chapter 6 Flashcards
Emotional regulation (effortful control)
-Ability to control when and how emotions are expressed
-Critically important psychological task between 3 and 5 years of age
-Self-concept developed within this process.
Goal is regulation, not removal.
–Emotional intelligence (emotional healthy people acknowledge other people’s emotions as well as their own, expressing them appropriately)
Emotional regulation and cognitive maturation develop
Emotional regulation and cognitive maturation develop together, each enabling the other to advance.
-Maturation matters
-Learning matters
-Culture matters
Initiative versus guilt
Initiative versus guilt
-Erikson’s third psychosocial crisis
-Children undertake new skills and activities and feel guilty when they do not succeed at them.
-Protective optimism encourages trying new things.
-Optimistic self-concept protects young children from guilt and shame and encourages learning.
initiative- saying something new, beginning a project, expressing an idea
-depending on what happens next, children feel proud or guilty
Emotional connections
Neurological advances
Impediments to growth
Emotional connections
Neurological advances
-Growth of prefrontal cortex, amygdala, hippocampus
-Sufficient sleep
-Reciprocity between child and significant adults
Impediments to growth
-Adverse childhood experiences
Motivation
Motivation
-Involves impulse that propels someone to act.
-Comes either from a person’s own desires or from the social context.
-Intrinsic motivation
-Extrinsic motivation
-Spontaneous joy
-Imaginary friends
intrinsic motivation
arises from within, advances creativity; innovation and emotional wellbeing
extrinsic motivation
external praise, or reward, can stop once it becomes a habit
ex: brushing teeth
spontaneous joy
intrinsic motivation is evident when children explore for the sheer joy of it. exaggerated praise is not good
imaginary friends
considered a sign of creativity
Play
Play
–Timeless, universal
–Most productive and enjoyable activity that children undertake
Historical context
-Mildred Parten (1932)
—Play is intrinsic; five stages of increasingly advanced social play.
Currently
-Essential or merely fun?
-Higher level of play leads to more mature social skills.
five stages of play
- solitary-> play alone
- onlooker->a child watches other children play
- parallel-> children play similar but not together
- associate-> children interact, but do not take turns
- cooperative-> children play together, take turns
Screen time
Screen time
Today, less active play and more screen time
-Reduction in conversation, imagination, and exercise
-Links to obesity, emotional immaturity, and less intellectual growth
COVID-19
-Less physical activity, less social development, more parental stress
-More screen time occurs than recommended
-no more than 1 hr
Social play
Social play
-From age 2 to 6, most children learn how to join peer group, manage conflict, take turns, find friends, and more.
-Children learn emotional regulation, empathy, and cultural understanding.
-Play with peers advances social understanding.
-to learn social skills, play with peers advances social understanding
Technology
Technology
-Digital play can advance development if a child is with other children.
-Various digital tools are used as part of social interaction.
Rough-and-tumble play
Rough-and-tumble play
–Mimics aggression through wrestling, chasing, or hitting with no intention to harm.
–Is particularly common among young males.
–Advances children’s social understanding
–May positively affect limbic system connection with the prefrontal cortex.
Sociodramatic play
-Allows children to act out various roles and themes in stories that they create.
-Sociodramatic play enables children to:
–Explore and rehearse the social roles.
–Test their ability to explain.
–Practice regulating their emotions.
–Develop a self-concept.
Styles of caregiving
Baumrind’s dimensions and styles
Styles of caregiving
-Parenting styles vary within nations, ethnic groups, neighborhoods—even families.
Baumrind’s dimensions and styles
-Parents differ on four important dimensions.
1.Expressions of warmth
2. Strategies for discipline
3.Communication
4.Expectations for maturity
On the basis of these dimensions, three parenting styles were identified. A fourth style was suggested by other researchers.
Baumrind’s styles of caregiving
Baumrind’s styles of caregiving
-Authoritarian parenting: high behavioral standards, strict punishment of misconduct, and little communication (parents word is law, rarely talk about feeling)
-Permissive parenting: high nurturance and communication but little discipline, guidance, or control (make few demands)
-Authoritative parenting: parents set limits and enforce rules but are flexible and listen to their children.(consider themselves guides to children)
Neglectful/uninvolved parenting: child behavior ignored or not noticed by parent; behavior similar to those of permissive parent, but parents do not care (do not care vs. permissive parents-> care very much)
Long-term effects of parenting styles
Authoritarian parents- obedient, quiet, not happy, guilty, depressed, quick to blame and punish, rebel
Permissive parents- lack self control, immature friendships depend on parents, live at home
Authoritative parents- successful, happy
Neglectful/uninvolved parents-immature, sad, lonely
Problems with the research
Problems with the research
-Small sample from one community
Multi-cultural, multi-contextual approach would consider differential susceptibility.
–Each child needs individualized discipline.
Punishment
Punishment
–Every child misbehaves.
–Every child needs guidance to keep them safe and strong.
–Punishment methods are part of overall culture, not an isolated event.
Physical (corporal) punishment
-Discipline techniques that hurt the body of someone, from spanking to serious harm, including death.
Who uses physical punishment?
Who uses physical punishment?
-International research: 63 percent of 2- to 5-year-olds had been physically punished in last month.
–Cultures that emphasize physical punishment stress obedience and authority.
-In the United States, child discipline depends more on region and ethnicity that child behavior.
-Where is spanking more frequent in the United States?
-low ES African American, latinos, religious
Culture powerfully affects caregiving style.
-Difference apparent in
-Differences between
-Parents of all groups usually show
Culture powerfully affects caregiving style.
-Difference apparent in multiethnic nations
-Differences between majority and minority U.S. families should not be exaggerated.
–Parents of all groups usually show warmth to their children.
–Harsh, cold parenting appears harmful in every group.
Spanking
Spanking
-Physical punishment increases obedience temporarily, but increases the possibility of later aggression, bullying, and abusive adolescent and adult behaviors.
–Children who are not spanked are more likely to develop self-control.
–Cultural influence, background, and context are notable across the United States and the world.
