and more imaginative –Change from using only realistic objects to using less concrete ones 181

37. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. What are you thinking, anyway? Preschoolers’ Theory of Mind Related to: –Brain maturation –Hormonal changes –Developing language –Opportunities for social interaction and pretend play –Cultural background 181

38. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Preschoolers’ Family Lives Increased number of single parent headed families Still most children do not experience upheaval and turmoil Strong, positive relationships within families encourage relationships with other children 182

39. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Effective Parenting: Teaching Desired Behavior AUTHORITARIAN –Exhibit controlling, rigid, cold style –Value strict, unquestioning obedience AUTHORITATIVE –Set firm, clear, consistent limits –Allow disagreement and use reasoning, explanations, consequences –Supportive parenting Types of Parenting and Discipline Patterns (Baumrind, 1980) 182

40. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Effective Parenting: Teaching Desired Behavior UNINVOLVED –Uninvolved in children’s lives –Set few limits PERMISSIVE –Involved with children –Place little or no limits or control on children’s behavior Types of Parenting and Discipline Patterns (Baumrind, 1980) 183

41. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Power Assertion, Induction, and Withdrawal of Love Power Assertion: intended to stop undesirable behavior though physical or verbal enforcement of parental control; includes demands, threats, withdrawal of privileges, spankings. Generally induces fear. Least effective. Induction: encourage desirable behavior (or discourage undesirable behavior) by reasoning with child; includes setting limits, demonstrating logical consequences, explaining, discussion, getting ideas from child about what is fair. Most effective.

42. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Power Assertion, Induction, and Withdrawal of Love Withdrawal of Love: may include ignoring, isolating, showing dislike for child. Psychological Aggression Verbal attacks that may result in psychological harm; yelling, screaming, swearing, threatening to spank, threatening to kick out of house. Occurs in at least 2/10 households, likely 4-5/10 20% parents of toddlers engage in 50% among parents of teens

43. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Parenting Styles Authoritarian High on control but low on responsiveness Characterized by low warmth Little positive involvement with their children Set rigid rules Discipline harshly Expect obey because of parental authority

44. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Parenting Styles Authoritative Show warm, responsive involvement Set appropriate and clear standards Communicate openly Provide rationale for rules Show respect for children’s rights and opinions Encourage autonomy and independence, resulting in social competence

45. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Parenting Styles Permissive-Indulgent Highly warm and responsive Place few demands or expectations Rules that exist are not clearly communicated or enforced so children left to make own decisions and regulate own behavior

46. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Parenting Styles Permissive-Indifferent Leave children alone to make their own decisions and control own behavior Place few demands, neglectful Appearing emotionally detached, show little or no involvement in their children’s lives

47. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Consequences of Parenting Styles (Baumrind) Authoritative: Self-reliance Social responsibility Higher levels of achievement Authoritarian: Social incompetence Anxiety about social comparison Failure to show initiative Poor communication skills Lower school performance Lower self-esteem

48. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Consequences of Parenting Styles (Baumrind) Permissive-indulgent: Expect to get their own way Show little respect for others Never learn to control their own behavior Lower school performance Permissive-Indifferent: Social incompetence Lack of self-control Lower school performance However, no one right way to raise children. Cause-effect not demonstrated

49. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Baumrind’s Parenting Styles Parenting Authoritarian Authoritative Neglectful Indulgent Restrictive, punitive style; parents exhort child to follow their directions and respect their work and effort Encourages children to be independent but still places limits and controls on their actions Parent very uninvolved in child’s life Parents very involved with children, place few demands/controls on them

50. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Does parental discipline style result in differences in child behavior?

51. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. See how they grow… Authoritarian parents = withdrawn, socially awkward children Permissive parents = dependent, moody, low social skilled children Uninvolved parents = emotionally detached, unloved, and insecure children Authoritative parents = independent, friendly, self-assertive, and cooperative. 184

52. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Remember… Baumrind research findings chiefly apply to Western societies Childrearing practices that parents are urged to follow reflect cultural perspectives –nature of children –role of parents No single parenting pattern or style is likely to be universally appropriate or likely invariably to produce successful children 184

53. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. From Research to Practice: Teaching Parents to Parent Parent coaching –Offers specific child-rearing strategies –Provides basics of child development to help put child’s behavior in perspective –Not validated by empirical research 184

54. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Child Abuse and Psychological Maltreatment Five children are killed daily by caretakers 140,000 are physically injured Three million are abused or neglected annually in U.S. 185

55. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Range of Abuse and Maltreatment of Children in the US 185

56. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. True or False? Child abuse can occur in any home or child care setting!

57. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Stressful environments increase likelihood for abuse Poverty Single-parent homes High levels of marital discord Substance abuse 185

58. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. What else? Vague demarcation between permissible and impermissible forms of physical violence –Line between “spanking” and “beating” is not clear –Spankings begun in anger can escalate into abuse Privacy of child care setting Unrealistic expectations 185

59. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. So why then does abuse occur? Children are more likely to be victimized when they are: –Fussy –Resistant to control –Slow to adapt to new situations –Overly anxious –Frequent bedwetters –Developmentally delayed 186

60. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. It is crucial to remember… Labeling children as high risk for abuse does not make them responsible for their abuse

61. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. What do the experts tell us about causality? CYCLE-OF-VIOLENCE HYPOTHESIS argues that abuse and neglect children suffer predisposes them as adults to be abusive 187

62. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Psychological Maltreatment Not all abuse is physical! Psychological maltreatment –Occurs when parents or other caretakers harm children’s behavioral, cognitive, emotional, or physical functioning –May take form of neglect in which parents may ignore or act emotionally unresponsive –Not as easily identified without outward physical signs 187

63. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. What are consequences of psychological maltreatment? Some children survive and grow into psychologically healthy adults Others suffer long-term damage –Low self-esteem, depression, suicide –Lying –Misbehavior –Underachievement in school –Criminal behavior 187

64. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Abuse and Brain Development: A Tragic Relationship Brains of victims undergo permanent changes –Reductions in size of amygdala and hippocampus in adulthood –Changes due to overstimulation of the limbic system 187

65. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Warning Signs for Child Abuse Visible, serious injuries that have no reasonable explanation Bite or choke marks Burns from cigarettes or immersion in hot water Feelings of pain for unexplained reasons Fear of adults or care providers Inappropriate attire in warm weather Extreme behavior Fear of physical contact 186

66. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Difference is the key... Dramatic changes or shifts in behavior without logical explanation warrant inquiry

67. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Three Cheers for the Survivors! A Closer Look at Resilient Children RESILIENCE –Ability to overcome circumstances that place child at high risk for psychological and/or physical damage RESILIENT CHILDREN –Exhibit ability to overcome circumstances that place child at high risk for psychological and/or physical functioning 188

68. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Werner (1995) Resilient infants –Temperaments that evoke responses from wide variety of caregivers –Affectionate, easy going, good-natured –Easily soothed as infants –Able to evoke whatever support available in environment Resilient children –Socially pleasant, outgoing, good communication skills –Relatively intelligent, independent –Realistic 188

69. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Becoming an Informed Consumer of Development Disciplining Children For most children in Western cultures, authoritative parenting works best Spanking is never an appropriate discipline technique Tailor parental discipline to the characteristics of the child and the situation Use routines to avoid conflict 188

70. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Review and Apply REVIEW In the preschool years, children develop their first true friendships on the basis of personal characteristics, trust, and shared interests. The character of preschoolers’ play changes over time, growing more sophisticated, interactive, and cooperative, and relying increasingly on social skills. 189

71. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Review and Apply REVIEW There are several distinct childrearing styles, including authoritarian, permissive, authoritative, and uninvolved. 189

72. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. MORAL DEVELOPMENT AND AGGRESSION

73. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Moral Development Moral development = children’s reasoning about morality, their attitudes toward moral lapses, and their behavior when faced with moral issues. Several approaches have evolved 189

74. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Moral Development… The case for right and wrong Changes in sense of justice and of right and wrong Changes in behavior related to moral issues 189

75. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Theoretical Approaches Piaget HETERONOMOUS MORALITY –4 to 7 years –Initial stage of moral development –Rules seen as invariant, unchangeable, and beyond child’s control and/or influence –Intentions not considered –Believe in immanent justice (immediate punishment for infractions) 189

76. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Theoretical Approaches Piaget INCIPIENT COOPERATION STAGE –7 to 10 years –Become more social and learn the rules –Play according to shared conception of the rules 190

77. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Theoretical Approaches Piaget AUTONOMOUS COOPERATION STAGE –Beginning at 10 years –Become fully aware that rules may and can be modified if people playing agree 190

78. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Social Learning Approaches to Morality Focus on how environment produces prosocial behavior Moral conduct learned through reinforcement and modeling 190

79. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Do as I say…or as I do? Preschoolers more apt to model behavior of warm, responsive, competent, high prestige adults and peers 190

80. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. More than mimicking Children do more than simply mimic unthinkingly By observing moral conduct, children are reminded of: –Society’s norms about importance of moral behavior as conveyed by significant others –Connections between particular situations and certain kinds of behavior 190

81. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Empathy and Moral Behavior Empathy lies at heart of some kinds of moral behavior Roots of empathy grow early –Infants –Toddlers –Preschoolers 190

82. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Emotional Self-Regulation Preschool children improve in emotional control Around age 2, –Talk about feelings and engage in regulation strategies Preschoolers, –Develop more effective strategies and sophisticated social skills, learn to better cope with negative emotions –Learn to use language to express wishes –Become increasingly able to negotiate with others 191

83. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Aggression Intentional injury or harm to another person; relatively stable trait Early preschool years, aggression –Often addressed at attaining desired goal –Declines through preschool years as does frequency and average length of episodes Extreme and sustained aggression is cause of concern 191

84. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Kinds of Aggression Instrumental aggression –Motivated by desire to obtain a concrete goal –Higher in boys than girls Relational aggression –Intended to hurt another person’s feelings through non-physical means –Higher in girls than boys 192

85. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Explanations for Aggressive Behavior Among Children FREUD: death drive leads aggressive actions and behavior LORENZ: fighting instinct found in all humans SOCIOBIOLOGISTS: strengthening species drives aggression SOCIAL-LEARNING: prior learning shapes aggression COGNITIVE: interpretation of others’ actions and situations influences aggression 192

86. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Children and Violence What does this research tell us about children who live with violence? 192

87. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Effects of Video Game Playing on Children PositiveNegative

88. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Becoming an Informed Consumer of Development Increasing Moral Behavior and Reducing Aggression Provide opportunities to observe others acting in a cooperative, helpful, prosocial manner Do not ignore aggressive behavior Help preschoolers devise alternative explanations for others’ behavior Monitor preschoolers’ television viewing, particularly the violence that they view 195

89. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Review and Apply REVIEW Piaget believed that preschoolers are in the heteronomous morality stage of moral development, in which rules are seen as invariant and unchangeable. Social learning approaches to moral development emphasize the importance of reinforcement for moral actions and the observation of models of moral conduct. Psychoanalytical and other theories focus on children’s empathy with others and their wish to help others so they can avoid unpleasant feelings of guilt themselves. 195

90. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Review and Apply REVIEW Aggression typically declines in frequency and duration as children become more able to regulate their emotions and to use language to negotiate disputes. 195

91. Discovering the Lifespan - Robert S. Feldman Copyright © 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Review and Apply APPLY If high-prestige models of behavior are particularly effective in influencing moral attitudes and actions, are there implications for individuals in such industries as sports, advertising, and entertainment? 195