Santrock Life-span development 16th edition slides.

1. LIFE-SPAN DEVELOPMENT
Sixteenth Edition
Chapter 8
Socio-emotional
Development in
Early Childhood
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prior written consent of McGraw-Hill Education.

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prior written consent of McGraw-Hill Education.
Emotional and Personality
Development
• Children’s developing minds and social
experiences produce remarkable advances in
the development of:
– The self
– Emotional development
– Moral development
– Gender

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prior written consent of McGraw-Hill Education.
The Self (1 of 3)
• Initiative versus guilt
– Children use their perceptual, motor, cognitive,
and language skills to make things happen
– Children at this stage exuberantly move out into
a wider social world on their own initiative
– The great governor of initiative is conscience
– Initiative and enthusiasm may bring guilt, which
lowers self-esteem

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prior written consent of McGraw-Hill Education.
The Self (2 of 3)
• 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

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The Self (3 of 3)
• 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

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Emotional Development (1 of 4)
• Growing self awareness is linked to feeling an
expanding range of emotions
– Young children, similar to adults, experience
many emotions during the day
– Emotional development allows for ability to make
sense of other people’s emotional reactions and
control their own

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Emotional Development (2 of 4)
• 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

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prior written consent of McGraw-Hill Education.
Emotional Development (3 of 4)
• Understanding emotions
– Children’s understanding of emotion is linked to
an increase in pro social 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

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prior written consent of McGraw-Hill Education.
Emotional Development (4 of 4)
• 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

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prior written consent of McGraw-Hill Education.
Gender (1 of 3)
• 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
• Gender typing: Acquisition of a traditional
masculine or feminine role

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prior written consent of McGraw-Hill Education.
Gender (2 of 3)
• Biological influences
– Chromosomes
– Hormones
– Evolution
• Social influences
– Social theories of gender
 Social role theory: Gender differences result from
the contrasting roles of women and men
 Psychoanalytic theory of gender: 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

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Gender (3 of 3)
– Parental influences
 Mothers’ socialization strategies
 Fathers’ socialization strategies
– Peer influences
 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

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Families
• Parenting
• Child maltreatment
• Sibling relationships and other birth order
• The changing family in a changing society

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Parenting (1 of 5)
• Parents are typically more satisfied with their
lives, felt relative better on a daily basis, and
had more positive feelings towards children than
daily activities as compared to non-parents
• Recent study found that half of fathers and one-
fourth of mothers reported feeling that they
were not spending enough time with their
children

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prior written consent of McGraw-Hill Education.
Parenting (2 of 5)
• Baumrind’s parenting styles
– Authoritarian parenting
 Parents exhort the child to follow their directions
and to respect their work and effort
 Allows little verbal exchange
 Associated with children’s social incompetence
– Authoritative parenting
 Encourages children to be independent but still
place limits and controls on their actions
 Extensive verbal give-and-take is allowed
 Associated with children’s social competence

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Parenting (3 of 5)
– Neglectful parenting
 Parent is uninvolved in the child’s life
 Associated with children’s social incompetence and
lack of self-control
– Indulgent parenting
 Parents are highly involved with their children but
place few demands or controls on them
 Associated with children’s social incompetence and
lack of self-control

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Parenting (4 of 5)
• 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
 imitation of aggressive behavior
 tends to provides poor feedback
 can be linked to fear of parent

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Parenting (5 of 5)
– Best to handle misbehavior by reasoning with the
child, and explaining the consequences of the
child’s actions for others
• Co parenting: Support that parents give each
other in raising a child

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Classification of Parenting Styles
Accepting,
responsive
Rejecting,
unresponsive
Demanding,
controlling
Authoritative Authoritarian
Undemanding,
un controlling
Indulgent Neglectful

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prior written consent of McGraw-Hill Education.
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

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prior written consent of McGraw-Hill Education.
Changing Family in a Changing
Society (1 of 6)
• Working parents
– More than 1 of every 2 U.S. mothers with a child
under the age of 5 is in the workforce
– Children of working mothers engage in less
gender stereotyping and have more egalitarian
views of gender than do children of nonworking
mothers
– More recent study found negative associations
with father’s employment but not mother’s

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prior written consent of McGraw-Hill Education.
Changing Family in a Changing
Society (2 of 6)
• Children in divorced families
– Children from divorced families show poorer
adjustment than their counterparts in never-
divorced families
– New research indicates that experiencing divorce
during childhood was linked to worse
cohabitating/material relationships from 16 to 30
 Also influenced by SES at birth and experiences of
childhood sexual abuse

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prior written consent of McGraw-Hill Education.
Changing Family in a Changing
Society (3 of 6)
– 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

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prior written consent of McGraw-Hill Education.
Changing Family in a Changing
Society (4 of 6)
• Gay 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

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Changing Family in a Changing
Society (5 of 6)
– 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
 Use more physical punishment
 Are more directive and less conversational

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prior written consent of McGraw-Hill Education.
Changing Family in a Changing
Society (6 of 6)
– Higher-SES parents:
 More concerned with developing children’s
initiative and delay of gratification
 Less likely to use physical punishment
 Create a home atmosphere in which children are
more nearly equal participants and in which rules
are discussed
 Are less directive and more conversational

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prior written consent of McGraw-Hill Education.
Peer Relation, Play, and Media/Screen
Time (1 of 7)
• Peer relations
– Provide a source of information and comparison
about the world outside the family
– Good peer relations can be necessary for normal
socio emotional development
– Basic lifestyle decisions by parents determine the
pool from which their children select possible
friends

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prior written consent of McGraw-Hill Education.
Peer Relation, Play, and Media/Screen
Time (2 of 7)
• 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
– Provides Important context for the development
of language and communication skills

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prior written consent of McGraw-Hill Education.
Peer Relation, Play, and Media/Screen
Time (3 of 7)
• Connected Worlds of Parent-Child and Peer
Relationships
– Parents influence children’s peer relationships
directly and indirectly
 Basic life decisions
 Attachment and security
– Play’s Function
 Important aspect of development
o Play therapy – allows children to work off
frustrations and to analyze children’s conflicts and
ways of coping
 Important context for cognitive development,
exploration, and the development of language

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prior written consent of McGraw-Hill Education.
Peer Relation, Play, and Media/Screen
Time (4 of 7)
– Types of Play
 Sensorimotor: Infants derive pleasure from
exercising their existing sensorimotor schemas
 Practice: Involves repetition of behavior when new
skills are being learned
 Pretense/symbolic: Transforming the physical
environment into a symbol
 Social: Involves interaction with peers
 Constructive: combines sensorimotor/practice play
with symbolic representation.
 Games: Activities that are engaged in for pleasure
and have rules

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prior written consent of McGraw-Hill Education.
Peer Relation, Play, and Media/Screen
Time (5 of 7)
• Television continues to have a strong influences
on children's development
– Children however use other media
 Screen time – includes how much time individual
spend with television, DVDs, computers, video
games, and mobile media such as iPhones

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prior written consent of McGraw-Hill Education.
Peer Relation, Play, and Media/Screen
Time (6 of 7)
• Media/Screen Time
– 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, pro social way

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prior written consent of McGraw-Hill Education.
Peer Relation, Play, and Media/Screen
Time (7 of 7)
• Media/Screen Time
– Best types of educational apps parents can
purchase for their children
 Active involvement
 Engagement
 Meaningfulness
 Social interaction