The Developing Person: Through Childhood and Adolescence Kathleen Strassen Berger

1
The Developing Person Through Childhood and
Adolescence Kathleen Strassen Berger

• Unit III Chapter 10
• The Play Years
• Psychosocial Development

2
Emotional Development

• Initiative vs. Guilt children begin new
  activities and feel guilty when they fail
• Eriksons third crisis
• Self-esteem the belief in ones own ability
• In specific areas and overall
• Confidence and independence

3
Emotional Development

• Self-concept a persons understanding of who he
  or she is
• Appearance
• Personality
• Various traits

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Emotional Development

• Protective optimism (Lockhart et al., 2002)
  preschoolers naïve predictions for success in
  prohibitively difficult or impossible situations
• Puzzles
• Long word lists
• Changing undesirable traits
• Controlling dreams

5
Motivation

• Intrinsic goals or drives that arise from inside
  a person
• Extrinsic the need for rewards from outside

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Motivation

• Substantial rewards can undermine intrinsic
  motivation when promised ahead of time
• Praise works for work that is completed
• Must be genuine
• Must be specific

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Emotional Regulation

• The ability to inhibit, enhance, direct, and
  modulate emotions (Eisenberg et al., 2004)
• Competence across life in every culture
• Emotion expected to be managed varies with
  culture

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Psychopathology

• Externalizing problems outward expression of
  emotion in uncontrolled ways
• Lashing out impulsively in anger
• Attacking others
• Destroying things
• Undercontrolled

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Psychopathology

• Internalizing problems turning ones emotional
  distress inward
• Excessive feelings of guilt, shame,
  worthlessness

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Psychopathology

• Contributing factors
• Genes evidenced by persistent brain differences
• Maturation
• Boys externalizing problems persist, girls do not
• Girls internalizing problems persist
• Socio-cultural influences
• Early care
• Sex differences

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Empathy Antipathy

• Empathy the ability to understand the emotions
  of another person, especially when those emotions
  differ from ones own
• Prosocial behavior feeling and acting in ways
  that are helpful and kind without obvious benefit
  to oneself

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Empathy Antipathy

• Antipathy a dislike, or even hatred, of other
  people
• Feeling and acting in ways that are deliberately
  hurtful or destructive to another person
• Antisocial behavior deliberately injuring
  someone or destroying something that belongs to
  another

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Empathy Antipathy

• By age 4 or 5, most children act deliberately
  prosocial or antisocial
• Brain maturation
• Theory of mind
• Interactions with caregivers

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Aggression

• Instrumental hurtful behavior that is intended
  to get or keep something that another person has
• Increases during play years
• Involves objects more than people
• Egocentrism, not antisocial behavior

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Aggression

• Reactive aggression an impulsive retaliation for
  a hurt
• Can be verbal or physical
• Characteristic at age 2

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Aggression

• Relational actions aimed at harming the victims
  friendships
• Insults or social rejection
• Destroys self-esteem
• Injures social networks

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Aggression

• Bullying unprovoked, repeated physical or verbal
  attach, especially on victims who are unlikely to
  defend themselves
• A sign of poor emotional regulation on both ends
• Adults need to intervene early

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Play

• Parten (1932)
• Each kind of play is more social than the
  previous one
• Solitary
• Onlooker
• Parallel
• Associative
• Cooperative

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Play

• Functional simple repetitive muscular activities
  
• 2-3 years
• Motor coordination skills improve
• Physical repetitive muscular activities, but
  more vigorous than functional play
• 3-4 years
• Motor and coordination skills improve

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Play

• Constructive children make or build something
• Ages 3 to 6
• Communication skills improve
• Fantasy or pretend children pretend to be
  someone or somewhere else
• Ages 3 to 6
• Social and emotional understanding improve

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Play

• Rule play sports board games
• School years
• Social and cognitive functioning improve

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Parents

• Good parents
• There is no single best way
• Specifics depend
• Cohort
• Culture
• Child

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Parenting Style

• Baumrind (1967, 1971)
• Nursery school observation
• Self control, independence, self-esteem
• Parent interview
• Parent-child observation
• Home
• Lab setting

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Parenting Style

• Baumrind (contd)
• Parents differ on 4 dimensions
• Expressions of warmth
• Strategies for discipline
• Communication
• Expectations for maturity

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Parenting Style

• Baumrind identified 3 styles
• Authoritarian
• Low warmth
• Strict discipline often physical
• High expectations of maturity
• Communication mainly parent to child
• Outcomes Internalize, conscientious, self-blame,
  rebellion

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Parenting Style

• Baumrind identified 3 styles
• Permissive
• High warmth
• Rare discipline
• Low expectations of maturity
• Communication mainly child to parent
• Outcomes least happy, lack self-control,
  inadequate emotional regulation, immaturity,
  remain dependent longer

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Parenting Style

• Baumrind identified 3 styles
• Authoritative
• High warmth
• Moderate discipline with discussion
• Moderate expectations of maturity
• Communication equal in both directions
• Outcomes success likely, articulate,
  intelligent, happy with self, generous with
  others, well-liked advantages grow over time

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Parenting Styles

• Recent research
• Childs temperament interacts with parenting
  style
• Different children have different needs
• Culture community influence childs perception
  of parenting
• Determines impact

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Punishment

• Goal the child internalizes parents standards
  for behavior
• Self-regulation, not just obedience
• Be clear about expectations (varies by culture)
• Relate punishment to development
• Theory of mind increase prosocial behavior
• Self-concept when an how to protect self
• Language explosion fast-mapping
• Lack of logic do they connect consequence to
  behavior?