Socio-Economic Development of Early Childhood PDF

Socioemotional Development in Early Childhood  Presentation Outline 01 02 03 Emotional Influences of Peer and Family Relations, Personality and Play Development  01 Emotional and Personality Development Remar...

Socioemotional Development in Early Childhood  Presentation Outline 01 02 03 Emotional Influences of Peer and Family Relations, Personality and Play Development  01 Emotional and Personality Development Remarkable Development Emotional The Self Development Moral Development Gender  The Self Initiative Vs Guilt Children have become convinced they are persons of their rights. Begin to discover what kind of person they will become. Identify intensely with their parents.  The Self Initiative Vs Guilt Uses perceptual, motor, cognitive, and language skills. Feels guilty about his/her actions.  The Self Self-Understanding Their understanding of themselves starts with the following: Self can be described by material characteristics Physical activities as a component of self Uses Psychological Traits and Emotions  The Self Understanding Others Others have emotions and desires. Perceive others with Psychological Traits. People do not give accurate reports of their beliefs.  The Self Understanding Others Understanding Joint Commitments. Learning through extensive observation of other people. Not as Egocentric as Jean Piaget envisioned.  The Self Understanding Others Young children are more socially sensitive and perceptive, suggesting that parents and teachers can influence children’s development by interacting with them in ways that help them to better understand and navigate the social world.  Emotional Development Their emotional development in early childhood allows them to try to make sense of other people’s emotional reactions and to begin to control their own emotions.  Emotional Development Expressing Emotions Young Children experience emotions such as joy and fear. Self- conscious emotions such as pride and guilt appear until self-awareness occurs at approximately 15 to 18 months of age.  Emotional Development Understanding Emotions Learning about the causes and consequences of feelings. Show an increased ability to reflect on emotions. Begin to understand that the same event can elicit different feelings in different people. Awareness that they need to manage their emotions to meet social standards.  Emotional Development Regulating Emotions This helps them to become socially competent. a component of self-regulation or executive function. Parents can play an important role in young children in emotion regulation. Parents can be described as taking an emotion-coaching or an emotion-dismissing approach.  Emotional Development Regulating Emotions Emotion-Coaching Parents Monitor their children’s emotions, view their children’s negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them on how to deal effectively with emotions.  Emotional Development Regulating Emotions Emotion-Dismissing Parents Emotion-dismissing parents view their role as to deny, ignore, or change negative emotions.  Emotional Development Emotion Regulation and Peer Relations The ability to modulate one’s emotions is an important skill that benefits children in their relationship with peers. Young children with higher emotion regulation were more popular with their peers  Moral Development It involves thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with other people.  Moral Development Moral Feelings Identifying with parents and internalizing their standards of right and wrong, thus forming the superego. Positive and negative feelings contribute to children’s moral development. Influence children to act in accordance with standards of right and wrong.  Moral Development Moral Reasoning According to Jean Piaget, children go through two distinct stages in how they think about morality. Heteronomous and Autonomous Morality.  Moral Development Moral Reasoning- Heteronomous Morality about 4 to 7 years of age. Children think of justice and rules as unchangeable properties of the world, removed from the control of people. Believes that rules are unchangeable and are handed down by all-powerful authorities.  Moral Development Moral Reasoning- Heteronomous Morality The heteronomous thinker also believes in immanent justice, the concept that if a rule is broken, punishment will be meted out immediately.  Moral Development Moral Reasoning- Autonomous Morality 10 years of age and older. They become aware that rules and laws are created by people, and in judging an action they consider the actor’s intentions as well as the consequences.  Moral Development Moral Reasoning- Autonomous Morality Moral autonomists—accept change and recognize that rules are merely convenient conventions, subject to change.  Moral Development Moral Behavior The reinforcement, punishment, and imitation processes explain moral behavior development. When children are rewarded, provided with models, and presence of punishment.  Moral Development Moral Behavior From a moral behavior point of view, the situation also influences behavior. Children are likely to imitate the behavior of other people through observation.  Moral Development Conscience This refers to an internal regulation of standards of right and wrong that involves an integration of all three components of moral development we have described so far: moral thought, feeling, and behavior.  Moral Development Parenting and Moral Development Parent-child relationships introduce children to the mutual obligations of close relationships. An important parenting strategy involves proactively averting potential misbehavior by children before it takes place  Gender Gender - characteristics of people as males and females. Gender Identity - Involves a sense of one’s own gender. Gender Roles - Sets of expectations that prescribe how females or males should think, act, and feel. Gender Typing - Refers to the acquisition of a traditional masculine or feminine role  Gender Biological Influences Biology plays a role in gender development. Among the possible biological influences are chromosomes, hormones, and evolution.  