1. Socioemotional Development in Early Childhood Chapter 8 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2. 8 - 2 Chapter Outline Emotional and personality development Families Peer relations, play, and media/screen time © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3. 8 - 3 Emotional and Personality Development Children’s developing minds and social experiences produce remarkable advances in the development of: – The self – Emotional maturity – Moral understanding – Gender awareness © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

4. 8 - 4 The Self Initiative versus guilt – Children use their perceptual, motor, cognitive, and language skills to make things happen – On their own initiative, then, children at this stage exuberantly move out into a wider social world – The great governor of initiative is conscience – Initiative and enthusiasm may bring guilt, which lowers self-esteem © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

5. 8 - 5 The Self Self-understanding and understanding others – Increased awareness reflects young children’s expanding psychological sophistication – Self-understanding: Substance and content of self-conceptions – Physical activities are central component of the self in early childhood – Unrealistically positive self descriptions © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

6. 8 - 6 The Self Understanding others – Children start perceiving others in terms of psychological traits – Children begin to develop an understanding for joint commitments – Young children are not as egocentric as depicted in Piaget’s theory © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

7. 8 - 7 Emotional Development Expressing emotions – Pride, shame, embarrassment, and guilt are examples of self-conscious emotions During the early childhood years, emotions such as pride and guilt become more common – Influenced by parents’ responses to children’s behavior © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

8. 8 - 8 Emotional Development Understanding emotions – Children’s understanding of emotion is linked to an increase in prosocial behavior – Children begin to understand that the same event can elicit different feelings in different people – By age 5 most children show a growing awareness of the need to manage emotions according to social standards © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

9. 8 - 9 Emotional Development Regulating emotions – Plays a key role in children’s ability to manage the demands and conflicts they face in interacting with others – Parents can be described as taking an emotion- coaching or an emotion-dismissing approach – Ability to modulate emotions benefits children in their relationships with peers © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

10. 8 - 10 Moral Development Moral feelings – Feelings of anxiety and guilt are central to the account of moral development – Learning how to identify a wide range of emotional states in others, and to anticipate what kinds of action will improve another person’s emotional state, help to advance children’s moral development © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

11. 8 - 11 Moral Development Moral reasoning – 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 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

12. 8 - 12 Moral Development – Autonomous morality: In Piaget’s theory, older children (about 10 years of age and older) become aware that rules and laws are created by people and that in judging an action one should consider the actor’s intentions as well as the consequences © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

13. 8 - 13 Moral Development – Immanent justice: Concept that if a rule is broken, punishment will be meted out immediately – Parent-child relations, in which parents have the power and children do not, are less likely to advance moral reasoning Rules are handed down in an authoritarian manner © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

14. 8 - 14 Moral Development Moral behavior – Processes of reinforcement, punishment, and imitation explain the development of moral behavior – Situation influences behavior – Cognitive factors are important in the child’s development of self-control © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

15. 8 - 15 Gender Gender identity: The sense of being male or female, which most children acquire by the time they are 3 years old Gender role: A set of expectations that prescribes how females or males should think, act, and feel © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

16. 8 - 16 Gender Gender typing: Acquisition of a traditional masculine or feminine role Biological influences – Chromosomes – Hormones – Evolution © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

17. 8 - 17 Gender Social influences – Social theories of gender Social role theory: Gender differences result from the contrasting roles of women and men Psychoanalytic theory: Preschool child develops a sexual attraction to the opposite-sex parent Social cognitive theory: Children’s gender development occurs through observation and imitation of what other people say and do © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

18. 8 - 18 Gender – Gender molds important aspects of peer relations Gender composition of children’s groups Group size Interaction in same-sex groups Cognitive influences – Gender schema theory: Gender typing emerges as children gradually develop gender schemas of what is gender-appropriate and gender- inappropriate in their culture © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

19. 8 - 19 Parenting Baumrind’s parenting styles – Authoritarian parenting is restrictive – Authoritative parenting encourages children to be independent – Neglectful parenting – Indulgent parenting © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

20. 8 - 20 Parenting Parenting styles in context – Authoritative parenting conveys the most benefits to the child and to the family as a whole Punishment – Corporal punishment is linked to lower levels of moral internalization and mental health – Handle misbehavior by reasoning with the child, especially explaining the consequences of the child’s actions for others © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

21. 8 - 21 Parenting Coparenting – Support that parents give each other in raising a child © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

22. 8 - 22 Child Maltreatment Types of child maltreatment – Physical abuse – Child neglect – Sexual abuse – Emotional abuse Context of abuse – About 1/3 of parents who were abused themselves when they were young go on to abuse their own children © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

23. 8 - 23 Child Maltreatment Developmental consequences of abuse – Adolescents who experienced abuse or neglect as children are more likely to engage in violent behavior and substance abuse © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

24. 8 - 24 Sibling Relationships and Birth Order Sibling relationships – Important characteristics Emotional quality of the relationship Familiarity and intimacy of the relationship Variation in sibling relationships Birth order – Compared with later-born children, firstborn children have been described as more adult- oriented, helpful, conforming, and self-controlled © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

25. 8 - 25 Changing Family in a Changing Society Working parents – Children of working mothers engage in less gender stereotyping and have more egalitarian views of gender than do children of nonworking mothers Children in divorced families – Children from divorced families show poorer adjustment than their counterparts in never- divorced families © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

26. 8 - 26 Changing Family in a Changing Society – Many of the problems experienced by children from divorced homes begin during the predivorce period – Frequent visits by the noncustodial parent usually benefit the child – Children with a difficult temperament often have problems in coping with their parents’ divorce – Income loss for divorced mothers is accompanied by increased workloads, high rates of job instability, and residential moves © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

27. 8 - 27 Changing Family in a Changing Society Gay male and lesbian parents – Most children from gay or lesbian families have a heterosexual orientation Cultural, ethnic, and socioeconomic variations – There are trends toward greater family mobility, migration to urban areas – Ethnic minority parents are less educated and more likely to live in low-income circumstances © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

28. 8 - 28 Changing Family in a Changing Society – Lower-SES parents: More concerned that their children conform to society’s expectations Create a home atmosphere in which it is clear that parents have authority over children, among others – Higher-SES parents: More concerned with developing children’s initiative and delay of gratification Less likely to use physical punishment, among others © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

29. 8 - 29 Peer Relation, Play, and Television Peer relations – Provide a source of information and comparison about the world outside the family – Good peer relations can be necessary for normal socioemotional development Play – Play therapy is used to allow the child to work off frustrations and to analyze the child’s conflicts and ways of coping with them © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

30. 8 - 30 Peer Relation, Play, and Television – Important context for the development of language and communication skills – Types of Play Sensorimotor Practice Pretense/symbolic Social Constructive Games: Activities that are engaged in for pleasure and have rules © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

31. 8 - 31 Peer Relation, Play, and Television Television – Many children spend more time in front of the television set than they do with their parents – Extent to which children are exposed to violence and aggression on television and video games raises special concerns – Television can also teach children that it is better to behave in a positive, prosocial way © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.