Class 7
Social Cognition
Ability to think about how other people are likely to think, act, and react Perspective-taking skills •Develops along with theory of mind
Erikson's Theory: Initiative vs. Guilt
- Main conflict is initiative versus guilt -->Beginning to exert power over environment ------------> Being purposeful ------------> Learning to do new tasks ------------> Cooperating with others the next stage is initiative versus guilt are really the opportunity and what state is between becoming an active curious child has innitative purpose or one who's really immobilized with a fear or guilt and becomes overly dependent on adults and so children need a lot of time to see how these processes come together to really result in something for learning how to do a new task how to cooperate with others but the goal of this stage is really that we can a child who is curious who wants to learn about the world around them and has a sense of Independence and service is the initiative versus guilt stage
Emotional Understanding
- Preschoolers correctly judge: --> Causes of emotions --> Consequences of emotions - Challenged by situations offering conflicting emotional cues from others -Parents can help by discussing child's emotional experiences and validating feelings by ages 4-5 children correctly judge that the causes of many basic emotions, so things that might make you happy or sad or angry, and they appreciate that a lot of times it's our desires and beliefs that really motivate Behavior so again part of this understanding has to do with theory of Mind which we talked about in weeks on cognitive development. The more that Parents are able to really a label and explain the emotions that children are experiencing things, again this goes hand-in-hand with language development as we know our domains of development are all interconnected, the more that parents are able to build that connection and express and warmth when they converse with children, the better that children are able to understand their emotions and how to engage in emotional self-regulation, how to recognize what things might make you angry or sad but then what to do as a result of that so it's early as 3 to 5 years of age children's knowledge about emotions is really related to Friendly considerate behavior and this is an important part of their relationship with peers and friends and we'll talk about the consequences of this when we get to play a little bit later on in this lecture so just a little bit more sense of self and how this relates to emotional understanding, sense of self really helps children organized and understand things that happen to them it motivates our Behavior it influences our reactions to events so things like people want me to read with them I must be good at reading send a message about what things you might be good at or in the other direction that we see his children start going into preschool and eat more so in formal schooling is a comparison to your comparisons with other children based on your ability so children start to pick up who might be in higher or lower reading groups or math groups which impacts their early self-esteem For motivating Behavior one thing that we see in the research with preschoolers as it relates to sense of sense so things like if I'm nice to my friend, then he'll ask me to play with him and so w really see emotion understanding coming out in Children's Place actually in a preschool setting or even early on in kindergarten during recess time also helps children Vision future self and so we'll see this more when we got to middle childhood but when you start recognizing things that you are good at or not so good at it starts impacting your beliefs about your ability to do things in the future ---> so if you'll realize that now might be something your peers are better at an early age, so you might start telling yourself that things that involve math later on are challenging for you to do and it also helps them to make choices to reach goals so if you want to be a doctor early on children often say this because a parent of theirs of the doctor and they need to start learning that things like science or math are things they need to be good at in order to reach that goal
According to Erikson, the psychological conflict of the preschool years is ____________.
A) Trust versus mistrust B) Autonomy versus shame and doubt C) industry versus inferiority D) initiative versus guilt ------------------------
Influences on Gender Typing
Biological influences: •Evolutionary adaptiveness •Hormones (same sex play partners) Environmental influences: •Family •Teachers •Peers •Broader social environment more likely to talk about science with boys in detail and emotions with girls they can have all kids play sports or all kid dress up to break down those gender stereotypes.
Three-year-old Rachel says, "I Rachel. I a girl. I run fast. I like yellow." Rachel is beginning to develop ________________.
