Topic 6: Emotional and Social Development in Early Childhood

Question 1

According to Erikson, preschoolers’ exuberant play and bold efforts to master new tasks break down when they ________.

identify too strongly with a same-sex parent
externally controlled by adults
are threatened, criticized, and punished excessively by adults
identify too strongly with an other-sex parent

Answer 1

are threatened, criticized, and punished excessively by adults

Question 2

Four-year-old Rayna says, “I’m Rayna. I’m a girl. I can run fast. I like yellow.” This shows that Rayna is beginning to develop ________.

emotional competence
self-regulation
a moral self
a self-concept

Answer 2

a self-concept

Question 3

The more parents ________, the more “emotion words” children use and the better developed their emotional understanding.

encourage their children to behave like adults

label their children’s successes and failures and point out when their children make errors

label and explain emotions and express warmth when conversing with preschoolers

promote peer sociability by insisting that their children share with peers

Answer 3

label and explain emotions and express warmth when conversing with preschoolers

Question 4

Most theories of moral development agree that at first, a child’s morality is ________.

externally controlled by adults

driven by compassionate concern

regulated by inner standards

motivated by a fear of retribution

Answer 4

externally controlled by adults

Question 5

Four-year-old Nancy, whose natal sex is female, strongly identifies as a boy and has become increasingly angry and distressed. Nancy is experiencing ________.

gender dysphoria

gender constancy

gender discrimination

an androgynous gender identity

Answer 5

gender dysphoria

Question 6

Erikson identified the psychological conflict of the preschool years as……….. Young children tackle new tasks, join in activities with peers, discover what they can do with the help of adults, and advance in conscience development. Through adult guidance and play experiences with peers, pre-schoolers acquire the moral and gender-role standards of their society.
All children are oppositional from time to time, particularly when tired, hungry, stressed or upset. Normal oppositional behaviour includes arguing, talking back, disobeying reasonable adult instructions, defying parents, teachers, and other adults.

initiative versus guilt
Industry vs. inferiority
Trust vs. mistrust

Answer 6

initiative versus guilt

Question 7

As self-awareness strengthens, children begin to develop a ………… Pre-schoolers’ self-concepts consist largely of observable characteristics and typical emotions and attitudes.

Self-concept.
Ego
Complex

Answer 7

self-concept.

Question 8

……….consists of our judgments about our own worth and the feelings associated with those judgments. By age 4, pre-schoolers have several self-judgments but have difficulty distinguishing between their desired and their actual competence.

Self awareness
Self Esteem
Self doubt

Answer 8

Self Esteem

Question 9

Gains in ………… contribute greatly to managing emotion.

School
Cognitive abilities
Executive function

Answer 9

executive function

Question 10

The more …………label and explain emotions and express warmth when conversing with pre-schoolers, the better developed children’s emotional understanding. By ages 3 to 4, children verbalise a variety of strategies for emotional self-regulation, and emotional outbursts decline.

Children
Teachers
Parents

Answer 10

Parents

Question 11

When parents focus on how to improve…………. , rather than commenting on the worth of the child, they induce moderate, more adaptive levels of shame and pride and greater persistence on difficult tasks

Academic success
Performance
Ability

Answer 11

performance

Question 12

…….. motivates prosocial, or altruistic, behaviour, but for some children, empathizing does not lead to sympathy but, instead, escalates into personal distress.

Strict parenting
Nurture
Empathy

Answer 12

Empathy

Question 13

Children who are sociable, ……….., and good at regulating emotion are more likely to help, share, and comfort others in distress

Intelligent
Likeable
Assertive

Answer 13

Assertive

Question 14

Peers provide young children with unique learning experiences because they interact on an equal footing. According to Parten, social development in 2- to 5-year-olds begins with non-social activity, then shifts to parallel play and then to two forms of true social interaction: ……………….

associative play and cooperative play
Parent led play
Creative and altruistic play

Answer 14

associative play and cooperative play

Question 15

…………..to parents are linked to more responsive, harmonious peer interaction, larger peer networks, and warmer, more supportive friendships during the preschool and school years.

Secure attachments
Insecure attachments
Indifference

Answer 15

Secure attachments

Question 16

At first, children’s morality is externally controlled by adults; gradually, it becomes regulated by inner standards. Most contemporary researchers believe that conscience formation is promoted by …….. in which an adult helps to make the child aware of feelings by pointing out the effects of the child’s misbehaviour on others.

Induction,
Encouragement
Direction

Answer 16

induction,

Question 17

Pre-schoolers distinguish moral imperatives from social conventions and matters of personal choice. Young children’s moral reasoning tends to be , emphasizing salient features and consequences.

rigid
fluid
ever changing

Answer 17

rigid

Question 18

Beginning in late infancy, all children occasionally display aggression.
By the second year, aggressive acts with two distinct purposes emerge:

Proactive (or instrumental) aggression and &Reactive (or hostile) aggression.

Intended and involuntary

Planned and calculated

Answer 18

Proactive (or instrumental) aggression and &Reactive (or hostile) aggression.

Question 19

Aggression comes in three forms: physical aggression, verbal aggression, and relational aggression.
After age ….., verbal aggression gradually replaces physical aggression, and proactive aggression declines as pre-schoolers gain in ability to delay gratification.

1
5
3

Answer 19

3

Question 20

Persistent ……….. predicts later internalising and externalising difficulties and social skills deficits.

non conformity
Aggression
Withdrawal

Answer 20

aggression

Question 21

Mutual trust and respect
Both perspectives honored
Communication flows both ways

What parenting style is this?
Authoritarian
Authoritative
Permissive

Answer 21

Authoritative

Question 22

Relationship is about control, perspectives not allowed, meaningful communicating generally flows one way

Authoritarian
Authoritative
Permissive

Answer 22

Authoritarian

Question 23

………… refers to any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes. Around age 2, children use gender words appropriately, and gender-typed learning accelerates.

Gender typing
Gender dysphoria
Gender conformity

Answer 23

Gender typing

Question 24

According to………………, pre-schoolers first acquire gender-typed responses through modelling and reinforcement and then organise these behaviours into gender-linked ideas about themselves.

social learning theory
Attachment theory
ecological systems theory

Answer 24

social learning theory

Question 25

,,,,,,,,,,,,,,,, an information-processing approach that combines social learning and cognitive developmental features, explains how environmental pressures and children’s cognitions work together to shape gender-role development.
As young children pick up gender-stereotyped preferences and behaviours from others, they organize their experiences into gender schemas, or masculine and feminine categories, that they use to interpret their world.
A few children experience gender dysphoria - great discomfort with the gender they were assigned at birth and, as early as the preschool years, express a desire to live as the other gender

Gender schema theory
Gender typing
Gender dysphoria

Answer 25

Gender schema theory