Ch. 8 Early Childhood (3-5 yrs)

Question 1

Androgyny

Answer 1

Identifying with both genders

Which gender tends to be more androgynous? A: Women

What is the benefit of Androgyny to development? A: opens opportunities and decrease gender judgement.

4) How does Androgyny affect Gender Identity? A: adds flexibility.
* Androgen is a hormone that increases stereotypical Male characteristics like aggressiveness and suppressed maternal care-giving impulses.

Question 2

Associative Play

Answer 2

SEPARATE play with SOME INTERACTION

Question 3

Four Child-rearing Styles

Answer 3

AUTHORITATIVE Child-rearing Style – The BEST child raising style – includes WARM parent-child interaction, INVOLVEMENT, and essentially the use of all the positive methods for discipline and encouragement recommended in this book.

AUTHORITARIAN – Authoritarian Child-rearing – Like a DICTATOR

PERMISSIVE Child-rearing Style – NICE Parents Who PERMIT everything (not good)

UNINVOLVED Child-rearing style – UNINVOLVED (very bad)

Question 4

Cooperative Play

Answer 4

PLAY TOGETHER DIRECTLY

Question 5

Gender Constancy

Answer 5

Understanding that gender remains the same even if clothing, hairstyle, and play activities change

• Prior to 6, kids that a doll changed into ‘other-gender’ clothing has also changed gender.
• Gender Constancy contributes to a more flexible gender-role attitude because kids then realize that engaging in gender-atypical behavior can’t cause their sex to change.

Question 6

Gender Activity

Answer 6

An image of oneself as masculine or feminine in characteristics

Question 7

Gender Schema Theory

Answer 7

The Gender Schema Theory Says that… …children LEARN their gender stereotypes from others and that they ORGANIZE these stereotypes into masculine and feminine CATEGORIES which they use to interpret the world.

Once kids can label their own gender, the start selecting gender schemas that fit into it (e.g. only boys can play baseball. Girls wear dresses) and then they apply it to themselves.

Question 8

Gender Typing

Answer 8

Associating things with the gender that fits the stereotype (men are aggressive and wear pants, women are sensitive and wear dresses).

• Once the child recognizes their own gender, then they start adopting the gender-typed stereotypes as their own.
• 3-6 year olds tend to reject others who do not follow the gender stereotypes.
• Parents facilitate gender-typing by encouraging it in their kids (even if only subconsciously – giving boys trucks and girls, dolls to play with)
• Girls tend to be given more flexibility in society where it’s okay for a girl to be a Tomboy, but not okay for a boy to be a sissy.

Question 9

Induction

Answer 9

Child made aware of how their bad behavior affects others

Question 10

Personal Choice vs Social Convention

Answer 10

Preschoolers learn the difference in 3 Types of Rules:

MORAL IMPERATIVES – PROTECT people’s rights and welfare

SOCIAL CONVENTIONS – nonbinding rules of society (table manners, politeness)

PERSONAL CHOICE – the child can freely decide on these (Friends, hairstyle)

Question 11

Nonsocial Activity

Answer 11

SOLITARY PLAY

Question 12

Parallel Play

Answer 12

plays NEAR OTHER CHILDREN with similar materials but no direct interaction

Question 13

Proactive vs, Reactive Aggression

Answer 13

PROACTIVE AGGRESSION (also called Instrumental Aggression) is when a child acts aggressively to fulfill a need or desire.

REACTIVE AGGRESSION is when a child acts aggressively out of anger or defensiveness.

Question 14

Prosocial or Altruistic Behavior

Answer 14

Helping others expecting nothing in return

Question 15

Self-concept vs. Self Esteem

Answer 15

SELF-CONCEPT is HOW you DEFINE yourself

SELF-ESTEEM is how you VALUE your OWN WORTH

Valuing yourself highly is healthy as an American. Chinese do not put so much value on self-esteem and even see it negatively as akin to conceit (excessive pride in oneself)

Question 16

Sympathy vs Empathy

Answer 16

SYMPATHY is the feeling of concern for another person’s plight (difficult situation).

EMPATHY is the ability to understand other people’s feelings as if we were having them ourselves.

So SYMPATHY is us feeling bad that they have a problem while EMPATHY is us feeling bad as though we were faced with their same problem.

EMPATHY is a higher level thought process that not everyone seems capable of experiencing.

Question 17

Gender Identity

Answer 17

Identifying with a gender and the associated stereotypes.

How does Gender Identity affect development? A: As the child recognizes their gender, they take on the associated stereotypes as their own. This framing of man or woman will help define the choices they make and how they interact with the world as they grow older.

Question 18

Initiative Vs. Guilt (Erickson’s Theory)

Answer 18

Erickson’s Theory says that preschoolers have a new sense of purposefulness (INITIATIVE) and are willing to tackle new tasks.

In addition to this new initiative, they also suffer from an overly strict Superego (conscience) that makes them feel too much GUILT. The Superego smacks down their initiative.

This theory builds on Freud’s Psychosexual theory, which notes that there are 3 parts to the mind:

The Id (basic instincts and desires)

The Superego (the conscience that keeps us in line with social norms)

And the Ego (which tries to balance the needs of the Id and the rules of the Superego).

