Chapter 10 Social Behaviour and Personality in Preschool

Chapter 10: Social Behaviour and Personality in Preschool Children 10. 1 Self 10. 2 Relationships with Parents 10. 3 Relationships with Siblings and Peers 10. 4 Moral Development: Learning to Control One’s Behaviour Copyright © 2005 Pearson Education Canada Inc. 1

10. 1 Self Gender Roles Gender Identity Self-Esteem Copyright © 2005 Pearson Education Canada

Gender Roles In North America, males are seen as instrumental, women as expressive Not shared worldwide: US views on gender are extreme. Gender stereotyping of activities familiar to the child occurs in girls as in young as 24 months, and in boys by 31 months. Preschoolers view stereotypes as binding for all boys and girls Copyright © 2005 Pearson Education Canada Inc. 3

Cross-cultural Data on Gender Stereotypes Copyright © 2005 Pearson Education Canada Inc. 4

Gender Identity Parents (particularly dads), peers, and media reinforce gender-related behavior Gender identity develops gradually: gender labelling, stability, consistency, and constancy Some evidence for genetic and hormonal influences Copyright © 2005 Pearson Education Canada Inc. 5

Effects of TV on Gender Stereotyped Views Copyright © 2005 Pearson Education Canada Inc.

Self-Esteem Preschoolers must achieve a sense of purpose (balance between individual initiative and cooperation) Preschoolers have positive views of self across many different domains Copyright © 2005 Pearson Education Canada Inc. 7

10. 2 Relationships with Parents The Family as a System Dimensions and Styles Parental

The Family as a System Parents influence children directly and indirectly Parents influence each other and both are influenced by outside forces (e. g. , work) Copyright © 2005 Pearson Education Canada Inc. 9

Family as a System Copyright © 2005 Pearson Education Canada Inc. 10

Dimensions and Styles Two primary dimensions: warmth and control. Styles: authoritarian, authoritative, indulgent-permissive, and indifferentuninvolved Cultural differences in warmth and control Copyright © 2005 Pearson Education Canada Inc. 11

Dimensions of Parenting Copyright © 2005 Pearson Education Canada Inc. 12

Parental Behaviour Direct instruction: telling children what to do, when, and why Observing: children learn from watching others, including parents and their treatment of siblings Feedback: reinforcement useful but parents often unknowingly reinforce behaviours they want to prevent Copyright © 2005 Pearson Education Canada Inc. 13

Children’s Contributions Parenting is often influenced by children’s behaviour Parenting varies depending upon individual

Family Configuration Grandparents have many different styles: formal, fun-seeking, distant, dispensing-family-wisdom, and surrogate-parent Children of gay and lesbian parents resemble children of heterosexual parents Copyright © 2005 Pearson Education Canada Inc. 15

Important people in the lives of children Multiple adults are important in the lives of children, but who the adults are seems to matter less than how they care for the children. Copyright © 2005 Pearson Education Canada Inc. 16

10. 3 Relationships with Siblings and Peers Sibling Relationships Peer Relationships Copyright © 2005

Sibling Relationships Firstborns and “onlies” tend to be more adultand achievement-oriented; laterborns tend to be more innovative and sociable Sibs get along best when (1) they are same sex, (2) neither is emotional, (3) younger enters adolescence, (4) parents don’t show favoritism, and (5) parents have warm relationship with each other Copyright © 2005 Pearson Education Canada Inc. 18

Peer Relationships Make-believe play: reflects cultural values and promotes cognitive development Solitary play: common and normal unless children just wander aimlessly. Parents’ roles include playmate, mediator, and coach Copyright © 2005 Pearson Education Canada Inc. 19

10. 4 Moral Development Beginnings of Self-Control Parental Influences Temperamental Influences on Self-Control Improving Self-Control Learning About Moral Rules Copyright © 2005 Pearson Education Canada Inc. 20

Beginnings of Self-Control 1 year--aware that others impose demands 2 years--have internalized some controls 3 years--have some plans for dealing with controls Ability to maintain self-control is consistent over development Copyright © 2005 Pearson Education Canada Inc. 21

Parental Influences Parental models are important Self-control more likely when parents have control themselves Giving children more opportunities to regulate own behaviour fosters selfcontrol Copyright © 2005 Pearson Education Canada Inc. 22

Temperament, Discipline, and Compliance Copyright © 2005 Pearson Education Canada Inc. 23

Temperamental Influences on Self-Control Children who are naturally fearful respond to parents’ requests to comply with rules Children who are not naturally fearful respond to parents’ requests to cooperate that are based on the attachment relationship Copyright © 2005 Pearson Education Canada Inc. 24

Improving Self-Control Remind children of the need to resist temptation (e. g. , long-term goals more important than shortterm goals) Make tempting events less attractive Copyright © 2005 Pearson Education Canada Inc. 25

Learning About Moral Rules By age 3, can distinguish social conventions (e. g. , we can eat French fries, but not green beans, with our fingers) and moral rules Can distinguish lies and mistakes Copyright © 2005 Pearson Education Canada Inc. 26