T3 - Social Development

Question 1

Development of knowledge of Self

• Early childhood
• Middle childhood
• Adolescence

what is adolescent egocentrism?

Answer 1

Early childhood:

• become able to differentiate self from others and recognise we have an identity (self recognition)
• Recognise we exist across time, and have a past and future (extended self)
• Begin to categorise ourselves (gender, race, etc.)
• first notice we are different from our mothers

Middle:
- Develop increasingly complex schemas that include psychological attributes such as temperament

Adolescence:

• continue to develop complex schemas, plus have an awareness of multiple selves.
• Later, multiple selves are accepted.

Adolescent Egocentrism = the emerging recognition that one may be the focus of another’s attention. may feel as if they are under a microscope.

Question 2

What is Desire Psychology?

What is Belief-desire psychology?

What is the case of false beliefs?

Answer 2

Desire Psychology:
- child’s first theory of mind - 2 year old children understand that people have internal states that correspond to desires, and that peoples actions and emotions can be predicted on the basis of those states.

Belief-desire psychology:

• by age 3, can make more complex predictions about behaviour,
• explain behaviour using the concepts of beliefs and desires.
• ability to relate to a person’s actions to their beliefs and desires
• people can have the same desire but act depending on beliefs

Case of false Beliefs:
- around age 4, children conceive the fact that beliefs can be false, that a person’s mental state can misrepresent a situation

Question 3

Erikson’s basic conflicts, and outcomes:

8 stages.

Answer 3

Stage 1. Trust vs Mistrust:

• early infancy - first year
• if parents are sensitive to feeding needs, the baby will develop basic trust.
• Neglect = mistrustful

Stage 2. Autonomy vs Shame and Doubt:

• 1-3 years
• If parents encourage their children to explore they will develop independence and autonomy.
• disapproval = shame and doubt about independence.

Stage 3. Initiative vs Guilt:

• 3-5 years
• If parents encourage initiative = ability to plan and initiate new things
• discouraged = guilt and develop inability to plan their future

Stage 4. Industry vs Inferiority

• 5-12 years
• if child directs energy to working and completing tasks = feeling of industry
• difficulty applying themselves = feel inferior or incompetent.

Stage 5. Identity vs Role confusion:

• 12-20 years
• If adolescents leave behind impulsive behaviour, they develop sense of confidence and positive identity
• unsuccessful = role confusion/ low self esteem and social withdrawal

Stage 6: Intimacy vs Isolation

• 20-40 years
• Relationships = intimacy or isolation

Stage 7: Generativity vs Stagnation

• 40-65 years
• can achieve generativity through raising children,
• lack of involvement with younger gen = stagnation

Stage 8: Integrity vs Despair

• 65+
• reflect happiness = integrity
• reflect negative = despair

Question 4

Group Socialisation Theory:

Roles of physical, rough and tumblr, play with objects, pretend and socio0dramatic play

Answer 4

Group socialisation theory:

• children are proposed to learn largely from groups of peers rather than parents
• one on one interactions with a parent or teacher who are not considered to have long lasting influences are thought to be situation specific - what is learnt does not generalise to out side home.

Roles of play:
Physical play:
- consists of body movements that are enjoyable to them

Rough and tumble:

• common during school years
• generally non hostile

Play with objects:

• appears from 5 months,
• initially infants explore objects by feeling, putting in mouth,
• gradually become more interested in what can be done with objects
• eventually toddlers start to play with 2+ objects at same time

Pretend play:

• appears 12-15 months and develops in 3 stages
• 1. Decentration - draws others into pretend activities
• 2. decontextualisation - can use one object to represent another
• 3. integration - individual acts of pretend play becoming joined up into patterns of activities.

Socio-dramatic play:
- pretend play with other people - appears around 12 months.

Question 5

Parten’s Play Typology:
What is play?

Types of play? (6 USOPAC)

Answer 5

Play: activities of a non-serious nature, which are highly individual, are engaged in for pleasure and which may not be associated with reality.

Types:

1. Unoccupied play:
   - child wanders about, watching whatever is of momentary interest but does not become involved.
2. Solitary play:
   - plays alone with different toys/objects and with no direct or indirect awareness of other children
3. Onlooker play:
   - Watches another play without participating. Involved in what is happening and is usually in speaking distance.
4. Parallel play:
   - involves 2+ children playing side by side, with awareness of each other’s presence but do not share, talk or interact.
5. Associative play:
   - engage in common activity, may talk about it with each other but do not assign tasks or roles and are not very clear about goals. Share ideas and materials but no clear coordinated purpose
6. Cooperative play:
   - consciously form into groups to make something or attain a goal.

Question 6

Peer status:
Sociometric techniques to measure this…
5 categories:

Answer 6

1. Popular - rated highly on most liked questions, low on least liked
2. Controversial - rated high on most liked, high on least liked
3. Neglected - rated low on most and least liked, tend to have few friends, not actively disliked
4. Average - rated evenly on both
5. Rejected - low on most liked, high on least liked.

Question 7

Baumrind’s Parenting Styles: (4)

Answer 7

1. Authoritative Parents:
   - high in demand and acceptance
   - children are happy and lively, confident, well developed emotional regulation, social skills etc.
   - associated with most positive outcomes
2. Authoritarian Parents:
   - high in demand and low in acceptance
   - children tend to be anxious, withdrawn, unhappy, poor frustration tolerance, do well in school, not likely to be involved in delinquency
3. Permissive parents:
   - high in acceptance and low in demand
   - children have poor emotional regulation, rebellious and defiant when desires are challenged
   - antisocial behaviour, puts children in control before they are ready
4. Uninvolved parents:
   - low in acceptance and low in demand
   - children have social and emotional maladjustments
   - poor self control, social alienation, immaturity and low self esteem