Socioemotional Dev in Early Childhood

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Socioemotional Dev in Early Childhood

• Lecture 11
• C6035 Human Development

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The Self-Initiative Versus Guilt

• Erikson-psychosocial stage that characterizes
  early childhood
• Children use perceptual, motor, cognitive,
  language skills to make things happen
• Governor of initiative is conscience, which
  generates feeling of fear of being found out,
  while hearing inner voice of self-observation,
  self-guidance, self-punishment
• Self-Understanding childs cognitive
  representation of self, substance content of
  childs self-conceptions-rudimentary beginning of
  self-understanding beginning with
  self-recognition occurring at approximately 18
  months

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The Self-Initiative Versus Guilt

• Developmental Timetable of Young Childrens
  Emotion Language Understanding
• Preschoolers become more adept at talking about
  their own and others emotions
• Between 2 and 3 years of age, children
  considerably increase number of terms they use to
  describe emotion
• At 4-5- years of age, they begin to understand
  that same event can elicit different feelings in
  different people

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Helping Children Understand Emotions

• Parents, teachers, other adults can talk with
  children to help them cope with their feelings of
  distress, sadness, anger, or guilt
• Strategies for teachers
• making sure the emotional climate of the
  classroom encourages emotional expression
• structure the physical environment to help
  children learn about feelings
• use stories and books with emotion themes
• use an arts center for emotional expression deal
  with childrens quarrels and disputes

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Moral Development

• What Is Moral Development
• Moral development concerns rules contentions
  about what people should do in their interactions
  with other people
• Focus is on reasoning children use to justify
  their moral decisions

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Piagets View of How Childrens Moral Reasoning
Develops

• Children think in two distinctly different ways
  about morality
• Heteronomous morality is first stage occurring
  approximately 4 to 7 years of age where justice
  rules are conceived as unchangeable properties of
  world
• They also believe in imminent justice, in that if
  a rule is broken, punishment will be meted out
  immediately

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Piagets View of How Childrens Moral Reasoning
Develops

• Second stage is autonomous morality occurring at
  about 10 years of age or older, where the child
  becomes aware that rules and laws are created by
  people and that one should consider the actors
  intentions as well as the consequences.

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Piagets View of How Childrens Moral Reasoning
Develops

• Moral Behavior - is influenced extensively by
  situation
• Social learning theorists believe that ability to
  resist temptation is closely tied to development
  of self-control
• Cognitive factors are important in childs
  development of self-control.
• Moral Feelings - Contributing to childs moral
  development are positive feelings such as
  empathy, which is reacting to anothers feelings
  with an emotional response that is similar to
  others feelings

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Gender

• What Is Gender?
• Gender identity is sense of being male or female,
  which most children acquire by the time they are
  3 years old
• Gender role is a set of expectations that
  prescribe how females or males should think, act
  feel

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Gender

• Biological Influences there are human sex
  chromosomes which determines our gender
• Two main classes of hormones are estrogen, which
  influences development of female physical sex
  characteristics androgens, which promote
  development of male physical features
• Social Influences Parents are only one of many
  sources through which individual learns gender
  roles. Culture, schools, peers, media, other
  family members also contribute

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Gender

• Identification Learning Theory - stems from
  Freuds view that preschool child develops sexual
  attraction to opposite-sex parent
• At 5 or 6 years of age child renounces
  attraction because of anxious feelings
• Social Learning Theory of Gender - emphasizes
  that childrens gender development occurs through
  observation imitation of gender behavior
  through rewards punishments children
  experience for gender-appropriate inappropriate
  behavior

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Gender

• Parental Influences Mothers are consistently
  given responsibility for nurturance physical
  care
• Fathers are more likely to engage in playful
  interaction to be given responsibility for
  ensuring that boys girls conform to existing
  cultural norms.
• Peer Influences Researchers believe that boys
  teach one another required masculine behavior
  enforce it strictly, while girls pass on female
  culture congregate mainly with one another
• Peer demands for conformity to gender roles
  become especially intense during adolescence