D) A self-concept
Cultural Variations in Child-Rearing
Chinese: • Withholding praise in context of reasoning Hispanic/Asian Pacific Islander/Caribbean: • Firm respect for parental authority Low-SES African-American: • Strict, "no-nonsense" discipline
Child-Rearing Styles
Features that differentiate effective from less effective styles: •Acceptance and involvement •Control •Autonomy granting
Punishment in Early Childhood
Discipline heavy in threats and punishment: •Does not produce lasting changes in behavior Alternatives to harsh punishment: •Time out Effective mild punishment involves: •Warm parent-child relationship •Explanations so I can talk about moral development a big part of this involves punishment in early childhood but we know that characteristics of models that affect children's willingness to imitate include warmth and responsiveness and confidence and power and that does Worf and response in his behavior is often really effective as we talk about punishment and that type of behavior punishment is very ineffective disciplinary tactic beliefs about early childhood but I will say that what we know from research is that it promotes only immediate compliance but not lasting changes in behavior and it repeated harsh punishment has wide-ranging undesirable side effects for children's development alternate that you can do in bed of punishment things like a quick timeout or providing an explanation talking with a child about what you did and why what's wrong as opposed to just punishing without understanding the cause and the consequence of that behavior
Empathy and Sympathy
Empathy: •Feeling same or similar emotions as another person •Motivates prosocial, or altruistic, behavior Sympathy: •Feeling concern or sorrow for another's plight empathy and sympathy or also developing hand and hand with self-conscious emotions as children self concept developed preschoolers more often experience a self-conscious emotions as I mentioned which may involve an injury or enhancement to our sense of self Empathy is an important behavior of pro-social or altruistic Behavior but for some children emphasizing does not always lead to sympathy but instead might escalate to personal distress and so when we're teaching children about empathy we have to be careful with how they're making sense of it. Children who are really sociable and assertive and good at regulating their own emotion are more likely to share and comfort others and distress but those children that struggle with regulating their own emotions or even face other emotional burdens related to home environments or things like that often really struggle with this empathy and sympathy and we don't want to teach children to do something that they are not ready for that may cause more distress for that child preschoolers empathetic concern often strengthens in the context of secure parent-child attachment relationships again tying in Concepts we talked about ---> but angry parenting with the large emphasis on punishment May disrupt the development of empathy and sympathy at an early age which is what research shows us
Transgender Children
Gender dysphoria: dissatisfaction with natal sex and strong identification as the other sex, yielding high distress I also wanted to just touch on transgender children which comes up in this course I will say that years ago and when I took the belt mental psychology and even longer before that this is not something that even with heart of the content and conversations and I will also acknowledge that I am not an expert in this area of development so I want to acknowledge their content and some of these that findings we know what little we actually know from research but I encouraged those of you that may be interested or know more about it to share with all of us a few children Express great discomfort with a gender that they are assigned at Birth it was early as a peaceful years they expressed a desire to live as the other gender they're not assigned so gender dysphoria is a turn that's classified as this dissatisfaction with the Sexes are born with and a strong identification as the other sex you're getting kind of this High distress research shows that it affects 1.5% of boys and is that 2% of girls talking out the gender of their assigned to Upper Herron emerges in early childhood but can Sterling deep in an adolescent
Developmental trends
Infants control their own attention and engage in selfsoothing behaviors Children become motivated to make their own choices In early childhood, children begin to delay gratification So just to connect developmental trends as we think about self-regulation and emotional understanding, infants are able to control their own attention and engage in self-soothing behaviors so they tend to look away from things they don't want to see and as children get older they develop an intensified motivation to make choices ----> so like I mentioned some parents and Western cultures complain about the toddler years as a child terrible twos because children start to learn how to say no and as a result when they don't get their way they end up throwing off in these temper tantrums What we know is in early childhood children begin to delay gratification and so as children strengthen intentions most children learn to control when and where they pursue their desires ---> and so this essential skill delaying gratification is really the ability to forgo that small and immediate reward, whether it's a sticker the marshmallow the money, for a more substantial consequence down the road
Reducing Gender Stereotyping
Limit traditional gender roles in own behavior Provide nontraditional models Encourage mixed-gender activities how do we reduce gender stereotyping a few things that we can do to help young children avoid razor gender schemas parents can limit the traditional rules in their own behavior and can provide children the non-traditional Alternatives so moving beyond you know girls like pink and boys light blue only buying more masculine toys for your child at home I think these conversations come up a lot when you have siblings that are different genders and you know making sure that all children in the house are playing with all the toys it supposed to but only your sister is playing with dolls you can put the towels if you're talking to your son pictures can also ensure that our children spend time in mixed-gender play activities and that means everyone in the class can participate in activities that you are not encouraged boys are girls to play one thing over another and adults can avoid language that conveys he's gender stereotypes Shields children from horse die or typed immediate positions and quintet exceptions to gender stereotypes that you notice so we know that children often look to parents and situations for what to do and parents and caregivers and adults and teachers are models for children and so being really where at the stereotypes that you hold in what you are saying and how that impacts to have children are interpreting and making sense of the world around them
