social relationships early development Flashcards
theories of social and personlaity development
psychoanaltyic perspectives
Erikson:agreed with freud concerning added focus on soical skill dvelopment.
autonmy vs. shame and doubt
initiative vs. guilt
social cognitive perspectives
person perception: increasing ability to classify otehers nice people vs not nice people
use category trait labels
describe others’ behavior patterns of others
categorize based on obseration characteristics
sstt
Preschoolers’ perceptions are inconsistent because they base them on their most recent interactions with individuals.
Preschoolers categorize based on race, gender, and age.
Cross-race effect: individuals are more likely to remember faces of people of their own race than those of a different race.
Preschoolers talk about “big kids” and “little kids.”
Preschoolers self-segregate by gender; this begins as early as age two. They also sometimes segregate themselves according to race. Cross race effect phenomena are seen by five years of age.
PERSONALITY AND SELF-CONCEPT
A Brief Overview
Gains in social environment understanding contribute to the emergence of distinctive personality.
Self-concept becomes more complex.
Exercise of greater control over behavior is aided.
PERSONALITY AND SELF-CONCEPT
Transition from Temperament to Personality
Personality represents a combination of temperament at birth and knowledge about temperament-related behavior acquired during childhood.
Social rewards encourage impulse control and behavior is modified.
GENDER DEVELOPMENT
Gender Concept Sequence
Gender understanding develops in stages:
Gender identity
Child’s ability to label his or her own sex correctly
Gender stability
Understanding that you are the same gender throughout life
Gender constancy
Recognition that someone stays the same gender even though appearances may change with clothing
GENDER DEVELOPMENT
Sex-Typed Behavior
Sex-Type Behavior . . .
Develops earlier than ideas about gender
Is learned from older same-sex children
Is learned differently by gender
GENDER DEVELOPMENT
Sex-Typed Behavior
Develops earlier than ideas about gender
18–24 months: children prefer sex-stereotyped toys
Age three: children prefer same-sex friends
Learn from older same-sex children
Sex-typed behaviors are learned differently.
Girls use an enabling style.
Supporting a friend, expressing agreement, making suggestions
Boys use a constricting or restrictive style.
Derails inappropriate interactions, bringing them to an end – Example: A boy hits another child to get a toy.
FAMILY RELATIONSHIPS AND STRUCTURE
Parenting Styles: Authoritarian
Parenting Characteristics High levels of demand and control Low levels of warmth and communication Child Consequences Good school performance Lower self-esteem and fewer peer interaction skills Some subdued; others highly aggressive These traits last well into high school
FAMILY RELATIONSHIPS AND STRUCTURE
Parenting Styles: Permissive
Parenting Characteristics High in warmth and communication Low in demand and control Child Consequences Poor adolescent school performance More aggressive and immature Less responsible and independent
FAMILY RELATIONSHIPS AND STRUCTURE
Understanding Results from Psychological Research
Parenthood after divorce reduces the financial and emotional resources available to a child.
Any transition involves upheaval.
Authoritative parenting likely diminishes during upheaval.
Extended family networks mitigate impact.
PEER RELATIONSHIPS: Kinds of Play
Solitary play
the child is are completely engrossed in playing and does not seem to notice other children. Most often seen in children between 2 and 3 years-old.
All ages of children
Parallel play
the child mimics other children’s play but doesn’t actively engage with them. For example they may use the same toy.
14–18 months
Cooperative play
some organization enters children’s play, for example the playing has some goal and children often adopt roles and act as a group.
three to four years old
