Emotional development Emotional regulation The main psychosocial accomplishment Development of...

10-Early Childhood: Psychosocial Development

Emotional development

Emotional regulationThe main psychosocial accomplishmentDevelopment of limbic system and prefrontal

cortex

Erikson’s third stageInitiative vs. guilt (Shame and doubt)

Emotional developmentSelf-concept

Appearance, personality, genderConnected to parents’ confirmation

MotivationIntrinsic = Internal (e.g. personal enjoyment)Extrinsic = Outside (e.g. praise or paycheck)

Seeking emotional balanceExternalizing problems

= Physical or verbal outburstsMale aggression

Internalizing problems= guilt, shame, worthlessnessFemale anxiety

PlayUniversal & timelessBest playmates are peers (Which children

prefer)

Types of playSolitary

Child plays aloneOnlooker

Child watches others playParallel

Children play side-by-sideNo interaction

AssociativeInteract, share materialNot reciprocal

CooperativeInteractiveTaking turns

Sociodramatic playCooperative playAct out roles, themes & stories

E.g. playing house or dress-up Cops & robbers

HelpsRehearse social rolesRegulate emotions by pretendingDevelop self-concept

Challenges for parentsParenting styles

Baumrind’s 3 parenting stylesAuthoritarian

Parent expects unquestioning obedienceOften in low income familiesChildren are often:

Obedient (but not happy), guilty, depressed, leave home before age 20

PermissiveNever disciplinesChildren are often:

Unhappy (lack self control), immature, continue living at home

AuthoritativeParent listens to child, sets limits, and enforces rulesChildren are often:

Successful, articulate, happy, generous

Neglectful/uninvolved parentingParents don’t care

Not quite the same as being permissiveChildren are often:

Immature, sad, lonelySocial & cognitive problems

Moral developmentEmpathy & AntipathyParental discipline

Physical punishmentPsychological controlExclusion & conversation

Moral emotionsEmpathy

Leads to pro-social behavior Helping others

AntipathyLeads to antisocial behavior

Intentional desire to harm others

Four types of aggression:Instrumental aggression

Using aggression as an instrument to get somethingReactive aggression

Retaliation for an actionRelational aggression

Non-physical (verbal)Destroys another’s self-esteem and social support

systemBullying

Done to dominate someoneUnprovoked, repeated physical or verbal attackGenerally on someone unlikely to defend themselves

Parental disciplineChildren gradually come to understand

things from another person’s point of viewExplanations and discussion after

misbehavior help children learnChildren may disconnect a misdeed from the

punishment“Wait until your dad gets home!”

Physical punishment (Spanking)Increases obedience temporarilyLater negative effects

Increases possible later aggressionIncreases resentmentBecomes less effective

Psychological punishment (& control)GuiltGratitude

Exclusion & conversationTime out (Exclusion)

One minute for each year of ageOnly works if child wants to be with others

ConversationCreates an internal standard of right and

wrong

Becoming boys and girls

Sex and genderSex = BiologicalGender = Cultural

Based on sex roles

Sex role developmentPsychoanalyticBehaviorismCognitive

PsychoanalyticPhallic stage

Penis becomes the focusOedipus Complex

Boy’s unconscious desire to replace dad for mother’s loveElectra Complex

Girl’s unconscious desire to replace mother for dad’s love Wants to marry daddy

Both sexes cope with this by identifying with the same-sex parent and trying to become like them

Superego developsConscienceBased on parents’ moral standards

BehaviorismOperant conditioning

Gender-appropriate behaviors are rewarded (reinforced)

Social learning theoryChildren internalize the roles they observe in

others

Cognitive theoryFocuses on children’s understandingGender schema

General beliefs about sex differences Boys are like this Girls are like this Children then think and behave accordingly