Family Dynamics
Parenting Styles: - Authoritative ---> Acceptance: High, Involvement: High, Control: Adaptive, Autonomy: Appropriate - Authoritarian ---> Acceptance: Low, Involvement: Low, Control: High + Coercive, Autonomy: Low - Permissive ---> Acceptance: High, Involvement: Too low or high, Control: Low, Autonomy: High - Uninvolved ---> Acceptance: Low, Involvement: Low, Control: Low, Autonomy: Indifferent
Types of Play
Nonsocial activity/onlooker behavior: Observing others play or playing alone Parallel play: Playing near another child with similar materials but not influencing or interacting their peer Associative play: Engaging in separate activities but exchanging materials and talking to one another Cooperative play: Working together toward a common goal So there are different types of play. there's more non social activity real looker behavior and I shouldn't pause and say that he's types of player one way of thinking about the development of children's play that was according to Pardon and the belief is that Social Development into two five-year-olds begins with does non social activity shifts to parallel play then to one of two forms of really true social interaction one is associative play and the other is cooperative play. So if if by some non social activity or the onlooker behavior this is really a playing or playing alone but there's absolutely no interaction then we move onto parallel play where we move two parallel sides are we playing near another child with similar materials that you're still not interacting or influencing and they're really playing next to one another Associative play is but those play is engaging in separate activities but now you're exchanging materials you're talking to one another so you can imagine two children sitting in an art table or playing at the water
Max and Liz are the parents of 3 years old Margot. They live in a rural area, where Mia rarely has opportunities to interact with other children. Margot is not enrolled in a child-care or preschool program because her grandmother watchers her while her parents are at work. Max and Liz are trying to decide if they should arrange a regular play group for Margot or if they should simply wait until she is old enough for kindergarten. What advice would you give Max and Liz? What are the benefits of peer relations in the pre-school years?
Peers offer emotional support Peers are partners for practicing social skills Peers help to socialize one another Peers contribute to sense of identity Peers help each other make sense of their lives Peers achieve common ways of looking at the world revisit list by thinking about the benefits of peer relations now for emotional support an opportunity to practice social skills contributing to our even sense of identity that's emerging at this age they help us make sense of our lives and also our way to share beliefs about common ways of looking at the world
Benefits of peer relationships
Peers offer emotional support Peers are partners for practicing social skills Peers help to socialize one another Peers contribute to sense of identity Peers help each other make sense of their lives Peers achieve common ways of looking at the world going to move into peer relations I'm social can we talk about social skill involves strategies that facilitate effective interactions with others so why our children's future relationships important I think about social skills that's a good question I really would encourage that you go back to you and review because you most likely will see this type of question or something like this again only think about children's he relationship there's many reasons why they're important and your peers offer emotional support the presence of familiar peers can really help children in new situations like knowing someone that's going to be in your kindergarten class I do you make that transition to formal schooling here's our partners for practicing social skills so it's a chance to practice turn-taking sharing things. Help socialize one another so you practice talking and building on no share science turn taking how do I share items there's only one pair of scissors but we both want to do an art project how are we going to figure that out things like conflict resolution. Contribute to a sense of self-identity associating with peers what does decide who and who and what we want to become. Also help others make sense of their lives sometimes it peer even as adults friends that you turn to who might offer support in hard parts of your life and challenges that you're facing and peers achieve common ways of looking at the world pure culture which is kind of unspoken expectations that really influences how group members behave and it starts to develop a little bit early childhood as we get to middle childhood and especially adolescents will see the growing influence of peers have on children development
Forms of Aggression
Physical (direct or indirect) • Physical injury Verbal (always direct) • Threats of physical aggression • Name-calling • Hostile teasing Relational (direct or indirect) • Social exclusion & gossip • Friendship manipulation are there different forms of aggression and we will talk about aggression especially when I get to adolescents because that is a big-time of regression especially in terms of relational aggression beginning in the infancy all children occasion room display a graph in which increases in frequency after we have more interactions with siblings or hear about the second-year aggressive acts have to kind of purposes that emerge as Proactive or instrumental aggression and then there's more reactive or hostile aggression both proactive and reactive aggression time in the three forms so there's physical aggression which is more of a physical injury hurting someone by punching them hitting them where are there some type of physical injury there is verbal directions to react which has any me and Connie housefull teasing things like that and then there's relational aggression which is the I need director interact but that's involve social exclusion or gossiping about other people or any type of friendship manipulation forcing people to do something to be in this friend group after that age three verbal aggression gradually replaces physical aggression so you think this was arson more often earlier on because children may not have the words to talk about how they're feeling and reactive aggression in can survive over early and middle childhood as we begin to recognize more malicious attentions of others in this will come up again in are we on adolescent development
Child Maltreatment
Physical abuse: asssaults that inflict physical injury Factors Related to Child Maltreatment: •Parent characteristics •Child characteristics •Family characteristics •Community •Culture
