Santrock essentials 3e_ppt_ch06

© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

SOCIOEMOTIONAL DEVELOPMENT IN EARLY CHILDHOOD

6

ESSENTIALS OF LIFE-SPAN DEVELOPMENTJOHN W. SANTROCK

3e


6-2

CHAPTER OUTLINE

• Emotional and personality development• Families• Peer relations, play, and television


6-3

EMOTIONAL AND PERSONALITY DEVELOPMENT

• The self• Emotional development• Moral development• Gender


6-4

THE SELF

• Initiative versus guilt• Children use their perceptual, motor, cognitive, and

language skills to make things happen• On their own initiative, then, children at this stage

exuberantly move out into a wider social world• The great governor of initiative is conscience• Initiative and enthusiasm may bring guilt, which lowers self-

esteem


6-5

THE SELF

• 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


6-6

THE SELF

• 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


6-7

EMOTIONAL DEVELOPMENT

• 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


6-8


• Understanding emotions• Children’s understanding of emotion is linked to an

increase in prosocial 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


6-9


• 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


6-10

MORAL DEVELOPMENT

• Involves the development of thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with other people


6-11

MORAL DEVELOPMENT

• Moral feelings• Feelings of anxiety and guilt are central to the account of

moral development • Learning how to identify a wide range of emotional states

in others, and to anticipate what kinds of action will improve another person’s emotional state, help to advance children’s moral development


6-12

MORAL DEVELOPMENT

• Moral reasoning• Heteronomous morality: Children think of justice and rules as

unchangeable properties, removed from the control of people

• Autonomous morality: Children become aware that rules and laws are created by people• In judging an action, one should consider the actor’s intentions

as well as the consequences

• Immanent justice: Concept that if a rule is broken, punishment will be meted out immediately


6-13

MORAL DEVELOPMENT

• Parent-child relations, in which parents have the power and children do not, are less likely to advance moral reasoning• Rules are often handed down in an authoritarian manner

• Moral behavior• Processes of reinforcement, punishment, and imitation

explain the development of moral behavior• Situation influences behavior• Cognitive factors are important in the child’s development

of self-control


6-14

GENDER

• Social influences• Social theories of gender • Social role theory: Gender differences result from the

contrasting roles of women and men• Psychoanalytic theory: 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


6-15

GENDER

• Gender molds important aspects of peer relations • 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


6-16

FAMILIES

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


6-17

PARENTING

• Baumrind’s parenting styles• Authoritarian parenting: Restrictive, punitive style in which

parents exhort the child to follow their directions and respect their work and effort

• Authoritative parenting: Encourages children to be independent but still places limits and controls on their actions

• Neglectful parenting: Parent is uninvolved in the child’s life• Indulgent parenting: Parents are highly involved with their

children but place few demands or controls on them


6-18

PARENTING

• 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• Handle misbehavior by reasoning with the child, especially

explaining the consequences of the child’s actions for others

• Coparenting• Support that parents give each other in raising a child


6-19

CHILD MALTREATMENT

• Types of child maltreatment• Physical abuse • Child neglect • Sexual abuse • Emotional abuse

• Context of abuse• About 1/3 of parents who were abused themselves when

they were young go on to abuse their own children


6-20

CHILD MALTREATMENT

• Developmental consequences of abuse• Adolescents who experienced abuse or neglect as children

are more likely to engage in violent behavior and substance abuse


6-21

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


6-22

CHANGING FAMILY IN A CHANGING SOCIETY

• Working parents• Children of working mothers engage in less gender

stereotyping and have more egalitarian views of gender than do children of nonworking mothers

• Children in divorced families• Children from divorced families show poorer adjustment

than their counterparts in never-divorced families


6-23


• 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


6-24


• Gay male 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


6-25


• 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

• Higher-SES parents• More concerned with developing children’s initiative and delay

of gratification• Less likely to use physical punishment, among others


6-26

PEER RELATION, PLAY, AND TELEVISION

• Peer relations• Play• Television


6-27


• Peer relations• Provide a source of information and comparison about the

world outside the family• Good peer relations can be necessary for normal

socioemotional development

• 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


6-28


• Important context for the development of language and communication skills

• Types of play• Sensorimotor • Practice • Pretense/symbolic • Social • Constructive • Games: Activities that are engaged in for pleasure and have

rules


6-29


• Television• 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, prosocial way

Documents

Santrock essentials 3e_ppt_ch06