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Gender

• School and Teacher Influences In certain ways,
  both girls boys might receive an education that
  is not fair
• Girls learning problems are not identified as
  often as boys
• Boys are given lions share of attention
• Girls start school testing higher in every
  academic subject, yet graduate scoring lower on
  SAT exams
• Boys are most often at top of their classes
  pressure to achieve is more likely to be heaped
  on boys that on girls

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Gender

• Media Influences teaches what is appropriate or
  inappropriate for males for females
• In 1980s 1990s, television networks became more
  sensitive to how males females were portrayed
  on television shows, so that now, females are
  being portrayed as more competent in
  advertisements
• Cognitive Developmental Theory belief that
  childrens gender typing occurs after they have
  developed concept of gender
• Once they consistently conceive of themselves as
  male or female, children often recognize their
  world on basis of gender

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Gender

• Gender Schema Theory a cognitive structure,
  network of associations that organizes guides
  individuals perceptions in terms of female
  male
• Persons attention behavior are guided by
  internal motivation to conform to gender-based
  sociocultural standards stereotypes
• Role of Language in Gender Development Gender is
  present in language children use and encounter
• English language contains sex bias, especially
  through the use of he man to refer to everyone

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Families

• Parenting Styles three types of parenting styles
  are outlined by Diana Baumrind
• Authoritarian restrictive, punitive style where
  parents demand child to follow directions,
  respect work effort, place firm limits
  controls on child, allowing little verbal
  exchange
• Authoritative encourages children to be
  independent, places limits controls but with
  extensive verbal give--take
• Indulgent parents are highly involved with their
  children but place few demands or controls on them

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Adaptation of Parenting to Developmental Changes
in Child

• Parents also need to adapt their behavior to
  child, based on developmental maturity
• They cannot treat a 2-year-old the same as a
  5-year-old
• Children in both of these age groups have
  separate needs abilities

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Sibling Relationships

• Childrens sibling relationships include helping,
  sharing, teaching, fighting, playing
• Children also follow their parents dictates more
  than those of their siblings behave more
  negatively punitively with their siblings than
  with their parents

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Birth Order

• Oldest child is only one who does not have to
  share parental love affection with other
  siblings.
• An infant requires more attention that older
  child this means firstborn sibling now gets less
  attention than before newborn arrived
• Parents have higher expectations for firstborn
  children put more pressure on them for
  achievement responsibility

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Changing Family in a Changing Society

• Children are growing up in a greater variety of
  family structures than ever before
• Many mothers spend greatest part of their day
  away from their children
• The United States has highest percentage of
  single-parent families, compared with virtually
  all other countries

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Working Mothers

• Material employment is a part of modern life
• It meets needs that cannot be met by the previous
  family ideal of a full-time mother and homemaker
• Some believe it is a pattern better suited to
  socializing children for the adult roles they
  will occupy

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Effects of Divorce on Children

• Most researchers agree that children from
  divorced families are more likely to have
• academic problems
• less socially responsible
• less competent intimate relationships
• drop out of school
• become sexually active
• take drugs
• associate with antisocial peers

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Should Parents Stay Together for the Sake of
Their Children

• If the stresses disruptions in family
  relationships associated with an unhappy,
  conflictual marriage eroding well-being of
  children are reduced by the move to a divorced,
  single-parent family, divorce may be advantageous

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How Much Do Family Processes Matter in Divorced
Families

• Family processes matter a lot
• When divorced parents relationships with each
  other is harmonious when they use authoritative
  parenting - adjustment of children improves
• About one-fourth to one-third of children in
  divorced families, compared to 10 percent in
  non-divorced families, become disengaged from
  their families

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Factors involved in Childs Vulnerability in
Divorced Family

• Among the factors involved in childs risk
  vulnerability are
• Childs adjustment prior to the divorce
• Childs personality temperament,
• Childs developmental status gender
• Custody situation.