The Role of Play Cognitive, Social, and Emotional Development in Early Childhood
Play is both an indication of and a catalyst for development in all domains: - Cognitive - Social - Emotional - Language So play the big part of purely shins during early childhood and play which we talked about a lot in our weeks and Piaget and vygotsky is both an indication of and a catalyst for all the domains of development so please contributing to Children's cognitive development it requires and provides practice that can really bolster mental representation sustained attention memory logical reasoning metacognition or thinking about thinking as well as symbolic representation and we talked a lot about this with Piaget and vygotsky play is also social it requires and provides practice with conflict resolution perspective-taking turn-taking even using language to express your feelings are thoughts which will tie into our next two with your emotion and language turn taking requires and provides practice with emotional self-regulation attention that social cues what happens when you don't get your way being able to figure out the strategy to make yourself calm down and then it also contribute and impacts our language development it requires and provides practice with turn taking joint attention to him your speaker into a council really listening to what I'm saying and responding opportunity to learn new vocabulary and potentially impact early literacy skills and so plays a big part of development in early childhood instantly impact peer-to-peer relations
Perspectives on Moral Development
Psychoanalytic • Freud: superego and guilt Social learning • Modeling moral behavior • Punishment Cognitive developmental • Children as active thinkers about social rules so there's different perspective on moral development the psychoanalytic approach is really the theory that stresses the emotional side of conscious development so according to Freud children really obey by the super-ego or our conscience to avoid which arises when they're really attempted to misbehave → in this view moral development is largely complete by about five to six years of most contemporary researchers so people thinking about moral development today believe that his conscience formation is promoted by induction and what I mean by induction is that if it really involves an adult helping the child make sense and make them aware of feelings by pointing at the effects of children's misbehavior on others so talking about the consequences if you do draw on the walls what does that mean how would someone react to that and so Freud really focus on the superego your conscious trying to talk you out and steer you away from those feelings that were those actions or behaviors that would lead to guilt the social learning theory focuses on how moral behavior is learned through a reinforcement and modeling and so effective models of moral Behavior really involved warmth and responsiveness confidence and power and its consistency between words and behavior so children internalize pro-social Rules by observing others and this is really most influential during the early years when there are two things that are not right they would be engaging and Punishment so this is reinforcement and Punishment to increase or decrease Behavior the cognitive developmental approach emphasizes thinking that you're not pathetic I don't know I think it's saying the cognitive developmental approach really emphasizes thinking children's ability to reason about Justice and fairness for preschoolers really distinguish between these and moral imperative that you protect people's rights and Welfare for more social conventions the Customs really determined by consensus on these matters of personal choice so knowing what you should be doing and then what you decide to do the emphasis here is really thinking and making those comparisons
Sense of self
Self-concept • Who am I? Self-perceptions • How good am I as a person? • self-esteem • self-worth Sense of self is another concept that we transfer out in previous read but as stop awareness strengthen children develop a self-concept which is really the set of attributes abilities attitudes and values that individual believes to find him who he or she or they are preschoolers self-concepts confessed largely verbal characteristics: - so things like I have blue eyes or brown hair things that they can easily see that make them you know maybe different from someone else or similar - By around 3 and half years of age they also start to include more emotional pieces to think about self concept as well as attitude so children begin to use about knowledge beliefs and feelings about themselves which is really known as the sense of self the self perceptions include self-esteem and self-worth which will talk a little bit more about but a big thing that started to develop as we left the toddler years and entered in early childhood was children's theory of mind, so understanding that you have beliefs and desires that are different from someone else as well as things like those self-conscious emotions like empathy Pride shame guilt v Started as differentiating self from the rest of the world v Evolves into a mature and refined self-concept v A mental representation of who I am in the world (abilities, attitudes, values, and attributes) Helps children organize and understand things that happen to them Motivates behavior Influences reactions to events Helps them envision future selves Helps them make choices to reach goals so sense of self, we talked about this in our week on infancy and toddlerhood with the famous Rouge task where you place a marker on the child and you put them in front of the mirror and you see whether or not they have developed a sense of self based on how they react ---> if they start touching them are trying to walk behind to find another child aware yet that. Reflection is actually them and not someone else in the mirror ---> self-recognition is when they're able to start touching their head and noticing that they're the one that has the marker or the sticker on their head Sense of self involved is mental representation of who I am in the world and it involves a more mature and refined self concept
Social Skills
Social Skill: Strategies that facilitate effective interactions with others
Theories of Gender Identity Development
Social learning: Gender-typed behavior leads to gender identity Cognitive-developmental: Self-perceptions (gender constancy) precede gender-typed behavior Gender schema (information-processing approach): Combines social learning and cognitive-developmental features
List findings indicating that language and communication - between parents and children, between teachers and children, and between peers - powerfully affect gender typing. What recommendations would you make to counteract these influences?
