Socioemotional Development in Early Childhood Flashcards
Erickson’s 3rd Stage
initiative vs. guilt, child knows she is a person unto herself but intensely identifies with her primary caregivers
self-understanding
representation of self, the substance and content of the child’s self-conceptions
self-conscious emotions
pride, shame, embarrassment, guilt, develop with self-awareness around 18 months
describing emotion in childhood
between 2-4, children considerably increase the number of terms they use to describe emotion
emotion regulation
a child’s ability to manage the demands and conflicts they face in interacting w/others (parent’s empathy=regulating negative emotions well; parents’ warmth=regulating positive emotions well)
emotion coaching vs. emotion dismissing
children of emotion-coaching (opportunities to teach them to label emotions and deal with them effectively) parents are better at soothing themselves when they get upset
moral development
development of thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with other people
perspective taking
ability to discern another person’s inner psychological states, close to empathy, contributes to a child’s moral development
heteronomous morality
Piaget’s 1st stage of moral development, 4-7 years, children think of justice and rules as unchangeable properties in the world, removed from the control of people
autonomous morality
Piaget’s 2nd stage of moral development (following transition), 10 years and up, children become aware that rules and laws are created by people, and in judging an action they consider the actor’s intentions as well as consequences
immanent justice
heteronomous morality, concept that if a rule is broken, punishment will be meted out immediately b/c violation is automatically connected w/punishment
conscience
internal regulation of standards of right and wrong that involves an integration of all three components of moral development: moral though, feeling, and behavior
gender identity
sense of one’s own gender, including knowledge, understanding, and acceptance of being male or female
gender roles
sets of expectations that prescribe how males or females should think, act, & feel
gender typing
acquisition of a traditional masculine or feminine role
biological influences of gender development
chromosomes (23rd pair XX or XY), hormones such as estrogens and androgens (testosterone)
social role theory
Eagly, gender differences result from contrasting roles of women and men
psychoanalytic theory of gender
Freud, sexual attraction to opposite-sex parent (Oedipus and Electra complexes) yields in 5-6 year olds to an identification w/same-sex parent
social cognitive theory of gender
gender development occurs through observing and imitating what other people say and do, as well as rewards for gender-appropriate behavior and punishments for gender-inappropriate behavior
gender schema theory
gender-typing emerges as children gradually develop gender schemas of what is gender-appropriate and gender-inappropriate in their culture
schema
cognitive structure, network of associations that guide an individual’s perceptions
Baumrind’s Parenting Styles
authoritarian-restrictive, punitive, exhorting child to follow directions and respecting work and effort
authoritative-encouraging to independence but with limits and controls, warm & nurturant
neglectful-uninovlved, children socially incompetence w/ lack of self-control
indulgent-highly involved but w/few demands/controls, children socially incompetent w/lack of self-control
types of child maltreatment
physical abuse, child neglect, sexual abuse, emotional abuse
3 important characteristics of sibling relationships
- emotional quality of the relationship
- familiarity and intimacy of the relationship
- variation in sibling relationships
role of play in development
Vygotsky-play is child’s work, play is excellent setting for cognitive development
Piaget-play advances child’s cognitive development, but also child’s cognitive development constrains the way s/he plays
sensorimotor play
behavior by infants to derive pleasure from exercising their sensorimotor skills
practice play
repetition of behavior when new skills are being learned or when physical/mental mastery and coordination of skills are required for games or sports
pretense/symbolic play
child transforms physical environment into a symbol
social play
involves interaction w/peers
constructive play
combines sensorimotor/practice play with symbolic representation
games
activities that children engage in for pleasure and that have rules
