CH8: Socioemotional Development in Early Childhood

Question 1

The Self: Erikson’s 3rd stage of Psychosocial Development Initiative vs. guilt

Answer 1

• Children take initiative (I want to go play, so I will)
• Children explore and seek out new experiences for themselves
• Kids should develop a healthy conscious (to understand boundaries)
• Constant initiative and enthusiasm might lead to lower self-esteem (ex. when parents yell at their kids for doing something)

Question 2

Self-understanding

Answer 2

How kids view themselves

Question 3

The Self: Physical activities

Answer 3

Kids understand themselves through physical activities and compare/understand themselves through it (ex. I can kick 5 soccer goals and he can only kick 2)

Question 4

The Self: ability vs. effort

Answer 4

Kids tend to believe they can do something, even when they’re really not (ex. “I am doing a backflip!” when, really, they’re are just putting in the effort and thinking they are)

Question 5

The Self: self-descriptions

Answer 5

Kids tend to have “vain” opinions of themselves; self-protective

Question 6

The Self: Understanding others

Answer 6

• Children perceive others through psychological traits (she’s mean, he’s not)
• Young children are actually not egocentric like how Piaget describes them as

Question 7

Psychological traits

Answer 7

Traits that can be inferred from consistent behaviors/attitude/habits (mean, kind, loud, etc.)

Question 8

Pro-social behavior

Answer 8

• Good behaviors in social settings
• Children who understand their emotions better leads to better pro-social behaviors (ex. sharing, good manners, etc.)

Question 9

Emotion-coaching

Answer 9

Parents will teach their children how to process and identify their feelings and other peoples’ feelings

Question 10

Emotion-dismissing

Answer 10

Parents that do not help their children process and identify their feelings (ex. Go to your room and speak to me when you’re feeling better)

Question 11

Moral Development

Answer 11

Feelings, thoughts, and behavior that are “acceptable/unacceptable” in social interactions

moral feelings form to obey societal rules or because of experiences

Question 12

Heteronomous morality

Answer 12

• 4-7 years old
  First stage of moral development in Piaget’s theory
• Rules and justice are set and concrete (ex. telling on someone and expecting they receive punishment)

Question 13

Autonomous morality

Answer 13

~10+ years
- Aware that rules/laws are created by people and can be changed

Question 14

Immanent justice

Answer 14

Idea that breaking rules = punishment

Question 15

Conscience (con-schins)

Answer 15

Internal “voice” that tells us standards of right and wrong; feelings, thoughts, and behaviors

Question 16

Gender identity

Answer 16

• sense of being M/F
• typically sensed by 2 1/2 years old

Question 17

Gender role

Answer 17

Expectations of how a M/F should act, think, and feel

Question 18

Gender typing

Answer 18

Masculine/feminine

Question 19

Social role theory

Answer 19

The roles women and men take results in the vast differences between them

Question 20

Psychoanalytical theory of gender

Answer 20

Children develop a sexual attraction to opposite-sex parent (Oedipus complex)

Question 21

Social cognitive theory

Answer 21

A child’s gender development is based on observing others and imitating them (ex. girls will copy how their moms act)

Question 22

Boys vs. girls: how do they interact?

Answer 22

• Boys tend to be more competitive while girls tend to have conversations more

Question 23

Gender schema theory

Answer 23

Schema - how we organize information in our minds
- Children will gradually develop gender schemas of what is appropriate to their gender