Ch.9, Social Emotional Development in Early Childhood Flashcards
Social and emotional milestones in early childhood
3 years: copies adults and friends, shows affection for friends, shows concern for someone crying, may get upset with major changes in routine
4 Years
enjoys doing new things, is more and more creative with make believe cooperates more with other children, can’t tell what’s real and what’s make believe
5 years
wants to be like friends, please friends, more likely to agree with rules, can tell what’s make believe
Cooley, self-concept and looking glass self
comes from looking at how others respond to us: we may interpret their reactions wrong and thus interpret ourselves wrong
Mead and self-concept
how we develop social sense of self by being able to see ourselves through the eyes of others; “I” which refers to the part of the self that is spontaneous/creative/innate, and “me” the social definition of who we are; as we are socialized we become more concerned with the “me”
Mead, taking the role of the generalized other
child is able to see themselves through the eyes of others and through cultural norms and rule; has a sense of self as a student, friend, son etc.
Self esteem vs self-concept
self-esteem: evaluative judgement about who we are
self-concept: self description of who we are,
Categorical self: tend to focus on external qualities in childhood
what are young children’s self image like?
positive, because of the lack of social comparison when making self-evaluations, but preschool children with insecure attachments to their caregivers tend to have lower self-esteem at age 4
Self-control: response initiation, response inhinbition, delayed gratification
response initiation: ability not to initiate a behavior before you have evaluated all of the info
response inhibition: ability to stop a behavior that has already begun
delayed gratification: ability to hold out for larger reward (predicts longterm outcomes like better academic performance and health later in life)
Self-control and play
children with greater self control solved problems quicker when exploring an unfamiliar setup requiring scientific reasoning, regardless of IQ
Erikson, iniative vs. guilt phase
if child is placed in environment where they can explore, make decisions, and initiate activities, they have achieved initiative. If they are put in environment where initiation is repressed through criticism and control, they will develop a sense of guilt
age 3–5.5😂
Gender constancy
knowledge that gender doesn’t change
Gender roles
rights/expectations that are associated with being male or female
Gender identity
which gender the child identifies as
Freud and phallic stage
child attracted to opposite sex parent, will develop sense of masculinity or feminity from modeling after same sex parent, if not they don’t develop proper gender roles and get fixated
assumes gender socialization only occurs in childhood which is wrong
Chodorow, Neo Freudien
mothering promotes stereotypic behavior: mothers push their sons away too soon and direct their attention toward problem solving and independence. girls are kept dependent for too long and given too much aid; girls lack confidence but are comfortable with intimacy. assumes gender socialization only occurs in childhood which is wrong
Reinforcement and Modeling learning; gender schemas
created through the separate ways that boys and girls are treated: boys treated as independent, girls treated as dependent. Gender schemas: children Develop their own concepts of the attributes associate with one gender or another
Gender dysphoria
distress accompanying a mismatch between ones gender identity and biological sex.
Baumrid four models of parenting
Permissive parenting: lets anything go, expectations are low, warm and communicative but little structure, trying to be your kids best friend
Authoritarian: traditional model of parenting, high focus on obedience, place maturity demands that are unreasonably high and tend to be aloof and distant
Authoritative: best, love and logic, be strict and reasonable, also affectionate
Uninvolved parenting: neglect, disengaged, non-responsive to their children, NOT AFFECTIONATE OR WARM
Lemasters and Defrain’s Model of Parenting
Looks more closely at the motivations of the parent and suggest that parenting styles are often designed to meet the psychological needs of the parent rather than the child
“Matyr”: parent who will do anything for the child, even when the child should do it themselves, but then if the child goes against what the parent wants, the parent will manipulate the child by reminding them how many times they’ve sacrificed themselves; children learn to be dependent and manipulative
“Pal”: parent is trying to be friend, maybe trying to win popularity against an ex-spouse, focus on being entertaining and fun while setting few limits
“Police Officer”: parent has full control of the child, makes sure it is obedient, child has a lot of resentment that may be displaced on others
Teacher-Counselor: parent who pays a lot of attention to advice on parenting, and belioeves that as long as all steps are followed, the parent can rear a perfect child: TWO PROBLEms, THE PARENT IS TSKING RESPONSIBILITY FOR THE CHILD’S BEHAVIOR (if child has difficulty, parent blames themselves) and child might get an unrealistic view of the world if this parent goes “over the top” in trying to foster self-esteem
ATHLETIC COACH, BEST: helps child form strategies, supports their efforts, gives feedback on what went right and wrong,, don’t take. child’s actions personally
How does culture influence parenting styles?
The authoritative and athletic coach model both value independence and self-reliance, this is not the case in collectivist cultures.
How does economic class relate to parenting styles?
working class parents are more likely than middle class parents to focus on obedience and honesty when raising their children because this is what is valued in their jobs
