Review lecture 10 chapter 10
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Review lecture 10 chapter 10
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Review lecture 10 chapter 10
- 1. PART III: Early Childhood TOPIC 10: Psychosocial Development
- 2. PART III: EARLY CHILDHOOD TOPIC 10: Psychosocial Development 1. Introduction 2. Fact or Fiction? 3. Emotional Development 4. Play 5. Challenges for Caregivers 6. Moral Development 2 7. Closing Thoughts
- 3. Fact or Fiction? Fiction Fact 1. Most young children underestimate their own abilities. 2. Permissive parenting is almost always the most destructive parental style. 3. Physical aggression increases as children mature, while verbal aggression declines. 4. The idea that some gender differences are biologically based is becoming less well accepted with each passing year. Socioemotional Development 3 PART III: Early Childhood TOPIC 10: Psychosocial Development
- 4. Psychosocial Crises What allows for emotional development during Erikson’s stage of initiative versus guilt? Emotional Regulation Initiative versus Guilt Self concept Motivation Possible as limbic system connects with prefrontal cortex Understanding who you are in relationship to self- esteem, appearance, personality, and various traitsPreschool children mostly “intrinsically” motivated with a drive or reason to pursue a goal that comes from within initiative vs guilt: Erikson’s third psychosocial crisis, in which children undertake new skills and activities and feel guilty when they do not succeed at them. 4Photo credits, left to right: Fancy Collection/SuperStock; moodboard/SuperStock; Fancy Collection/SuperStock PART III: Early Childhood TOPIC 10: Psychosocial Development
- 5. Motivation Motivation comes either from a person’s own desires (intrinsic) or from the social context (extrinsic). 5 Intrinsic motivation is apparent when children invent dialogues for their toys as well as converse with imaginary friends. Imaginary friends are make-believe friends who exist only in a child’s imagination that can help combat loneliness and aid emotional regulation. PART III: Early Childhood TOPIC 10: Psychosocial Development
- 6. Psychopathology What is the relationship between emotional regulation and psychopathology in children? Externalizing problems Internalizing problems • turning emotions and distress inward • difficulty with emotional regulation • excessively feeling guilt, shame, worthlessness • lashing out at others or breaking things • difficulty with emotional regulation • expression of powerful feelings • uncontrolled physical or verbal outbursts psychopathology: An illness or disorder of the mind. 6 PART III: Early Childhood TOPIC 10: Psychosocial Development
- 7. Play is timeless and universal 7 PLAY Rough and Tumble Play Sociodramatic Play Play that mimics aggression through wrestling, chasing, or hitting, but in which there is no intent to harm. Pretend play in which children act out various roles and themes in stories that they create. PART III: Early Childhood TOPIC 10: Psychosocial Development
- 8. Parenting Styles What are four basic parenting styles? Authoritarian Authoritative Permissive Neglectful/Uninvolved • High behavior standards • Strict punishment of misconduct • Little communication • Sets limits but listens • Flexible • High nurturance and communication • Little discipline, guidance, or control of misconduct • Indifference • Unaware of what happens in child’s life 8 PART III: Early Childhood TOPIC 10: Psychosocial Development
- 9. How do theorists explain sex and gender differences in young children? Theories of Gender Differences sex differences: Biological differences between males and females, in organs, hormones, and body types. gender differences: Differences in the roles and behavior of males and females that are prescribed by the culture. 9 Photo credits: Top left: Fancy Collection/SuperStock; Top right: moodboard/SuperStock; Bottom left: Fancy Collection/SuperStock; Bottom right: PART III: Early Childhood TOPIC 10: Psychosocial Development
- 10. Theories of Gender Differences What is your argument? What could be a counterargument? Statement: Girls tend to play in small groups, with one or two friends, while boys tend to play in larger, less intimate groups.10 moodboard/SuperStock PART III: Early Childhood TOPIC 10: Psychosocial Development
- 11. Gender and Destiny What gender patterns should children learn? 11 Photos: moodboard/SuperStock PART III: Early Childhood TOPIC 10: Psychosocial Development
- 12. Empathy and Antipathy How do children show aggression? The Four Forms of Aggression Type of Aggression Definition Comments Instrumental aggression Hurtful behavior that is aimed at gaining something (such as a toy, a place in line, or a turn on the swing) that someone else has Often increases from age 2 to 6; involves objects more than people; quite normal; more egocentric than antisocial Reactive aggression An impulsive retaliation for a hurt (intentional or accidental) that can be verbal or physical Indicates a lack of emotional regulation, characteristic of 2- year-olds. A 5-year-old can usually stop and think before reacting Relational aggression Nonphysical acts, such as insults or social rejection, aimed at harming the social connections between the victim and others Involves a personal attack and thus is directly antisocial; can be very hurtful; more common as children become socially aware Bullying aggression Unprovoked, repeated physical or verbal attack, especially on victims who are unlikely to defend themselves In both bullies and victims, a sign of poor emotional regulation; adults should intervene before the school years 12 PART III: Early Childhood TOPIC 10: Psychosocial Development
- 13. 13 Empathy and Antipathy Video: Emotional Development in Early Childhood PART III: Early Childhood TOPIC 10: Psychosocial Development
- 14. 14 Aggression PART III: Early Childhood TOPIC 10: Psychosocial Development
- 15. Closing Thoughts 15 What would you identify as the important milestones and lessons young children learn about their feelings and relationships with the people in their lives? Describe an important socioemotional development during early childhood. PART III: Early Childhood TOPIC 10: Psychosocial Development
- 16. PART III: Early Childhood TOPIC 10: Psychosocial Development
Editor's Notes
- Instruction: Click to reveal each statement, then the category. Please note, this page is available to use with a clicker system.
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- Instruction: Click to reveal details about each expression of psychopathology. Maturity affects emotional regulation. A 2-year-old might throw a temper tantrum, but 5-year-olds usually have more self-control—they might pout or curse, but not hit and scream. Also, a 2-year-old may show extreme fear and distress over things like a stranger wearing a hat or a drain in a bathtub, but 5-year-olds would have greater self-control. Externalizing and internalizing children have trouble regulating the expression of emotions—they either have too little self-control or they control themselves too much. Girls usually develop emotional regulation ahead of boys, especially when comparing externalizing emotions. In adolescence, girls are more often depressed, and this may be the result of too much internalizing. In both boys and girls, research suggests that extreme externalization or internalization predicts future psychopathology.
- Instruction: Click to reveal details about each parenting style. These styles were identified by Diana Baumrind around 50 years ago; her study included 100 preschool children in California, all of whom were middle-class European Americans. Multicultural and international research has found that specific discipline methods and family rules are less important than parental warmth, support, and concern.
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- Instruction: Answers from developmentalists about questions related to gender vary. This is also true of mothers and fathers and people from different cultures.
- Instruction: Click to reveal details about each kind of aggression. Aggression grows out of antipathy—feeling of dislike or even hatred for another person. When children act on those feelings, they display antisocial behavior—deliberately hurtful or destructive feelings or behavior to another person. On the other hand, when children show feelings and actions that are helpful and kind and of not obvious benefit to themselves, they display prosocial behavior.
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- Instruction: What would you identify as the important milestones and lessons young children learn about their feelings and relationships with the people in their lives? Examples: learning social play; Clarifying gender roles; Learning emotional regulation