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Non-custodial Parents Role in Lives of Children
in Divorce

• Most non-residential fathers have friendly,
  compassionate relationship with their children,
  rather than traditional parental relationship
• Frequency of contact with non-custodial fathers
  childrens adjustment is usually found to be
  unrelated, as quality of contact matters more

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Role Socioeconomic Status Plays in Lives of
Children in Divorce

• Custodial mothers experience loss of about
  one-fourth to one-half of their pre-divorce
  income
• Accompanied by increased workloads, high rates of
  job instability residential moves to less
  desirable neighborhoods.

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Cultural, Ethnic Socioeconomic Variations in
Families

• Although there are cross-cultural variations in
  parenting most common pattern is a warm
  controlling style that is neither permissive nor
  restrictive
• Investigators find that childrens healthy social
  development is most effectively promoted by love
  at least some moderate parental control
• Families within different ethnic groups differ in
  size, structure, composition, reliance on
  kinships networks levels of income education

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Peer Relations

• Peer Relations - As children grow older, peer
  relations consume an increasing amount of their
  time
• Peer Group Functions - Peers are children of
  about same age or maturity level who provide
  source of information comparison about world
  outside family
• Good peer relations may be necessary for normal
  socioemotional development

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Distinct but Coordinated Worlds of Parent-Child
Peer Relations

• Parent-child relationships can serve as emotional
  bases for exploring enjoying peer relations
• In one study, children in care settings who had
  secure attachment relationships with their
  teachers were more gregarious less hostile
  toward their peers than were their counterparts
  with insecure attachments with their teachers

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Play

• Play extensive amount of peer interaction during
  childhood involves play, which is pleasurable
  activity that is engaged for its own sake
• Plays Function is essential to young childs
  health by increasing affiliation with peers,
  releasing tension, advancing cognitive
  development, increasing exploration, providing
  safe heaven in which to engage in potentially
  dangerous behavior
• Play Therapy allows child to work off
  frustrations where therapist can analyze childs
  conflicts ways of coping with them

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1. Partens Catagories of Play (1932)

• Unoccupied Play child is not engaging in play as
  it is commonly understood
• Solitary Play child plays alone independently
  of others
• Onlooker Play child watches other children play
• Parallel Play child plays separately from
  others, but with toys like those being used by
  others
• Associative Play play involves social
  interaction with little or no organization
• Cooperative Play involves social interaction in
  group with sense of identity organized activity

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2. Partens Catagories of Play (1932)

• Sensorimotor Play engaged in by infants to
  derive pleasure from exercising existing
  sensorimotor schemas
• Practice Play repetition of behavior when new
  skills are being learned or when physical or
  mental master coordination of skills are
  required for games or sports
• Pretense/Symbolic Playwhen child transforms
  physical environment into a symbol
• Social Playinvolves social interaction with
  peers which increases dramatically during
  preschool

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3. Partens Catagories of Play (1932)

• Constructive Play combines sensorimotor
  practice repetition activity with symbolic
  representation of ideas - occurs when children
  are in self-regulated creation
• Games activities engaged in for pleasure which
  include rules often competition with one or
  more individual - highest incidence of game
  playing has been reported in the 10 to 12 year
  old range.

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Television

• 20,000 hours of television watched by time
  average American adolescent graduates from high
  school are greater than number of hours spent in
  classroom

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Television's Many Roles

• Television makes children
• passive learners
• teaches them stereotypes
• provides them with violent models of aggression
• presents them with unrealistic views of world
• It also provides
• models of prosocial behavior
• increases their information about world beyond
  their immediate environment

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Television Effect on Children's Aggression
Prosocial Behavior

• In one study - amount of violence viewed on TV at
  age 8 was significantly related to the
  seriousness of criminal acts performed as an
  adult
• While children need to be taught critical viewing
  skills to counter adverse effects of TV violence,
  they can also be taught how to behave in
  positive, prosocial way

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Television Cognitive Development

• Television is negatively related to childrens
  creativity because it primarily is a visual
  modality verbal skills are more enhanced by
  aural print exposure
• Younger viewers often fill in their incomplete
  representations of what they are viewing with
  stereotypes familiar scripts