Chapter 10 - Emotional and Social Development, Early Childhood Flashcards
Initiative versus guilt
According to Erikson, the psychological conflict during the preschool years.
Self-concept
The set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is. Has profound implications for their inner and social lives as well.
Self-esteem
The judgements we make about our own worth and the feelings associated with those judgements.
Emotional competence
Gains in emotional understanding, being able to talk about feelings, to respond to others emotional signals, and to cope with negative emotion through self-reguation.
Self-conscious emotions
Feelings that involve injury to or enhancement of one’s sense of self
Prosocial, or altruistic behavior
Actions that benefit another person without any expected reward for the self. Is motivated by empathy
Sympathy
feelings of concern or sorrow for another’s plight
Temperament and sympathy/empathy
- children who are social, assertive, and have good self-regulation are likely to have empathy prompt sympathy
- children who have poor emotional regulation find themselves personally overwhelmed by empathetic feelings, and it does not turn into sympathy
Nonsocial activity
unoccupied, onlooker behavior and solitary play
Parallel play
a limited form of social participation in which a child plays near other children with similar materials but does not try to influence their behavior
associative play
children engage in separate activities but exchange toys and comment on one another’s behavior
Cooperative play
a more advanced type of interaction, children orient toward a common goal, such as acting out a make-believe theme.
Stages of social development, per Mildred Parten
- Nonsocial activity
- Parallel play
- Associative play
- Cooperative play
Social problem solving
Generating and applying strategies that prevent or resolve disagreements, resulting in outcomes that are both acceptable to others and beneficial to the self.
Direct parental influences on peer associations
- provision of peer playtime
- offering guidance on how to navigate relationships
- help to manage conflicts with peers
Indirect parental influences on peer associations
- Secure attachement relationship with caregiver
- parent-child play, esp. that with the same-sex parent
Theories of development and morality:
- psychoanalytic theory: stresses the emotional side of conscience development
- social learning theory: focuses on how moral behavior is learned
- cognitive-developmental perspective: emphasizes thinking; children’s ability to reason about justice, etc.
Induction
A type of discipline crucial with conscience formation, in which an adult helps make a child aware of feelings by pointing out the effects of the child’s misbehavior on others, especially noting their stress and making it clear the child caused it.
Characteristics of models that make children want to emulate them
- warmth and responsiveness
- competence and power
- consistency between assertions and behavior
factors that increase effectiveness of punishments
- consistency
- warm parent-child relationship
- explanations
Moral imperatives
Protect people’s rights and welfare, from two other types of rules and expectations: social conventions and matters of personal choice
Social conventions
Customs determined solely by consensus, such as table manners and politeness of rituals
matters of personal choice
choice of friends, hairstyle, and leisure activities, which do not violate rights and are up to the individual.
Proactive (instrumental) aggression
When children act to fulfill a need or desire - to obtain an object, privilege, space, or social reward, such as adult or peer attention, and unemotionally attack a person to achieve their goal.
Reactive (hostile) aggression
An angry, defensive response to provocation or a blocked goal and is meant to hurt the other person.
Physical aggression
This harms others through physical injury - pushing, hitting, kicking, or punching others, or destroying another’s property
Verbal aggression
Harms others through threats of physical aggression, name-calling, or hostile teasing. Can be indirect or direct.
Relational aggression
Damages another’s peer relationships through social exclusion, malicious gossip, or friendship manipulation
Gender typing
Refers to any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes.
Gender identity
the image of oneself as relatively masculine or feminine in characteristics. Is a good predictor of psychological adjustment
Androgyny
Scoring high on both masculine and feminine personality characteristics
Gender constancy
A full understanding of the biologically based permanence of their gender, including the realization that sex remains the same over time, even if clothing, hairstyle, and play activities change. (3 steps: Gender labeling, Gender stability, Gender consistency)
Gender schema theory
An information-processing approach to gender typing that combines social learning and cognitive-developmental features. It explains how environmental pressures and children’s cognitions work together to shape gender-role development.
Gender-schematic children
children who view the world through gender schemas…when they see a toy, thinking “should a boy/girl play with this toy?”
Gender-aschematic children
children who rarely view the world in gender-linked terms, thinking “do I like this toy?” regardless of gender
Child-rearing styles
combinations of parenting behaviors that occur over a wide range of situations, creating an enduring child-rearing climate
Authoritative child-rearing style
The most successful approach, involves high acceptance and involvement, adaptive control techniques and appropriate autonomy granting. These parents are warm, sensitive, and attentive to their child’s needs, but also exert firm and reasonable control
Authoritarian child-rearing style
Low in acceptance and involvement, high in coercive control, and low in autonomy granting.
Psychological control
When parents attempt to take advantage of children’s psychological needs by intruding on and manipulating their verbal expressions, individuality, and attachment to parents.
Permissive child-rearing style
warm and accepting, but uninvolved. Permissive parents are either overindulgent or inattentive, and this, engage in little control. Instead of gradually granting autonomy, they allow children to make many of their own decisions at an age when they are not yet capable of doing so.
Uninvolved child-rearing style
Combines low acceptance and involvement with little control and general indifference to issues of autonomy
Forms of child maltreatment
- physical abuse
- sexual abuse
- neglect
- emotional abuse
Origins of child maltreatment
- the family
- the community (or lack of)
- the larger culture
