Human Growth and Development

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Human Growth andDevelopment

• Chapter Ten
• The Play Years
• Psychosocial Development

PowerPoints prepared by Cathie Robertson,
Grossmont College Revised by Jenni Fauchier,
Metropolitan Community College
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Emotional Development

• Self
• Goals
• Emotions

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Initiative vs. Guilt

• Eriksons 3rd Stage
• self-esteem emerges
• self-conceptunderstanding of the selfdevelops
• spontaneous play becomes goal directed
• attention span gets longer
• pride leads to concentration and persistence
• guilt is a negative consequence of this stage

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Emotional Regulation

• Ability to direct or change ones feelings
• externalizing problemsdifficulties arising from
  childs tendency to externalize emotions outside
  the self, lashing out in impulsive anger and
  attacking other people or things
• internalizing problemsdifficulties arising from
  childs tendency to internalize emotions or
  inhibit their expression, being fearful and
  withdrawn

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Neurons and Nurture

• Emotional regulation part of brain function
• also learned through social awareness
• Genetic variations
• some people naturally more emotionally expressive
• Early stress
• result of damage during brain development either
  prenatally or postnatally
• via maternal drug use, illness, stress, or if
  infant malnourished, injured, or frightened

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Neurons and Nurture, cont.

• Care History
• secure attachment easier emotional regulation
• parenting practices
• securely attached regulate emotions, show
  empathy
• insecurely attached respond abnormally to other
  childrens distress
• ability to modulate and direct emotion essential
  to emotional intelligence

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Cognition and Emotions

• First step to emotional regulation awareness of
  own emotions and the emotional response of others

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• Emotional intelligenceGolemans term for the
  understanding of how to interpret and express
  emotions
• develops throughout life, but crucial in early
  childhood
• amygdalaemotional hotspot in prefrontal cortex
  of brain that children need to govern if they are
  to become balanced and empathic adults
• parents can use childrens natural attachment to
  teach them how and when to express feelings

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Empathy and Antipathy

• Empathyunderstanding another persons emotions
• leads often to prosocial actions
• helping another without obvious benefit to
  oneself
• Antipathydisliking or hating someone else
• may lead to antisocial behavior
• injuring another person or destroying something
  that belongs to another

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Empathy and Antipathy, cont.

• Sharing
• freely done or directed by others
• Aggression
• instrumentalused to obtain an object such as a
  toy
• reactiveinvolves retaliation for an act whether
  or not it was intentional
• relationdesigned to inflect psychic (mental)
  pain
• bullying aggressionunprovoked attack

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Learning Social Skills Through Play

• Peersothers of the same age and status
• peers make the best playmates
• play is most adaptive and productive activity of
  children

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Active Play

• Rough-and-tumble play
• helps child develop muscle strength and control
• caregivers should look for a play face when
  attempting to figure out if child is playing or
  fighting

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Imaginative Play

• Sociodramatic play
• helps child explore and rehearse social roles
  he/she has seen
• helps child test ability to convince others
• helps child regulate emotions through imagination
• helps child examine personal concerns in
  nonthreatening way

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Baumrinds Three Styles of Parenting

• Baumrinds 4 important dimensions that influence
  parenting
• expression of warmth or nurturance
• strategies for discipline
• quality of communication
• expectations for maturity

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• 3 Styles
• authoritarianhigh standards and expectations
  with low nurturance
• children likely to become conscientious,
  obedient, and quietbut not happy
• permissivelittle control, but nurturing
• children likely to lack self-control and are not
  happy

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• authoritativelimits and guidance provided but
  willing to compromise
• children are more likely to be successful,
  articulate, intelligent, and happy

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• Recent studies have found link between parenting
  styles and child behavior less direct than
  Baumrinds original research indicated
• impact of childs temperament
• influence of community and cultural differences
  on childs perception of parenting
• in poor or minority families, authoritarian
  parenting tends to be used to produce
  high-achieving, emotionally regulated children
  strict and warm can be successful

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Punishment

• Discipline an integral part of parenting

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Techniques of Discipline

• Culture is a strong influence
• expectations
• offenses
• punishments
• In United States
• time-out is used
• child stops all activity and sits in corner or
  stays inside for a few minutes

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Techniques of Discipline, cont.