Gender Biological Influences Chromosomes – 46 pairs: 23rd pair – XX Female and XY Male Hormones: Estrogens – Female Hormones Androgens – Male Hormones  Gender Evolutionary Psychology View Adaptation during human evolution produced psychological differences between males and females. Because of their differing roles in reproduction, males and females faced differing pressures when the human species was evolving.  Gender Evolutionary Psychology View Males evolved dispositions that favor violence, competition, and risk-taking to win competition for sexual access. Females devoted effort to parenting and chose successful, ambitious mates who could provide their offspring with resources and protection.  Gender Social Influences - Theories 1. Social Role Theory - This states that gender differences result from the contrasting roles of women and men. 2. Psychoanalytic Theory of Gender - This stems from Freud’s view that the preschool child develops a sexual attraction to the opposite-sex parent.  Gender Social Influences - Theories 3. Social Cognitive Theory of Gender - Children’s gender development occurs through observing and imitating what other people say and do and through being rewarded and punished for gender- appropriate and gender-inappropriate behavior.  Gender Parental Influences Mothers’ socialization strategies - In many cultures, mothers socialize their daughters to be more obedient and responsible than their sons. They also place more restrictions on daughters’ autonomy.  Gender Parental Influences Fathers’ socialization strategies - Fathers show more attention to sons than daughters, engage in more activities with sons, and put forth more effort to promote sons’ intellectual development.  Gender Peers Influences Peers soon join the process of responding to and modeling masculine and feminine behavior. Peers extensively reward and punish gender behavior  Gender Cognitive Influences Gender schema theory - states that gender typing emerges as children gradually develop gender schemas of what is gender-appropriate and gender- inappropriate in their culture.  02 Families Social Relationship beyond attachment Types of Parenting Child Maltreatment Sibling Relationship Changing Family  Parenting It’s not just the quantity of time parents spend with children that is important for children’s development—the quality of parenting is clearly important.  Parenting Baumrind’s Parenting Styles Diana Baumrind, argues that parents should be neither punitive nor aloof. Rather, they should develop rules for their children and be affectionate with them.  Parenting Baumrind’s Parenting Styles Authoritarian Parenting It is a restrictive, punitive style in which parents exhort the child to follow their directions and respect their work and effort. This style places firm limits and controls on the child and allows little verbal exchange.  Parenting Baumrind’s Parenting Styles Authoritarian Parenting Children of authoritarian parents are often unhappy, fearful, and anxious about comparing themselves with others, fail to initiate activity, and have weak communication skills.  Parenting Baumrind’s Parenting Styles Authoritative Parenting They encourage children to be independent but still place limits and controls on their actions. Extensive verbal give-and-take is allowed, and parents are warm and nurturing toward the child.  Parenting Baumrind’s Parenting Styles Authoritative Parenting Children whose parents are authoritative are often cheerful, self-controlled, self- reliant, and achievement-oriented; they tend to maintain friendly relations with peers, cooperate with adults, and cope well with stress.  Parenting Baumrind’s Parenting Styles Neglectful Parenting It is a style in which the parent is uninvolved in the child’s life. Children whose parents are neglectful develop the sense that other aspects of the par- ents’ lives are more important than they are.  Parenting Baumrind’s Parenting Styles Neglectful Parenting These children tend to be socially incompetent, have poor self-control, don’t handle independence well, have low self-esteem, and are immature. In adolescence, they may show patterns of truancy and delinquency.  Parenting Baumrind’s Parenting Styles Indulgent Parenting Children whose parents are indulgent rarely learn respect for others and have difficulty controlling their behavior. They might be domineering, egocentric, and noncompliant, and have difficulties in peer relations.  Parenting Punishment Reasons for avoiding spanking or similar harsh punishments: Children may imitate this aggressive, out-of- control behavior. Punishment can instill fear, rage, or avoidance. It tells children what not to do rather than what to do. Punishment can be abusive.  Parenting Punishment Handling misbehavior by reasoning with the child, especially explaining the consequences of the child’s actions for others. Time out can also be effective when the child is removed from a setting that offers positive reinforcement.  Parenting Co-parenting The support that parents provide one another in jointly raising a child. Poor coordination between parents, undermining of the other parent, lack of cooperation and warmth, and disconnection by one parent are conditions that place children at risk for problems.  Child Maltreatment The public and many professionals use the term child abuse to refer to both abuse and neglect. Developmentalists increasingly use the term child maltreatment.  Child Maltreatment Types of Abuse Physical Abuse - This is characterized by the infliction of physical injury. Child Neglect - is characterized by failure to provide for the child’s basic needs.  