Chapter 10: Social and Emotional Development in Early Childhood (Terms & Concepts) Flashcards
social preference
“likes” – following, approaching, smiling, and by helping, cooperating, and suggesting play themes
“dislikes” – avoiding or actively rejecting non preferred children’s participation in groups
sociometric procedure
individual children are asked to nominate 3 children they most like to play with and 3 they don’t
social status subgroups
positive and negative preferences have been used to classify children
popular children
children who are clearly more liked than disliked
rejected children
children who are clearly more liked than disliked
neglected children
children who are neither liked or disliked
controversial children
children who are simultaneously liked by some children and disliked by others
average children
children who do not fall neatly into one of the subgroups
friendship
an enduring close, mutual relationship between two individuals, expressed by a tendency to spend a disproportionately amount of play time together
reciprocity
the idea that the relationship is shared and of mutual interest to both parties
conflict
any situation in which children find themselves opposing one another
center of conflicts (two issues)
control of objects
social influence
aggression
purposeful efforts to inflict pain or injury on another child
two forms of aggression
proactive aggression
reactive aggression
both observed as early as the 2nd year of life
proactive aggression
a child’s unprovoked, voluntary efforts to cause harm to a selected victim
reactive aggression
a child is provoked by the behavior of an instigator, and the child responds defensively or in retaliation to that provocation
three common forms of aggression
instrumental aggression
bullying/hostile aggression
relational aggression
instrumental aggression
object-oriented struggles between children over possession, territory, and privilege
peaks during the second year of life
bullying/hostile aggression
person-oriented acts aimed at forcefully gaining social control over another child
increases during early/middle childhood
relational aggression
behavior that is designed to inflict harm by undermining or damaging relations with peers
appears during preschool years
ex: excluding another child from a playgroup
biological theories of aggression (Lorenz, Freud)
Lorenz: humans are instinctively aggressive
Freud: destructive impulses are instinctive in humans
phallic stage
children’s destructive impulses are directed increasingly toward the same-sex parent
children’s impulses must be released for healthy psychological adjustment
sublimation
channeling aggression into socially acceptable forms of expression
observational theory
children acquire aggressive responses by observing the aggressive behavior of models and produce aggressive responses when the situation suggests that such behavior will not be punished
coercion theory
aggressive children’s interactions with peers or with parents tend to escalate into chains of aversive events
the exchange of retaliatory attacks continues until one child gives in
reinforcement trap
submissive giving in is reinforced when it temporarily ends the child’s aggression
dominance hierarchy
a systematic ordering of power relationships from the most powerful to the least powerful membrane
minimizes aggression
2nd year of life
two challenges of high-quality interpersonal relationships
establishing a secure attachment relationship in infancy and early childhood
developing a positive approach to socialization and discipline of their children
attachment relationship to parents changes for two reasons
- advances in language ability enable children and parents to communicate effectively at greater distances, decreasing the need for close proximity
- mental representations of the attachment relationship allow children to feel secure as they explore farther from the attachment figure
goal-corrected partnership
attachment based more on emotional closeness rather than physical closeness
four distinctive parenting styles
authoritarian parents
indulgent-permissive parents
authoritative parents
neglectful parents
authoritarian parents
assert great power over their children, setting strict limits and standards on children’s behavior
moderate to severe punishment
indulgent permissive parents
accepting of their children’s impulses, avoid setting rules, and assert very little authority
time schedules; avoid making demands
authoritative parents
have expectations, enforce rules and standards, but allow children to have a say in the development of rules
neglectful parents
uninvolved and consider parenting a burden
prosocial behavior
behavior that shows concern for the welfare of others
helping, caring, sharing, rescuing, protecting, and donating
respond to others distress before the end of the 2nd year
gender identity
the ability to classify oneself and others by sex
3rd year of life
development of gender roles
children who learn sex-appropriate behavior and attitudes are likely to be accepted by peers, teachers, and parents
gender constancy
gender does not change regardless of how one behaves or what clothes one wears
gender roles
the behaviors, attitudes, and beliefs that a particular culture considers appropriate for males and females
oedial (male)/electra (female) complex
preschool-age children develop intense sexual love for the opposite sex parent which can only be fulfilled by sexual intercourse with that parent
identification
incorporating characteristics of the same-sex parent and to a lesser extent the opposite-sex into the personality of an ego ideal
– becomes a permanent component of personality, providing a prescription for gender-appropriate role behavior
the social learning perspective
children observe how same-sex peers and adults behave, imitate what they see, and are reinforced or punished depending on whether their behaviors are gender-appropriate
the cognitive developmental perspective
extends piaget’s theory to sex typing and gender role development
children are active agents
learn to label themselves boy or girl during the 2nd or 3rd year of life
gender schema theory
accounts for gender-typing by combining the concept of an active role for the child from cognitive developmental theory, and the concept of environmental influence from social learning theory
gender schema
a cognitive structure with which the child actively searches for gender related information from the environment
femaleness or maleness
parental influences on gender role learning
can reinforce and punish behaviors
fathers show greater pressure for sex-typed behaviors for both boys and girls than mothers
display rules
conventions for appropriate displays of emotion in particular situations
change from situation to situation
masking
the process by which children alter the overt expression of emotions to conform to display rules
girls show greater masking
children and stress
young children are highly vulnerable to stress
12 or more stressors over 3 yrs.: 2x more likely to require medical attention, 6x more likely to require hospitalization for illnesses or accidents