• In deciding which technique to apply, parents
  should ask How does technique relate to child?
• childs temperament, age, and perceptions crucial
  considerations

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What About Spanking?

• Reasons for parenting variations
• culture, religion, ethnicity, national origin
• parents own upbringing
• Developmentalists fear children who are
  physically punished will learn to be more
  aggressive
• domestic violence of any kind can increase
  aggression between peers and within families

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The Challenge of Video

• Dilemma for parents about letting children watch
  television and play video games
• parents find video a good babysitter
• parents believe video can sometimes be
  educational tool
• Experts suggest parents turn off the TV to avoid
  exposing children to video violence

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The Evidence on Content

• Exposure to violence greatgood guys and bad guys
  show violent behavior
• All good guys male no non-white heroes
• Women/females portrayed as victims or adoring
  friendsnot as leaders
• Content of video games even worse than than that
  of television
• more violent, sexist, racist

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The Evidence on Content, cont.

• Children, especially males, who watched
  educational television became teens who earned
  higher grades, read more
• Children, especially females, who watched violent
  television had lower grades

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The Evidence on Content, cont.

• Content of video games crucial reason behind
  great concern of developmental researchers
• research shows that violent TV and video games
  push children to be more violent than they
  normally would be
• computer games probably worse, as children are
  doing the virtual killing

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The Evidence on Content, cont.

• Developmentalists look at the following to
  evaluate poor content
• perpetuation of sexist, ageist, and racist
  stereotypes
• depiction of violent solutions for every problem
  and no expression of empathy
• encouragement of quick, reactive, emotions rather
  than thoughtful regulation of emotions

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Boy or Girl So What?

• Male or femaleimportant feature of self-concept
• Sex differencesbiological differences between
  males and females
• far less apparent than in adulthood
• Gender differencesculturally imposed differences
  in roles and behaviors
• more significant to children than to adults

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Development of Gender Awareness

• By age 2, awareness of gender-related
  preferences and play patterns
• By age 3, cognitive awareness of own gender
• By age 4, awareness of gender appropriate toys
  or roles
• By age 6, well-formed ideas and prejudices about
  own sex and the other sex

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Theories of Gender Differences

• Psychoanalytic
• Freuds view sexual attraction to opposite-sex
  parent
• phallic stageaccording to Freud, 3rd stage of
  psychosexual development occurring in early
  childhood when penis becomes the focus of
  psychological concern and physiological pleasure

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Theories of Gender Differences, cont.

• Oedipus complexaccording to Freud, occurring in
  the phallic stage, in which boys have sexual
  desire for their mothers and hostility towards
  their fathers guilt and fear resolved by gender
  appropriate behavior
• Identification
• Superegopersonality part that is self-critical
  and judgmental
• Electra complexgirls understanding they cant
  replace mother, so want to be like her

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Behaviorism

• Gender-appropriate behavior learned through
  observation and imitation
• Children learn gender-appropriate behavior by
  modeling it after that of people they want to
  imitate
• Especially for young boys, conformity to gender
  expectations rewarded, punished, modeled

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Cognitive Theory

• Gender typing occurs after concept of gender has
  developed
• Once gender consistently conceived, child
  organizes world based on that understanding
• Gender schema organizes the world in terms of
  male and female
• internal motivation to conform to gender-based
  cultural standards and stereotypes guides
  attention and behavior

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Sociocultural Theory

• Gender values strenuously kept
• Many traditional cultures emphasize gender
  distinctions
• To break through restrictiveness of cultural
  expectations, some embrace the idea of
  androgynya balance of male and female
  psychological characteristics
• true androgyny possible if supported by whole
  culture

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Epigenetic Theory

• Every aspect of human behavior a mix of genetics
  and environment
• environment shapes, enhances, or halts genetic
  impulses
• Differences between male and female brains
• Environmental influences

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Conclusion Gender and Destiny

• 5 theories lead to 2 conclusions and 1 question
• Gender differences are not simply cultural or
  learnedbiological foundation much greater than
  originally suspected
• Biology is not destinyenvironment and
  experiences shape children