Lesson 12

Question 1

Emotional Development

Answer 1

A critical feature of development during this stage (2-6 years) is learning how and when to express emotion. In fact, emotion regulations viewed as the preeminent psychological accomplishment et week the ages of 2 and 6 years.
Emotion regulation also is referred to as effortful control. Children’s who master this—who learn to acknowledge, control and appropriately express their various, sometime intense emotions—become more capable in every aspect of their lives.
Since emotion regulation is a significant and somewhat pervasive aspect of this stage, its not surprise to lean that parents and other caregivers play an influential role in its development.

Question 2

Erikson: Initiative vs. Guilt

Answer 2

A better understanding of the socioemotional life of the young child is offered by Erikson, who refers to this as the stage of initiative vs. guilt. According to Erikson, the child’s focus during this stage is on independence and initiative. It is very important for the child to develop a sense of him or her self as a capable of identifying a goal, devising a plan for achieving that goal, setting the plan in motion and successfully completing it. At the same time, it is likely that there will be many pitfalls to such success along the way.

Question 3

Self concept of a child

Answer 3

The child’s self concept grows out of his/her experience of initiative. It is the belief in ones own ability, a personal estimate of success and worthiness. To the extent initiative flourishes, self concept will be strong. When initiative falters, self-concept will be weak. Obviously, these are important, life-long issues.

Question 4

Emotional Balance

Answer 4

Without adequate control, emotions overpower children. This can happen in two ways. Some children turn their emotional distress outward. These children have externalities problems in which they lash out in impulsive anger. Other children turn their emotional distress inward. These children have internalizing problems in which they become fearful and withdrawn. Both types of problem are a result of the inability to properly and effectively regulate the expression of emotion, which reinforces the earlier statement regarding the prominence of emotion regulation are linked to psychopathology, a general term referring to illness or disorder of the mind.

Question 5

Styles of Parenting: Baumrind

Answer 5

Developmentalists have long been interested in understanding how parents affect the development of their children. The research of Diana Baumrind has been most influential in this regard.
Baumrind studied some 100 preschool children and their parents. She observed the children in their preschool setting, interviewed the parents about their parenting behaviors, and also observed the children with their parents in both home and lab settings. On the basis of her work, Baumrind identified four important dimensions on which parents differ, and also noted three specific patterns of parenting.
Finally, Baumrind described developmental differences between the hildren who had been raised by parents who demonstrated each of the three parenting patterns.

Question 6

What are the four significant characteristics of parenting?

Answer 6

Warmth
Strategies for Discipline
Communication
Expectations for Maturity

Question 7

Dealing with parenting characteristic of Warmth?

Answer 7

Are parents affectionate and nurturant? cold and critical? Involved? Distant?

Question 8

Parenting caracteristics Discipline

Answer 8

Do parents explain? Criticize? Persuade? Ignore? Encourage? Demean?

Question 9

Parenting characteristic Coommunication

Answer 9

Do parents listen patiently? Demand Silence?

Question 10

Parenting characteristic Expectations for Maturity

Answer 10

Do parents have high expectations? Too high?? Too low? Developmentally appropriate?

Question 11

Three styles of Parenting (unofficial fourth)

Answer 11

Authoritarian
Permissive
Authoritative
Neglectful/uninvolved parenting

Question 12

Authoritarian

Answer 12

Characterized by limits only. Parents have high demands and exert high levels of control. Parents dictate the law, allow no questions and punish misconduct. Warmth and communication are low. Basically, this is a dictatorship.

Question 13

Permissive

Answer 13

Characterized by anarchy, or no limits. Parents make few or no demands and exert no control. Parents hid their impatience, offer little discipline, and disorder (no one in control) is common.

Question 14

Authoritative

Answer 14

Characterized by love, limits and flexibility. Parents exhibit high control warmth and acceptance. Parents off high levels of clarity and consistency of rules. Parents have appropriate expectations and good communication. Children’s views are sought and respected, though the parents remain “in charge.”