The language and communication between people and their child's environment and play whether it's a piers in the school or home is really important in promoting gender typing in early childhood actual parenting practices reflect these bullies so parents give their son's toys that stress action in competition things like cars or tools are basketballs and their daughters they often provide toys that emphasized cooperation physical attractiveness empathy sings like dogs or tea sets and jewelry parents also provide children with indirect use about gender stereotypes through the language that use so in a study of picture book reading when Toddlers and preschoolers it was found that mothers frequently expressed these generic utterances which referred to nearly all same-sex individuals as a white ignoring exception so saying all boys do that sir all girls do this instead of a specific thing like in this story this one boy played with toys not all boys play the truck's not all boys how to play with trucks like parents Preschool teachers often encourage girls to participate in adult structured activities encouraging more independent playing boys and its earliest kindergarten me see that teachers may give more overall attention to boys and girls praising boys more for academic knowledge but using more disapproval or controlling discipline with boys as well by Age 3 seems deck Piers positively reinforce one another for gender typed play by praising and imitating or even join again and in contrast with preschoolers and Gage and cross-gender activities for example and boys will play with dolls or girls will play with trucks or cars Piers walk and criticize Diamond I have actually seen that in preschool classrooms where boys will say to other boys in a class girls and boys can play with dolls that's a girl activity set a reduce gender stereotyping in young children adults Can Begin by limiting traditional gender roles and their own behavior and also providing children with non-traditional alternatives for example of hair turns making dinner bathing children driving the family car playing with trucks are dogs are different toys at home with their children teachers can also ensure that children spend time in mixed-gender peer play and adults can avoid using language that conveys gender stereotypes are really thinking critically about the conversation you're having with children
Social Skills
We use social skills when... •Making Contact •Maintaining positive relationships •Negotiating conflicts
Self-Regulation
involves the ability to resist an impulse requires executive functions (management of mental processes) so why talk about the marshmallow experiment is help me not to just make you hungry if we were in person I promised I would have brought chocolate in for everyone but I think it's because it really relates to this idea self-regulation self-regulation is really the ability to manage your emotions and behavior in accordance with the demands of the situation or the contacts that you're facing it really be able to resist highly emotional reactions to upsetting stimuli or something that is just occurred and to be able to calm yourself down when you get upset to make an adjustment and to change your expectations and to handle frustration and to do that without a major Outburst so early on and we might hear that children when they're run to throw a temper tantrum if they don't get their way. Their immediate reaction might be to cry or scream when they're told no or they can't have ice cream for dinner but what we want to do is teach children to regulate their emotion, so as opposed to getting really upset and screaming and crying when something happens in your environment that you weren't expecting or forces you to make an adjustment ---> we want to teach children the strategies that they can use so being able to recognize when you're starting to feel upset and how you might be able to calm yourself down so self-regulation is really a set of skills that enables children as they mature to direct their own behavior towards a goal despite how unpredictable the world might be self-regulation is always important but really with everything going on in society today it's of the utmost importance for everyone whether we're thinking about this in a week and early childhood development or were thinking about this as adults
Cognitive pathways for gender-schematic and gender-aschematic children
