Emotional and Social Development in Early Childhood

Question 1

Erikson Psychosocial Theory of Development: Initiative vs. Guilt

Answer 1

• New sense of purpose (Eager to try out new tasks and join in new activities with same age peers)
• Negative outcomes can lead to over developed superego and guilt
• Children have a new sense of purpose
• Eager to tackle new tasks
• Overly strict management of children’s behavior can cause them to develop and overly strong superego and for their desire to try out new things to cease, as they are afraid of punishment or criticism.

Question 2

For Erikson, play crates a….

Answer 2

Small organization of children and provides them with opportunities for trying out and achieving culturally-relevant goals

Question 3

Self-Understanding

Answer 3

• Self-concept includes characteristics (physical, social, psychological) that a person sees as defining who he/she is
• Self-esteem is how we judge our own self-worth

Question 4

Self Concept of Preschoolers

Answer 4

• Typical Emotions and Attitudes
• Good Runner
• Brown Hair
• Best Ball Thrower
• Implicit sense of their own personality

Question 5

Emotional Development

Answer 5

-Can judge the cause of emotional states
-Predict what a person will do next
-Emotional word usage linked with prosocial behavior
-Emotional self-regulation
-Continued development of self-conscious emotions
-Empathy and Sympathy (Prosocial/Altruistic behavior
Sympathy)

Question 6

Peer Relations

Answer 6

• Peer Sociability
• Rise in socio-dramatic, cooperative play
• Cross-cultural variations in play

Question 7

Rise in socio-dramatic, cooperative play (Peer Relations)

Answer 7

Parten’s Play Categories
-Non-social activity
-Parallel play
-Associative play
-Cooperative play
Type, not amount of solitary and parallel play changes with age

Question 8

First Friendship

Answer 8

• “Someone who likes you”
• Pleasure based around play activities and sharing
• Non-enduring quality
• Interaction differences exist between friends and non friends

Question 9

Parental Influence (First Friendship)

Answer 9

Direct parental influence

Indirect parental influence

Question 10

Direct parental influence (First Friendship)

Answer 10

xxx

Question 11

Indirect parental influence

Answer 11

xxx

Question 12

Authoritative (Patterns of Child Rearing)

Answer 12

Acceptance: High
Involvement: High
Control: Adaptive
Autonomy: Appropriate

Question 13

Authoritarian (Patterns of Child Rearing)

Answer 13

Acceptance: Low
Involvement: Low
Control: High
Autonomy: Low

Question 14

Permissive (Patterns of Child Rearing)

Answer 14

Acceptance: High
Involvement: Too low or too high
Control: Low
Autonomy: High

Question 15

Uninvolved (Patterns of Child Rearing)

Answer 15

Acceptance: Low
Involvement: Low
Control: Low
Autonomy: Indifferent

Question 16

Foundations of Morality

Answer 16

Moral behavior is at first governed by external influences but later becomes more influenced by internal standards for behavior (Psychoanalytic Perspective, Social Learning Theory, Cognitive Developmental Perspective)

Question 17

Psychoanalytic Perspective (Foundations of Morality)

Answer 17

• Inductive discipline

- The role of guilt

Question 18

Aggression

Answer 18

• Proactive Aggression
• Reactive Aggression
• Different Forms of Aggression
• Sources of Aggression

Question 19

Proactive Aggression

Answer 19

A type of aggression in which 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. Also called instrumental aggression. Distinguished from reactive aggression.

Question 20

Reactive Aggression

Answer 20

An angry, defensive response to provocation or a blocked goal, which is meant to hurt another person. Also called hostile aggression.

Question 21

Different Forms of Aggression

Answer 21

• Physical Aggression
• Verbal Aggression
• Relational Aggression

Question 22

Sources of Aggression

Answer 22

• Parenting behaviors

- Media

Question 23

Gender Typing

Answer 23

Associating objects, events occupation or traits that are consistently associated with one sex over another

Question 24

Gender Stereotyped Beliefs

Answer 24

Develop categorical schema for what is associated with boys and girls
Preschoolers hold “blanket rules” that are inviolable

Question 25

Influences on Gender

Answer 25

- Genetic influences on gender typing (Hormones can lead to aggressive behavior) - Environmental influences on gender typing (Parents, Teachers, Peers)

Question 26

Gender Identity

Answer 26

Perception of one-self as being either male or female (Androgyny) - Social Learning Theory - Cognitive-developmental Theory - Gender Constancy

Question 27

Androgyny (Gender Identity)

Answer 27

Individual who has both masculine and feminine characteristics

Question 28

Gender Constancy (Gender Identity)

Answer 28

Gender remains constant even if articles of clothing, hairstyles or play changes

Question 29

Social Learning Theory | (Gender Identity)

Answer 29

Preschoolers first acquire gender-typed responses through modeling and reinforcement and then organize these behaviors into gender-linked ideas about themselves

Question 30

Cognitive-developmental Theory (Gender Identity)

Answer 30

Children must master gender constancy before developing gender-typed behavior, but evidence for this assumption is weak.

Question 31

Gender Schema Theory

Answer 31

Combines features of social learning and cognitive-developmental perspectives. As children acquire gender-typed preferences and behaviors, they form masculine and feminine categories, or gender schemas, that they apply to themselves and their world.