Chapter 6 Socioemotional Development

Internalizing tendencies

a personality style that involves intense fear, social inhibition, and often depression timid, shy, withdrawn (depression)

Contributes to gender-stereotyped play

biological underpinnings (role of testosterone), socialization of gender specific behaviors (traditional gender roles), impact of cognitions (gender schema theory)

Girls

calm, more subdued play, nurturing themes, play collaboratively; relate one-to-one

Susan Harter

changes in self awareness 3-year olds self-descriptions focus on external facts 4th graders self-descrpitions focus on internal and psychological, anchored on feelings, abilities, and inner traits

Self-awarness

the ability to observe our abilities and actions from an outside frame of reference and to reflect on our inner state

Emotion regulation

the capacity to manage one's emotional state maturing frontal lobe contributes to development of self-regulation abilities. important for social and emotional success

Induction

the ideal discipline style for socializing prosocial behavior, involving getting a child who had behaved hurtfully to empathize with the pain he has caused the other person

Hostile attribution bias

the tendency of highly aggressive children to see motives and actions as threatening when they are actually benign can contribute to aggression

Piagets concrete operational stage

understand inner states (theory of mind), become less egocentric, become more self-award

Cyberbuling

victimizing or targeting a specific child (or adult) for systematic abuse either online or via e-mail messages

Industry versus inferiority

Erik Erikson's term for the psychosocial task of middle childhood, involving the capacity to work for one's goals children may feel inferior if they do not measure up

Harter's questionare

How do children view themselves?

Shame

a feeling of being personally humiliated

Reactive aggression

a hostile or destructive act carried out in response to being frustrated or hurt

Relational aggression

a hostile or destructive act designed to cause harm to a person's relationships

Instrumental aggression

a hostile or destructive act initiated to a achieve a goal

Externalizing tendencies

a personality style that involves acting on one's immediate impulses and behaving disruptively and aggressively lack impulse control. boys are more likely to have

Bullying

a situation in which one or more children (or adults) harass or target a specific child for systematic abuse

Sympathy

a state necessary for acting prosocially, involving feeling upset for a person who needs help

Learned helplessness

a state that develops when a person feels incapable of affecting the outcome of events, and so gives up without trying

Children with externalizing problems

act out "emotions", are impulsive and often aggressive. may ignore real problems and have unrealistically high self-esteem. continue to fail because they don't see the need to improve

Olweus bully prevention program

administrators working with students form a school-wide norm of intolerance of bulling

Value of pretend play

allows children to practice adult roles, sense of control, understandings of social norms, adult world insights into what children may be thinking

Gender schema theory

an explanation for gender stereotyped behavior the emphasizes the role of cognitions; specifically, the idea that once children know their own gender label (girl or boy), they selectively watch and model their own sex

Class victim (internalizing)

anxious, shy, low on the social hierarchy, unlikey to fight back

Aggression

any hostile or destructive act physical aggression peaks at about age 2 1/2. declines with onset of emotional regulation (maturing frontal lobes)

Children with internalizing problems

are intensely fearful. can read failure into everything and have overly low self-esteem. continue to fail because they decide they cannot succeed and stop working

Parents of children with externalizing disorder

display loving, sensitive parenting. minimize power assertion. teach emotional regulation skills and reattribution of biases

Self-esteem

evaluating one-self as either "good" or "bad" as a result of comparing the self to other people bases on the value the child places on a particular dimension or dimensions. declines during early elementary school when comparisons start to form

Bully-victim

exceptionally aggressive children who repeatedly bully and get victimized. may demonstrate both externalizing and internalizing tendencies

Problematic temperamental tendencies

externalizing and internalizing

Collaborative pretend play

fantasy play in which children work together to develop and act out the scenes at age 4 (theory of mind is present)

Empathy

feeling the exact emotion that another person is experiencing put yourself in another person's shoes

Guilt

feeling upset about having caused harm to a person or about having violates one's internal standard of behavior

Parents of shy children

foster secure attachement. during preschool, connect your temperamentally shy child with a friend

Rejection

from teachers and peers can contribute to aggression

Rejected

may be socially inept, may have internalizing or externalizing tendencies, may not fit in with dominant group

Difficult (exuberant) temperament

may evoke power-assertion disciplinary techniques that can contribute to aggression

Average

middle-range status

Popular

most liked

Susan Harter's 5 dimensions

people skills, politeness, intellectual abilities, appearance, physical abilities

Gender-segregated play

play in which boys and girls associate only with members of their own sex- typical of childhood

Fantasy play

play that involves making up and acting out a scenario; also called pretend play emerges at the end of sensorimotor stage. initially, the parent scaffolds

Rough-and-tumble play

play that involves shoving, wrestling, and hitting, but in which no actual harm is intended; especially characteristic of boys

Altruism

prosocial behaviors that we carry out for selfless, non-egocentric reasons

Boys

rambunctious play, superhero, warrior themes, try to establish dominance; enjoy competition, rigid gender-specfic rules for play

Prosocial behavior

sharing, helping, and caring actions appears as early as preschool, more frequent in elementary school.

Friendships

similarity, trust, emotional support. stimulate personal development: help us learn to manage emotions, handle conflicts, and protect and enhance the developing self