Chapter 8 Socioemotional Development Flashcards
self-recognition
advanced in 2nd year of life
recognizes self as individual
identify intensively with parents
see parents as powerful but also unreasonable
Initiative vs. Guilt
child begins to enthusiastically assert themselves and initiate play and social interaction
criticism and failure then lead to guilt
self-understanding
requires self-recognition
Children begin identifying themselves with
physical/ body attributes, materials they
have and physical activities they play
emotional development
allows for ability to make sense of other people’s emotional reactions and control their own
Infants experience joy and fear but self-conscious
emotions requires a sense of self
self-conscious emotions
Pride, shame, embarrassment, and guilt
pride and guilt become common in early childhood
influenced by parents reaction to their behavior
Understanding emotion by age 5
children show more ability to reflect on emotions and growing awareness of the need to manage emotions according to social standards
Emotion-coaching parents
Monitor their children’s negative emotions
View their children’s negative emotions as opportunities for teaching
Assist their children with labeling emotions and coach on how to deal effectively with emotions
Emotion-dismissing approach
Deny or ignore or change negative emotions
Conscience
internal regulation of standards of right and wrong that involves integrating moral thought, feeling, and behavior
Moral feelings
Feelings of anxiety and guilt are central to the
account of moral development.
Emotions and guilt can motivate behavior.
When children observe people behaving morally, they will likely mimic them
averting potential misbehavior before it takes
place
Younger children → diversion
Older children → talking about values that the
family deem important
Heteronomous morality
the first stage of moral development in Piaget’s theory, occurring from 4 -7 years of age
Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people
Autonomous morality
Piaget’s theory, children (~10 years and up) become aware that rules and laws are created by people.
When judging an action, one should consider the
actor’s intentions as well as the consequences
Immanent justice
if a rule is broken, punishment will ensue immediately
Gender identity
the sense of being male or female, which most children acquire by 2½ years
Gender role
a cultural set of expectations that prescribes how females or males should think, act, feel
Gender typing
acquisition of a traditional masculine or feminine role
Eg. Fighting Vs Crying
Social role theory
gender differences result from contrasting roles of women and men
Social cognitive theory
children’s gender development occurs through observation and imitation of others’ words and action
Gender schema theory
children gradually develop gender schemas of what is gender-appropriate and gender-appropriate in their culture
Authoritarian parenting
Parents exhort child to follow directions and respect their work and effort.
Allows little verbal exchange.
Associated with children’s social incompetence.
Linked to child’s higher level of aggression
Authoritative parenting
Encourages children to be independent but still places limits and controls on their actions.
Extensive verbal give-and-take is allowed
Associated with children’s social competence
Children are more prosocial
Neglectful parenting
Parent is uninvolved in the child’s life.
Associated with children’s social incompetence and lack of self-control.
Children externalize problems
Indulgent parenting
Parents are highly involved with their children but place few demands or controls on them
Associated with children’s social incompetence and lack of self-control.
Associated with children not respecting others.
Children may be domineering, egocentric, noncompliant, and have difficulties in peer relations