so there different theories of gender identity development and gender typing when he refers to any association of objects or activities are roles are traits with run fax or the other in ways that kind of conform to these cultural stereotypes so according to the social learning theory preschoolers acquire their gender type responses through modeling and reinforcement and then they organize behaviors into gender-linked ideas about themselves so again this social learning theories about the modeling reinforcement just like we talked about her moral development according to the cognitive developmental Theory preschoolers first acquire gender consistency and then use their knowledge to guide their gender-related or gender typed Behavior according to gender schema Theory which is kind of information processing approach this really combined elements of a social learning theory and the cognitive developmental Theory which is why it's kind of our third Siri on here has really gained favor and the effort to explain children's gender typing Behavior Theory argues is that children organize experience that has into masculine and feminine categories I mean schemas are used to process information and help us die behavior and accuracy is as a result of this writing our own preferences to gender biases and there's no memory distortion make Behavior kind of gender consistent and our individual interest might come into play here but really does gender schema theory is incorporating the thinking cognitive approach with social interaction social learning let me see is that infants are able to distinguish between male and female faces and by about two and a half years of age most children know that they are a boy or a girl that's one of those survival characteristics that they make sure about themselves at about age two children also use gender words to appropriately and associate with certain activities and behaviors of one fax over another in early childhood children develop these gender schemas what boys and girls are like girls like boys like blue girls like playing house boys like playing with trucks these are all gender schemas are children Sharon there is a video store if you're interested in hearing a little bit more about what children say any scheme has died and impact the development of self-concept and self socialization what we think about gender typing in these gender stereotypes there's different influences that impact children's development there's biological influences so evolutionary theory really clean that family and cultural factors can influence the intensity of the biologically-based sucks differences but that they can eradicate them and some Research indicates that hormones affect her boys and girls play as a result preschoolers trying to choose same-sex play Partners whose interests and behaviors kind of a line with what they're interested in doing environmental factors at home and school with peers and in the community also build on these genetic influences that promote gender typing in early childhood so beginning at birth parents often have different expectations of sons and daughters which we know from research return to describe achievement competition and control of emotion is really important for son's birth parents made out of we're polite behavior for a daughter's parents also provide children with indirect news about gender stereotypes through the language that they use we frequently expressed more generic utterances so things like all boys like truck I got your photo of the same socks individual to all the boys ignoring kind of the exceptions or maybe not all boys liked tracks just for this one boy you know like structures we also know that there are differences and how parents talk to their children in scientific contacts based on gender research shows that parents are more likely to provide explanations and has a higher quality content so more focus on a causal explanation explaining the positive fact of something for boys there is for girls are there less likely to engage in that hire scientific explanation we also know there's differences in Emotion where parents who may engage in higher-quality talk around emotions with girls compared to boys teachers often act in ways that extend gender-role learning for example in school teachers May encourage girls to participate in all activities not whether or not they are something that might be considered a girl or a boy activity so having our children play dress up having all children engage in the block area things like that to kind of break down these gender stereotypes this is reprinted based on someone else but I wanted to walk you through the gender schematic Erie here so in the gender schematic children does gender salience filter immediately makes gender highly relevant don't believe he's a doll which we have here and thinks I'm a boy should I play with dolls and drawing on his experiences he answers yes or no so if it's gender schematic we say I'm a boy so that peace thinking about what he knows in terms of the gender skins so meeting babe don't am I thinking at 10 or so please don't really play with dolls and might not think about myself is a schematic well I'm Billy if the answer is yes and a doll and dress him he pleased with the doll HCC answers know he avoids the gender inappropriate toy so should boys playing with dolls if he says yes I like this toy I'll go ahead and play with it but if he follows with these genders games of boys don't play with dolls he'll ignore it and so this is an example of what children might be thinking about with these gender scheme now we go down here to the gender a schematic child this child could really use the world and he's gender-linked terms hillbilly simply asked do I like this boy but I'm going to play with it and so he's not thinking about what boys should or should not be doing he's just focusing