Child Development Ninth Edition Laura E Berk Chapter

Child Development Ninth Edition ● Laura E. Berk Perspectives on Moral Development • Evolutionary, genetic heritage • Brain areas Biological Psychoanalytic • Freud: superego and guilt • Today: induction, empathy-based guilt Social Learning Modeling moral behavior Behaviorist Cognitive. Developmental Rewards and punishment Children as active thinkers about social rules © 2013 Pearson Education, Inc. All rights reserved. 2

Child Development Ninth Edition ● Laura E. Berk Morality Rooted in Human Nature § Bases for morality: empathy, caring, selfsacrifice § Family bonds § Selfless service to needy, community, country § Group function and social exchange § Natural selection fostered altruism § Prewired emotional reactions § Mirror neuron systems © 2013 Pearson Education, Inc. All rights reserved. 3

Child Development Ninth Edition ● Laura E. Berk Psychoanalytic Theory and Role of Guilt § Freud’s Oedipus and Electra conflicts § Hostility becomes inward-directed. § Moral development complete by age 5 or 6 § Fear of punishment/loss of parental love § Modern researchers disagree. § Children experience guilt as result of own improper actions § Parental attitudes affect guilt formation. © 2013 Pearson Education, Inc. All rights reserved. 4

Child Development Ninth Edition ● Laura E. Berk Inductive Discipline § Helps child notice others’ feelings § Point out effects of misbehavior on others. § Note other’s distress. § Make clear the child caused the distress. § Empathy-based guilt © R. Eko Bintoro | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved. 5

Child Development Ninth Edition ● Laura E. Berk Child Factors in Inductive Discipline § Empathy § Empathic children require less power assertion. § Temperament § Anxious: mild, patient tactics § Fearless: warm relationship and firm correction © Flashon Studio | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved. 6

Child Development Ninth Edition ● Laura E. Berk Characteristics of Good Models of Moral Behavior § Warmth and responsiveness § Competence and power § Consistency between assertions and behavior © Bonita Cheshier | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved. 7

Child Development Ninth Edition ● Laura E. Berk Punishment in Early Childhood Physical punishment and frequent punishment have undesirable side effects. Effectiveness of punishment increased by: Alternatives to punishment • Consistency • Warm parent–child relationship • Explanations • Time out • Withdrawing privileges • Positive discipline © 2013 Pearson Education, Inc. All rights reserved. 8

Child Development Ninth Edition ● Laura E. Berk Ethnic Differences in the Consequences of Physical Punishment § In African-American culture, physical punishment is: ü Mild ü Delivered in a context of parental warmth ü Aimed at helping children become responsible adults § Meaning and impact of physical discipline vary sharply with cultural context. © 2013 Pearson Education, Inc. All rights reserved. 9

Child Development Ninth Edition ● Laura E. Berk Positive Discipline Tactics ü Use transgressions as § Build mutually opportunities to teach. respectful bond. ü Reduce opportunities for § Let child know how misbehavior. to act ahead of time. ü Provide reasons for rules. ü Family routines/duties § Praise mature ü Compromise/problem behavior. solving ü Encourage maturity. ü Be sensitive. © 2013 Pearson Education, Inc. All rights reserved. 10

Child Development Ninth Edition ● Laura E. Berk For Discussion: Supporting Young Children’s Moral Development Pretend that you must speak to a group of parents about supporting young children’s moral development. Using research in the text as a guide, list information that you would include in the presentation. For example, what childrearing practices and discipline strategies are likely to facilitate moral behavior? What discipline strategies should parents avoid, and why? How should parents match the strategies they use to consider children’s temperaments? What are some alternatives to harsh punishment? © 2013 Pearson Education, Inc. All rights reserved. 11

Child Development Ninth Edition ● Laura E. Berk Piaget’s Theory of Moral Development Heteronomous Morality of Cooperation § View rules as handed § Rules as socially down by authorities, agreed-on, flexible permanent, principles unchangeable, require § Standard of ideal strict obedience reciprocity § Judge wrongness by § Judge on outcomes, not and intentions © 2013 Pearson Education, Inc. All rights reserved. 12

Child Development Ninth Edition ● Laura E. Berk Evaluation of Piaget’s Theory ü Children can judge intentions earlier than Piaget thought. ü Young children center more often on consequences, interpret intentions rigidly. ü Young children question basis of authority. ü Many children show both heteronomous and autonomous reasoning—doubts about stages. ü Moral development process extends longer than Piaget thought. © 2013 Pearson Education, Inc. All rights reserved. 13

Child Development Ninth Edition ● Laura E. Berk Kohlberg’s Stages of Moral Development Preconventional Level Conventional Level Postconventional or Principled Level Stage 1: Punishment and obedience Stage 2: Instrumental purpose Stage 3: “Good boy–good girl” (morality of interpersonal cooperation) Stage 4: Social-order-maintaining Stage 5: Social-contract Stage 6: Universal ethical principle © 2013 Pearson Education, Inc. All rights reserved. 14

Child Development Ninth Edition ● Laura E. Berk Research on Kohlberg’s Stages § Most move through stages in order. § Development of moral reasoning slow and gradual § Few individuals move past Stage 4. § Real-life moral reasoning affected by: § Situational factors § Cognition § Emotion © 2013 Pearson Education, Inc. All rights reserved. 15

Child Development Ninth Edition ● Laura E. Berk Sex Differences in Moral Reasoning? § Kohlberg: rights and justice orientation § Gilligan: caring for others orientation § Ethic of care § Both sexes use both orientations, but females may stress care more. § Greater experience as caregivers © Jarenwicklund | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved. 16