Question 15

Neglectful/uninvolved parenting

Answer 15

Characterized by parents’ obliviousness to their children’s behaviors. These parents see not to care at all about their children. (This is to be distinguished from permissive parenting in which, though parents are not very actively involved in priding guidance and structure for the children, nevertheless are seen as caring very much about them)

Question 16

Outcomes for Children: Authoritarian

Answer 16

Children of authoritarian parents are conscientious, obedient and quiet, but not especially happy. They tend to feel guilt or depressed. They internalize their frustrations and tend to blame themselves when things dont go well (even when relevant factors are not under their control). As adolescents, they sometimes rebel and leave home before 20.

Question 17

Outcomes for Children: Permissive

Answer 17

Children of permissive parents are unhappy and lack self control, especially in per relationships. They have inadequate emotion regulation, which makes them immature and impedes friendships, which is the main Eason fro their unhappiness. They tend to live at home, still dependent in early adulthood.

Question 18

Outcomes for Children: Authoritative

Answer 18

Children of authoritative parents are successful, articulate, happy with themselves and generous with others. They usually are liked by teachers and peers.

Question 19

Outcomes for Children: Neglectful//uninvolved

Answer 19

Children of neglectful//uninvolved parents are immature, sad, lonely, at risk of injury and abuse in early childhood and throughout their lives.

Question 20

Play: Social Characteristics

Answer 20

As noted in lesson 10, play is a critically important activity for children. In fact, developmentalists consider play to be the most productive and enjoyable activity that children undertake. Play occurs in all cultures and societies, and there is evidence to suggest that play in children characterized early development throughout history.
Play can be characterized on the basis of its characteristics.

Question 21

Types of play

Answer 21

Mildred Parten identified five types of play on the basis of the child’s level of interaction with other children. Of interest concerning these five types of play is that they are mutually exclusive, meaning that if you observe a child for any length of time in setting where said child has access to other children, at any given moment his/her play can be fit into one and only one of the 5 categories identified by Parten.

Question 22

Five types of play

Answer 22

Solitary play
Onlooker play
Parallel play
Associative play
Cooperative play

Question 23

Solitary Play

Answer 23

Child plays alone, unaware of others

Question 24

Onlooker Play

Answer 24

Child watches (looks on) other play

Question 25

Parallel Play

Answer 25

Children play near one another, with similar toys, involved in similar play but with no interaction (such as sitting around a table, sharing scissors, glue stick, stickers, etc while creating individual works of art)

Question 26

Associative Play

Answer 26

Children share materials (interact) but dont play the same game

Question 27

Cooperative Play

Answer 27

Children play together, take turns, follow rules (such as in a game of ‘tag.’)

Question 28

Sociodramatic play

Answer 28

A common form of play during early childhood, which tends to be very social, is sociodramatic play. In this type of play, children play together, acting out various roles and plots as they see fit. Examples might include playing ‘house,’ ‘school,’ and ‘doctor.’ Sociodramatic play contributes in important ways to children’s development.

Question 29

Sociodramatic play contributes in important ways to children’s development by allowing them to do the following:

Answer 29

• Explore and rehearse social roles they observe being enactedaround them (such as being a ‘mom,’ ‘dad,’ or ‘teacher’ or even a ‘dog.’
• Test their ability to explain their ideas and convince their playmates to go along with these ideas (such as by coming up with the theme of the play, assigning roles, etc.)
• Practice regulating their emotions by pretending to experience emotions as these fit with the play (such as by pretending to be angry when you are pretending to be ‘daddy’’ and you are scolding ‘the child’).
• Develop a self-concept in a non-threatening context (as children learn about themselves through their play in a setting that is characterized by little risk, such as when one child pretending to be the ‘parent’ yells at another child pretending to be that parent’s ‘child’ and the second child yells back at the ‘parent.’ Both children are taking on roles, expressing emotions, playing out fantasies, taking chances and learning about themselves and their peers with little chance of the kind of consequences that might come e they to take such chances in daily interactions with their parents.)

Question 30

Three factors related to likelihood of a child’s suffering a serious accident, and these are relevant to what th text book refers to as harm reduction.

Answer 30

Amount of adult supervision - young children should e supervised by an adult at all times. Failure to provide proper supervision greatly increases the likelihood of accident.
Safety of the play pace - unrestrained inside a moving vehicle, unsupervised near a body of water (of any size), in range of dangerous items—these are not safe spaces for children.
Child’s activity level - usually, the more active the child, the higher the risk of accident.