Question 19

Cultural Differences in Self Concept

Answer 19

Chinese parents did little to cultivate their child’s individuality, opting to encourage responsible behavior instead of individuality. They may see self-esteem as a negative because it encourages rebellious behavior.

American parents, on the other hand, put great emphasis on self-esteem and individuality.

Question 20

What Preschoolers (3-5 yrs) do

Answer 20

Can NOT yet reference their personality traits directly (They don’t say things like ““I’m shy”” or ““I’m’ helpful””)

Participate in ELABORATIVE REMINISCING – remembering feelings and outcomes from prior experiences they’ve had in order to deal with a current situation. (Ex: Remembering back to the last time they spilled their milk and how it was all resolved and that it was no big deal – in order to get through spilling their milk just now.)

They rate their own abilities extremely high and underestimate task difficulty

Begin to recognize that THINKING and FEELING are interconnected.

Question 21

How can parents encourage performance in their child?

Answer 21

1) Adjust their expectations to the child’s capacities
2) Scaffold (loosely guide) the child’s attempts at difficult tasks.
3) Point out effort and improvement in the child’s behavior.

Question 22

Emotional Competence

Answer 22

The ability to appropriately handle emotions

Talking about expressing feelings with your child helps to develop emotional competence

Acknowledging emotions improves communications and empathy

Question 23

What are some strategies for EMOTIONAL SELF-REGULATION?

Answer 23

Stragies for emotional self regulation include:

• Restrict sensory input (cover their eyes to block out a scary sight)
• Talk to themselves (“Mommy said she’ll be back soon”)
• Change their goals (decide that they don’t want to play anyway after being excluded from a game)
• Repair the situation (“stop fighting and share” to resolve a conflict with a peer)

Question 24

Self-Conscious Emotions+

Answer 24

Feelings that involve injury or enhancement to the child’s sense of self (Pride, shame, guilt, etc.)

Question 25

Types of Play (Peer Sociability)+

Answer 25

“Social Development proceeds in a three-step sequence (Mildred Parten).

• Begins with NONSOCIAL ACTIVITY – unoccupied, onlooker behavior and SOLITARY play.
• Shifts to PARALLEL PLAY – in which a child plays NEAR OTHER CHILDREN with similar materials but does not try to influence their behavior.

At the highest level are two forms of true social interaction:

• ASSOCIATIVE PLAY – where children engage in SEPARATE ACTIVITY WITH SOME INTERACTION, perhaps exchanging toys and comments on one another’s behavior.
• Finally, in COOPERATIVE PLAY, a more advanced type of interaction, children PLAY TOGETHER and orient toward a common goal, such as SOCIODRAMATIC PLAY, acting out a make-believe theme.

SUMMARY:

• NONSOCIAL ACTIVITY – SOLITARY play.
• PARALLEL PLAY – plays NEAR OTHER CHILDREN
• ASSOCIATIVE PLAY – SEPARATE ACTIVITY WITH SOME INTERACTION
• COOPERATIVE PLAY – PLAY TOGETHER DIRECTLY”

Question 26

THREE Approaches to MORAL DEVELOPMENT+

Answer 26

“PSYCHOANALYTIC THEORY – stresses the EMOTIONAL side of conscience development—in particular, identification and guilt as motivators of good conduct.

• Uses INDUCTIVE REASONING – where the child is made aware of how their bad behavior affects others
• Uses EMPATHY BASED GUILT – making the child aware that their behavior hurts others AND that it has dissappointed the parents

SOCIAL LEARNING THEORY – focuses on how moral BEHAVIOR is learned through reinforcement and modeling.

• Willingness to immitate models is enhanced with WARMTH, COMPETENCE, and CONSISTENCY from the parent model.
• Givingn children rewards for helping actually UNDERMINES their development of prosocial behavior.
• Physical punishment is NOT recommended (except when the child puts themselves in immediate danger – like a 3-year-old about to run into the street)
• Repeated harsh punishments has only NEGATIVE long-term effects
• Alternative punishments that are AFFECTIVE include Removing the child from the setting (playground), taking away a privelege and doing so with consistency, warm-parenting, and an explanation.

COGNITIVE DEVELOPMENT PERSPECTIVE – emphasizes THINKING – children’s ability to reason about justice and fairness.
“

Question 27

THREE Types of AGGRESSION+

Answer 27

“PHYSICAL AGGRESION – hitting, kicking, destroying

• Physical aggression rises sharply from 1-3 and tehn diminishes as verbal aggression replaces it.
• Boys are more physically aggressive
• In the US, 60% of TV shows are violent
• TV and video game violence shown to increase violent thoughts, but preschoolers are the ones most likely to act on that due to their lack of self-control and the fact that they think what they see on TV is real
• 20-30% of preschhoolers and about half of school-age children have no limits on TV, computer, or tablet use.

VERBAL AGGRESSION – threats, name-calling, teasing

RELATIONAL AGGRESSION – social exclusion, gossip, or friendship manipulation.

• Girls are more relationally aggresive”