Chapter 8: Socioemotional Development in Early Childhood Flashcards
Emotional and Personality Development
Children’s developing minds and social experiences produce remarkable advances in the development of:
- The self
- Emotional maturity
- Moral understanding
- Gender awareness
The self
Individual versus guilt
- Children use their perceptual, motor, cognitive, and language skills to make things happen
- On their own initiative, then, children at this stage exuberantly more out into a wider social world
- Initiative and enthusiasm may bring guilt which lowers self-esteem
The self continued
Self-understanding and understanding others
- Physical activities are central component of the self in early childhood
- Unrealistically positive self descriptions
Self-Understanding
Cognitive representation of self, substance and content of self-conceptions
The self continued
Understanding others
- Children start perceiving others in terms of psychological traits
- Children begin to develop an understanding for joint commitments
- Young children are not as egocentric as depicted in Piaget’s theory
Emotional Development
- Expressing emotions
- Understanding emotions
- Regulating emotions
Expressing emotions
Pride, shame, embarrassment, and guilt are examples of self-conscious emotions
- During the early childhood years, emotions such as pride and guilt become more common
- Influenced by parents’ responses to children’s behavior
Understanding emotions
- Children’s understanding of emotion is linked to an increase in prosocial behavior
- Children begin to understand that the same event can elicit different feelings in different people
- By age 5 most children show a growing awareness of the need to manage emotions according to social standards
Regulating emotions
- Plays a key role in children’s ability to manage the demands and conflicts they face in interacting with others
- Parents can be described as taking an emotion-coaching or an emotion-dismissing approach
- Ability to modulate emotions benefits children in their relationships with peers
Moral Development
-Thoughts
-Feelings
-Behaviors
Regarding rules and conventions
Moral feelings
- Feelings of anxiety and guilt are central to the account of moral development
- Learning how to identify a wide range of emotional states in others, and to anticipate what kinds of action will improve another person’s emotional state, help to advance children’s moral development
Moral reasoning
Heteronomous morality: The first stage of moral development in Piaget’s theory, occurring from approximately 4 to 7 years of age
-Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people
Autonomous morality
In Piaget’s theory, older children (about 10 years of age or older) become aware that rules and laws are created by people and that in judging an action one should consider the actor’s intentions as well as the consequences
Immanent justice
Concept that if a rule is broken, punishment will be meted out immediately
- Parent-child relations, in which parents have the power and children do not, are less likely to advance moral reasoning
- Rules are handed down in an authoritarian manner
Moral behavior
- Processes of reinforcement, punishment, and imitation explain the development of moral behavior
- Situation influences behavior
- Cognitive factors are important in the child’s development of self-control
Conscience
Moral thought, feeling, and behavior
Parenting
- Relational quality, parental discipline, proactive strategies, conservational dialogue
- Introduce kids to mutual obligations
Gender
- Gender Identity
- Gender role
- Gender typing
- Biological Influences
- Social Influences
- Cognitive Influences
Gender Identity
The sense of being male or female, which most children acquire by the time they are 3 years old
Gender role
A set of expectations that prescribes how females or males should think, act, and feel
Gender Typing
Acquisition of a traditional masculine or feminine role