Child Development Ninth Edition ● Laura E. Berk Influences on Moral Reasoning § Personality § Child-rearing practices § Caring, supportive § Discuss moral concerns © Scott Griessel | Dreamstime. com § Schooling § Peer interaction § Culture © 2013 Pearson Education, Inc. All rights reserved. 17

Child Development Ninth Edition ● Laura E. Berk Developing Civic Responsibility § Knowledge § Of political issues § Feelings § Of attachment to community § Skills © Imageegami | Dreamstime. com § For achieving civic goals © 2013 Pearson Education, Inc. All rights reserved. 18

Child Development Ninth Edition ● Laura E. Berk Religious Involvement and Morality § Important in U. S. family life § Formal religious involvement declines in adolescence. § Religious involvement linked to: § § More community service Lower drug and alcohol use Later sex Less delinquency © 2013 Pearson Education, Inc. All rights reserved. 19

Child Development Ninth Edition ● Laura E. Berk Moral Imperatives and Social Conventions Moral Imperatives Social Conventions § Protect people’s rights § Customs such as and welfare table manners or dress styles § Victims and other children react strongly § Peers seldom react to to moral offenses. violations of social convention. § Adults explain rights and feelings of victims. § Adults explain less, demand obedience. © 2013 Pearson Education, Inc. All rights reserved. 20

Child Development Ninth Edition ● Laura E. Berk Making Moral Distinctions • Conventions with vs. without clear purpose Social Conventions • Consider intentions and context of violations Moral Consider intentions and context of Imperatives violations Personal Matters • Recognize areas of personal choice, relate to moral rules • Recognize limits on choice © 2013 Pearson Education, Inc. All rights reserved. 21

Child Development Ninth Edition ● Laura E. Berk Self-Control § Compliance emerges at 12– 18 months. § Tested through delay of gratification § Improves through childhood and adolescence § Learn cognitive strategies § Develop moral self-regulation § Individual differences: § Temperament § Parenting § Hot vs. cool systems © 2013 Pearson Education, Inc. All rights reserved. 22

Child Development Ninth Edition ● Laura E. Berk “Hot” and “Cool” Processing Systems in Development of Self-Control Figure 12. 4 Adapted from Kross & Mischel, 2010. © 2013 Pearson Education, Inc. All rights reserved. 23

Child Development Ninth Edition ● Laura E. Berk Types of Aggression § Instrumental § Meant to help the child get something he or she wants § Hostile © Calyx 22 | Dreamstime. com § Meant to hurt someone else © 2013 Pearson Education, Inc. All rights reserved. 24

Child Development Ninth Edition ● Laura E. Berk Types of Hostile Aggression Type Physical Verbal Relational How the Harm Is Caused Direct or Indirect? Physical injury Either • Threats of physical aggression • Name-calling • Teasing Always direct Damage to peer relationships Either © 2013 Pearson Education, Inc. All rights reserved. 25

Child Development Ninth Edition ● Laura E. Berk Development and Aggression Early & Middle • Instrumental declines, hostile increases • Boys may be more physically aggressive. Childhood Adolescence • Less aggression, more delinquency • Delinquency peaks in middle adolescence. Individual differences in aggression are lasting. © 2013 Pearson Education, Inc. All rights reserved. 26

Child Development Ninth Edition ● Laura E. Berk Sources of Aggression § Family § Coercive interaction patterns § Social-cognitive deficits and distortions § See world as hostile § Believe aggression works § Overly high self-esteem § Community § Culture © Gavril Bernad | Dreamstime. com § Ethnic, political conflicts © 2013 Pearson Education, Inc. All rights reserved. 27

Child Development Ninth Edition ● Laura E. Berk Two Routes to Adolescent Delinquency 1. Early-onset – behavior begins in middle childhood ü Biological risk factors and child-rearing practices combine. 2. Late-onset – behavior begins around puberty ü Peer influences Figure 12. 5 © 2013 Pearson Education, Inc. All rights reserved. 28

Child Development Ninth Edition ● Laura E. Berk Helping Control Aggression § Parent and teacher training programs § Coaching § Modeling § Positive parenting § Social-cognitive interventions § Zero tolerance policies § Comprehensive approaches § EQUIP § Multisystemic therapy © 2013 Pearson Education, Inc. All rights reserved. 29

Child Development Ninth Edition ● Laura E. Berk Impact of Multisystemic Therapy Figure 12.

Child Development Ninth Edition ● Laura E. Berk For Discussion: Applying Ecological Systems Theory to the Development of Aggressive Behavior List factors associated with the development of aggression. Next, review ecological systems theory (Chapter 1, pp. 26– 28). For each factor listed, indicate in which level of the environment it belongs. Be sure to include examples of bidirectional influences and the role of third parties. Why must interventions for aggressive children target multiple levels of the environment? © 2013 Pearson Education, Inc. All rights reserved. 31

Child Development Ninth Edition ● Laura E. Berk Impact of Ethnic and Political Violence on Children § Children of war § Struggle with moral reasoning § Become pessimistic § Experience increased anxiety, depression, aggression, and antisocial behavior § Parental affection and reassurance are the best protection against lasting problems. § Communities and international organizations are second lines of defense. © 2013 Pearson Education, Inc. All rights reserved. 32

Child Development Ninth Edition ● Laura E. Berk This multimedia product and its contents are protected under copyright law. The following are prohibited by law: § Any public performance or display, including transmission of any image over a network; § Preparation of any derivative work, including the extraction, in whole or in part of any images; § Any rental, lease, or lending of the program. © 2013 Pearson Education, Inc. All rights reserved. 33