on his own interests Just looking at the gender stereotypes about intellectual ability that emerge in early childhood and the focus here is children's understanding of things like Brilliance and genius someone who's really really smart and the fact that children often associate that was boys wear someone who's really hard working for focus on effort might be something that goes more with women and so this kind of service at the end of Early Childhood beginning of middle childhood but it's a really quick read and what you'll see is that will begin to avoid activities at about age 6 who are for people who are really really smart and so you think that these findings have implications for how we think about gender rare types in early childhood and what we know from research so it really this is one of my favorite readings this semester as it's really interesting at such a young age when children are picking up in relating into ability and effort to different genders and how it actually impacts their own behavior
Alex and Wesley want their two children to become morally mature, caring individuals. List some parenting practices they should use and some they should avoid
some things you might think about is inductive discipline turn promote more of this conscience formation they can use induction that type of discipline in which the adult really helps a child make sense of their feelings by pointing out the effects and consequences of a child's misbehavior on others modeling is an strategy they can increase children's pro-social responses by providing helpful and generous models preschoolers are more likely to copy prosocial actions of others who are warm and responses rather than warm and responsive rather than cold or distant alternatives to harsh punishment so moving away from just punishing children the parents might consider a brief time out removing a child immediately from the setting and with John privileges saying that you lose watching a favorite TV program because of a misbehavior as opposed to engaging in any type of corporal punishment
Erik Erikson's Psychosocial Theory
u Eight psychosocial stages that all human beings pass through from birth to death u Each stage marked by a central conflict to grapple with these stages represent challenges that are qualitatively different from the stage before so it's a discontinuous theory and we're concerned about oneself which is why they're psycho but it's social because it also involved in relationships with other people so we talked about trust versus mistrust who talked about Autonomy vs Shame and doubt and today we're moving on to the preschool years
Self-Conscious Emotions
u Guilt, shame, embarrassment, envy, and pride u Appear as sense of self develops (between 18-24 months) --> Involve an injury to or enhancement of our sense of self --> Clapping when she finishes something (pride) --> River looking up at me with a guilty expression as she is writing on the wall u Adult feedback can determine when and if children should feel these emotions So we've talked about self-conscious emotions in earlier weeks but it becomes really apparent during early childhood and it's very much connected to self esteem and how we view our own self worth self-conscious emotions are things like guilt shame embarrassment envy and Pride and we know that this begins to develop at the end of toddlerhood and the beginning of early childhood between the ages 2 to 6, children gain in emotional understanding and emotional self-regulation and they as a result experience more of the self-conscious emotions of things like empathy so appearing as the sense of self, the self-conscious emotions kind of impact our Behavior so they might involve an injury to our self-esteem things like guilt or shame but they also can hancer sense of self, things like pride and which we can see children as early as two, closer to 3 at three and four years of age showing ---> so things like laughing when someone finishes something -------> you often see children in a preschool setting engaging in that -------->when you have all these people clapping for you that's helping children understand the self-conscious emotion of Pride like wow people really thought I did a good job there really proud of your work so I should be proud of myself --------> another example of is a child named River looking at me with a guilty expression as she's writing on the wall so they know at that age that they're not supposed to be doing that behavior and so when you are reacting to them they realize they've done something wrong and feeling bad about that is an emerging sense of guilt Adult feedback and really determine when and if children should feel these emotions and so Early Childhood is the beginning of self-conscious emotions but certainly not the end as I'm sure we can all think about times that we've experienced guild or embarrassment or envy or Pride throughout the lifespan
Candy activity
u You can eat this chocolate right now or you can wait five minutes and get two pieces of chocolate? How many people would eat the chocolate now? How many people would wait five minutes? What do you think children do?
