Social Development in Early Childhood II. (Chapter 8) Flashcards
Emotion Regulation
-Ability to control emotional arousal and direct emotional expression in a socially acceptable way, to maintain organized behavior in the presence of strong emotions
Emotion Regulation in Early Childhood
-Improves noticeably in early childhood
-Examples: tolerating frustration, delay of gratification
-contributes to children’s social competence
Inadequate Emotion Regulation
-Externalizing Problems: experience emotion outside the self (lashing out, impulsive anger)
-Internalizing Problem: inhibiting the expression of emotions (being fearful or withdrawn)
Influences on Emotion Regulation Development
-Brain development: prefrontal cortex development
-early stress and maltreatment: impair normal brain development
-sensitive and nurturing parenting: buffers against the negative effect of early stress; fosters adequate emotion regulation in a child
-child’s own temperament: difficult temperament
Prosocial Behaviors
Any voluntary behavior intended to help others
Aggressive Behaviors
Any voluntary behavior intended to hurt others
Types of Aggression
-Instrumental aggression: forceful behavior aimed at getting or keeping an object (most common in early childhood)
-physical aggression
-verbal aggression
Direct Relational Aggression
Use of relationship as a mean to hurt others or achieve a goal
-“if you don’t give me the toy, I won’t be your friend anymore”
Indirect Social Aggression
Use of social community to hurt others
-spreading rumor, social alienation, social exclusion
Social Learning Theory (Learning Aspect)
- Behavior is learned by observing and imitating models- OBSERVABLE LEARNING
-children choose models to imitate - Behaviors are shared by feedback- REINFORCEMENT
-children choose model to imitate
Social Learning Theory (Cognitive Aspect)
Sense of one’s own capacity to master challenges and achieve goals- SELF EFFICACY
Influences on Children’s Aggressive Behaviors
-media
-peer interactions
-parents and parenting
-older sibling
Discipline Techniques (Focus on the Positive)
Encouraging desirable behaviors
-reward
-inductive reasoning
Discipline Techniques (Focus on the Negative)
Discouraging undesirable behaviors
-pushment
-power assertion (physical or verbal control)
-withdrawal of love (psychological control)
Aspects of Physical Punishment Related to Problematic Outcome
-anger of parents
-lack of explanation about the punishment
-emotional consequences: rejection by parent
-inconsistency in carrying out punishment
-using punishment unselectively (frequently use)
Influences on Parenting
-Parent depression: less sensitive parenting
-Marital Conflicts: ineffective parenting
-Stressful life events
-Social Support
-Cultural influences
Baumrinds’s Model (Parenting Styles)
Dimensions
-Expressions of warmth: level of affection and emotional support shown by parent
-Discipline and control: approach to setting rules and limits for children
-Expectation for maturity: degree of responsibility and independence expected from children
-Quality of communication: effectiveness of parent-child interactions and dialogues
Authoritarian
-LOW warmth expression
-STRICT discipline/control
-HIGH maturity expectation
-P>C communication
Permissive
-HIGH warmth expression
-RARE discipline/ control
-LOW maturity expectation
-P<-C
Authoritative
-HIGH warmth expression
-MODERATE, INDUCTIVE discipline/control
-MODERATE maturity expectation
-P<->C
Uninvolved
-LOW warmth expression.
-RARE discipline/control
-LOW maturity expectation
-LITTLE communication
Permissive Style/ Child’s Behavior
-Immature
-Lack of self-control
Authoritarian Style/ Child’s Behavior
-Conscientious
-Obedient
-Quiet
-Discontent
-Withdrawn
-May rebel in adolescence
Authoritative Style/ Child’s Behavior
-Self-controlled
-Content
-Self-reliant
Uninvolved Style/ Child’s Behavior
Behavioral disorders
