Week 6 Early Childhood Psychosocial Development PDF

Chapter 6 – Early Childhood: Psychosocial Development Dr Laila Wati Madlan@Endalan  Emotional Development Emotional Regulation – The ability to control when and how emotions are expressed – Possible due to connections between limbic system and prefrontal cortex Initiative v...

Chapter 6 – Early Childhood: Psychosocial Development Dr Laila Wati Madlan@Endalan  Emotional Development Emotional Regulation – The ability to control when and how emotions are expressed – Possible due to connections between limbic system and prefrontal cortex Initiative versus guilt – Erikson’s third psychosocial crisis, in which children undertake new skills and activities and feel guilty when they do not succeed at them. Pride in Oneself Guilt and Shame Motivation Culture and Motives Seeking Emotional Balance  Sex Differences in Emotional Regulation Neurological and hormonal effects: – Boys tend to be aggressive (externalizing) – Girls tend to be anxious (internalizing) Psychopathology is not typical! – Children of both sexes usually learn to regulate their emotions as their brains mature and their parents nurture them Play Play Peers and Parents The Ecological Context Changing Social Circumstances Active Play Active Play Sociodramatic Play Parenting Styles  Baumrind’s Patterns of Parenting Authoritarian parenting: High behavioral standards, strict punishment of misconduct, and little communication Permissive parenting: High nurturance and communication but little discipline, guidance, or control Authoritative parenting: Parents set limits and enforce rules but are flexible and listen to their children Neglectful/uninvolved parenting: Parents are indifferent toward their children and unaware of what is going on in their children’s lives Implications of Parenting Style Implications of Parenting Style Implications of Parenting Style Critique of Baumrind’s Model Children, Parents, and the Media The Significance of Content Moral Development Prosocial and Antisocial Behavior Types of Aggression  Discipline and Children’s Thinking 1. Remember theory of mind. Young children gradually come to understand things from other viewpoints. 2. Remember emerging self-concept. When the sense of self is developing, sharing becomes more difficult. 3. Remember fast-mapping. Young children are eager to talk and think, but they say more than they really understand. Explanations and discussion before and after misbehavior help children learn. 4. Remember that young children are not logical. Children may disconnect a misdeed from the punishment.  Physical Punishment Some researchers believe that physical punishment is harmless; some don’t. Physical punishment increases obedience temporarily but increases the possibility of later aggression. Many children who are spanked do not become violent adults; other factors (e.g. poverty, temperament) are stronger influences. Other Forms of Punishment  Becoming Boys and Girls Age 2: Children know whether they are boys or girls and apply gender labels consistently Age 4: Children are convinced that certain toys (such as dolls or trucks) are appropriate for one gender but not the other Sex and Gender Theories of Gender Differences Theories of Gender Differences Theories of Gender Differences Cognitive Theory Systems Theory Androgyny