Child Maltreatment Types of Abuse Sexual Abuse - This includes fondling a child’s genitals, intercourse, incest, rape, sodomy, exhibitionism, and commercial exploitation through prostitution or the production of porno-graphic materials.  Child Maltreatment Types of Abuse Emotional Abuse - This includes acts or omissions by parents or other caregivers that have caused or could cause serious behavioral, cognitive, or emotional problems.  Child Maltreatment Consequences Poor emotion regulation, attachment problems, problems in peer relations, difficulty in adapting to school, and other psychological problems such as depression and delinquency.  Child Maltreatment Consequences Engage in violent romantic relationships, delinquency, sexual risk-taking, and substance abuse. In their adult years, they experience physical ailments, mental problems, sexual problems, and interpersonal problems, and they are at risk of having financial and employment- related difficulties.  Child Maltreatment Consequences Engage in violent romantic relationships, delinquency, sexual risk-taking, and substance abuse. In their adult years, they experience physical ailments, mental problems, sexual problems, and interpersonal problems, and they are at risk of having financial and employment- related difficulties.  Sibling Relationship Conflicts Siblings in the presence of each other when they are 2 to 4 years of age, on average, have a conflict once every 10 minutes, and then the conflicts go down somewhat from 5 to 7 years of age.  Sibling Relationship Conflicts When favoritism of one sibling occurred, it was linked to lower self-esteem and sadness in the less-favored sibling.  Birth Order Firstborns are the most intelligent, achieving, and conscientious. The popular conception is that the only child is a “spoiled brat” with such undesirable characteristics as dependency, lack of self-control, and self-centered behavior.  Birth Order Proposed explanations usually point to variations in interactions with parents and siblings associated with being in a particular position in the family. Only a strong predictor of behavior.  Changing Family Working Parents The nature of parents’ work has more influence on children’s development than whether a parent works outside the home.  Changing Family Divorced Families Children from divorced families are more likely to have academic problems, show externalized problems and internalized problems, be less socially responsible, have less competent intimate relationships, drop out of school, become sexually active at an early age, take drugs, associate with antisocial peers.  Changing Family Divorced Families Children from divorced families show poorer adjustment and are more at risk for engaging in suicide attempts.  Changing Family Gay and Lesbian Parents Parenthood among lesbians and gays is controversial. Opponents claim that being raised by gay or lesbian parents harms the child’s development.  Changing Family Socioeconomic Status The differential in access to resources encompasses nutrition, health care, protection from danger, and enriching educational and socialization opportunities such as tutoring and lessons in various activities.  Changing Family Socioeconomic Status Persistent economic hardship and very early poverty were linked to lower cognitive functioning in children at 5 years of age. Less effective executive function in second and third-graders.  03 Peer Relations and play  Peer Relations As children grow older, they spend an increasing amount of time with their peers—children of about the same age or maturity level.  Peer Relations Peer Group Functions Provide a source of information and comparison about the world and outside the family by: Receiving feedback about their abilities from their peer group. Evaluating what they do in terms of whether it is better than, as good as, or worse than what other children do.  Peer Relations Peer Group Functions Withdrawn children who are rejected by peers or are victimized and feel lonely are at risk for depression. Children who are aggressive with their peers are at risk for a number of problems, including delinquency and dropping out of school.  Peer Relations Play An extensive amount of peer interaction during childhood involves play, but social play is only one type of play. Play is a pleasurable activity in which children engage for its own sake, and its functions and forms vary.  Peer Relations Play Functions Play helps children master anxieties and conflicts. Play permits children to work off excess physical energy and release pent-up tensions  Peer Relations Play Functions Play permits children to practice their competencies and acquired skills in a relaxed, pleasurable way. Parents should encourage such imaginary play to advance the child’s cognitive development, especially creative thought.  Peer Relations Play Functions Play encourages exploratory behavior by offering children the possibilities of novelty, complexity, uncertainty, surprise, and incongruity. An important context for the development of language and communication skills.  Peer Relations Types of Play Sensorimotor Play - derive pleasure from exercising their sensorimotor schemes. Practice Play - repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports.  Peer Relations Types of Play Pretense/Symbolic Play - transforms the physical environment into a symbol. Pretend play contributes to young children’s self- regulation.  Peer Relations Types of Play Social Play - It involves interaction with peers. Social play increases dramatically during the preschool years.  Peer Relations Types of Play Constructive Play – It combines sensorimotor/practice play with symbolic representation. It occurs when children engage in the self- regulated creation of a product or a solution.  Peer Relations Types of Play Games are activities that children engage in for pleasure and have rules. Often, they involve competition. Preschool children may begin to participate in social games that involve simple rules of reciprocity and turn- taking. Thank you for Listening!