Self-Regulation Developmental Trends
uSelf-regulation advances cognitively, behaviorally, and socially. uChildren increasingly talk their way, and think their way, through situations. uChildren gradually internalize rules. uChildren's judgments about how well they are doing on a particular task become more frequent. Self-regulation really advances cognitively, behaviorally and socially ---> so behaviorally children learn to sit when required to do so ---> they learn how to inhibit shouting out an answer in the classroom and had to patiently wait for their turn emotionally children learn how to express feelings in a balanced Manner and cognitively children learn to really attend to an academic lesson to set goals, to monitor their own progress and to no one to pay attention to caregiver and this case a teacher so children increasingly talk their way and think their way through situations and we've talked about this inner speech ---> so inner speech as vygotsky mentioned is really a mechanism by which children regulate Behavior ---> as children are regulating Behavior, acquiring language skills, they talk themselves through challenges, internalizing the self talk until it starts to become a whisper and eventually it's mentally saying these steps. ------------> So things like tying their shoes where you might see them get really frustrated when it doesn't work and they say those steps out loud and eventually they're able to internalize it children also internalized rules which is really developing a conscience or sense of right and wrong and that's an important process by which children act in a socially appropriate way ----> this develops over time with infants beginning to comply with these kind of simple request and as children grow, they live up to more complex principles like how to behave and act at the dining room table that's not something unique or necessary for a one-and-a-half-year-old or a two-year-old to do but certainly something that would be appropriate for Early Childhood years children make judgments about how well they're doing on a task and this becomes more frequent -----> so infants don't evaluate their own behavior, but by 2 years of age they seek adult approval and even by age three, children really show signs of judging their own behavior ------> this self assessment continues as children get older and it's something that really continues to evolve throughout the lifespan
Consequences of and Preventing Child Maltreatment
v Emotional: Poor emotional self-regulation v Learning: Impaired working memory and executive function v Physical: Central nervous system damage Intervening with high-risk parents Social supports for families: • Parents Anonymous • Home visitation: Healthy Families America
Friends
v Emotionally invested in relationship v Similar in age & sex v Similar interests v Friendship helps develop perspective taking and other social skills
Sources Influencing Aggression
v Individual differences: --> Gender --> Temperament v Family: --> Harsh, inconsistent discipline v Media violence so what do the sorcerer's influenza grass then there's individual differences so by about 17 months of age Boys in many cultures are more physically aggressive than girls the sex difference is said to be due in part to male sex hormones and temperamental traits such as high activity level and being very impulsive as well as the gender-role Conformity beginning in the preschool years boys display over all right to the question that are higher than girls but girls can come to engage in more relational aggression off and using indirect relational tactics that might distract friendships from forming parental power version critical remarks physical punishment are all things that are that are linked to aggression from Early Childhood or adolescence show the highly aggressive children can't be rejected by peers which again we'll talk more about in middle childhood and Adolescence and Research indicates that TV violence increases the likelihood of hostile thoughts and emotions and any verbally physically or even relational aggressive behavior from Children Services of us parents indicate that about 20 to 30% of preschoolers and about half of school-age children experience no limits on TV computer tablet you soften model kind of Stephen used in screen media let me see here is the hours per day of TV viewing and childhood in early adolescence and the average number of aggressive acts in adolescence and early adulthood so you can see differences by gender but also how media violence and watching the Sun a lot of time with screen media impact on Gratiot and then we saw this when we talked about beginning of this course social learning theory Albert bandura's study with the Bobo Doll Experiment children who watch someone violently engage with that brother though we're more likely to demonstrate that behavior sir
Gender
v Infants distinguish male and female faces v By age 2-1⁄2, most children know that they are a "boy" or a "girl" v In early childhood, children develop gender schemas (what boys and girls are "like") that guide development of self-concept and self-socialization
Self-Esteem
v Self-esteem is ---> the judgments we make about our own worth ---> feelings associated with those judgments v Patient and supportive parenting related to high self-esteem So I've mentioned self esteem but I just wanted to touch on it a little bit more we talk about self esteem this is really the judgments we make about our own worth and self esteem is not just important in Early Childhood but like many of the concepts that we talked about in this course they continue to evolve and grow throughout the lifespan And so self esteem is really these feelings associated with those judgments and as children start recognizing differences and how they're doing compared to others this really starts impacting their self esteem how they think about their self worth Parents often use narratives of past events to evaluate and share information about the child so that we start seeing is children picking up on how parents view than the judgments they're making about their self worth and that can impact what children think about themselves by age 4, preschoolers have several sound judgment but they can't get combine them into more of this kind of global sense of self-esteem it's really not until 5 and 6 on the beginning of formal schooling that we really see children talking about these judgments of self-worth but we also know that parenting relates to self-esteem so parents that create this and warm caring environment where they engage in conversations to get children to think about and reflect on the work they're doing as opposed to attributing their own judgment to it, can impact our children self-esteem and often leads to a higher sense of self-worth about your in early childhood
The Curious Child
young children are able to tackle meter training activities with peers discover what they can do with the help of adults and really Advanced and their moral and emotional development the negative outcome of Early Childhood is really an overly strict superego as Freud with Guy where you're feeling guilty all the time and really relying on an adult to learn supposed to feeling like you can take the initiative to do your own tasks and explore your surroundings
