Emotional Social Development In Early Childhood Chapter 10

Emotional & Social Development In Early Childhood Chapter 10: pgs. 357 -369, 372379, 384 -396

Erikson’s Theory ______ Eagerness to try new tasks, join activities with peers Play permits trying out new skills, learning about self & social world Act out highly visible occupations & family scenes (pg 357) _____ Overly strict superego, or conscience, causing too much guilt Related to excessive threats, criticism, punishment from adults

Self-concept & Self-esteem (pg 358) _____________emerges, as language development enables children to talk about their own subject experience of being _______-the set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is 3 -5 yrs old=very ______: observable characteristics such as their name, physical appearance, possessions, & everyday behaviors (Harter, 2006; Watson, 1990) begin to understand life-story narratives and video images of themselves (age 4) ______-judgments we make about our own worth 4 yrs old=have several self-judgments (learning things well in school, making friends)

Emotional Development (pg 361) Make great strides between 2 -6 yrs old understanding of others’ emotions becomes more accurate; better able to talk about feelings emotional _________ improves empathy, sympathy, and prosocial behavior increases _______ strongly influences preschoolers’ emotional competence 4 -5 yrs=correctly judge the causes for basic emotions (“He’s happy because he’s…”)

Emotional Development…cont’d Children gain __________ through _________ the more parents _______feelings, the better developed their emotional understanding is parents who are in tune with their own emotional experiences tend to be supportive & patient with their preschoolers, offering suggestions & explanation ________________________ helps children to improve their ability to manage their emotions (“_______”) begin to use _______ to inhibit impulses & shift attention ________ affects the development of self-regulation

Emotional Development…cont’d Preschoolers become sensitive to ______ & _______ experience _________ (feelings that involve injury to or enhancement of their sense of self) ____ serves as a motivator for ____ or altruistic behavior (actions that benefit another person without any expected reward for the self) Temperament and _________ affect empathy & sympathy

CSEFEL Pyramid Model _______=Center on the Social Emotional Foundations for Early Learning § A model to support children’s _______ and to _____________ (Fox et al. , 2003) § 1. effective workplace (yellow tier) § 2. engage in __________ (blue tier) § 3. develop ____________ (blue tier) § 4. provide systematic, explicit social & emotional support & instruction (green) § 5. develop and implement an individualized intervention (red tier) ** Start at bottom of pyramid and work your way up; each step is increasingly intensive, but is needed by fewer children

Peer Relations & Sociability in Play 2 -5 yrs=rise in joint, interactive play (Mildred Parten, 1932) 3 -step sequence: (pg 365) (Allyn & Bacon, 2008) v. Unoccupied, onlooker behavior _____ v. Solitary play v. Limited form of social interaction _____ v. Plays near other children with _____ similar toys, but does not try to influence them v. Associative play-engage in separate _____ activities but exchange toys/make comments _____ v. Cooperative play-children orient towards a common goal during play

Developmental Sequence of Cognitive Play Categories (Table 10. 1, pg 367) Each type of play (nonsocial, parallel, cooperative) displays the cognitive maturity of the child into 3 different play categories: (Allyn & Bacon, 2008) Simple, repetitive motor movements, with or without objects Creating or constructing something 0– 2 years Acting out everyday and ______ imaginative roles Play 2– 6 years _____ Play ______ Play 3– 6 years

Lecture Supplements Handout-Caring for Preschoolers in Child Care… Quote-Frobel “Play” _________-an advanced form of cooperative play ______ participate more in sociodramatic play, where _____ participate in more in friendly, vigorous interactions called ____________ ○ both require children to understand emotions, exercise self-control, and respond to other children’s verbal/nonverbal cues

Friendships… first friendships important for _____ and ______ development preschoolers definition… someone “who likes you” and with whom you spend a lot of time playing 4 -7 yrs=more pleasurable & sharing of toys change frequently social ability contributes to academic performance _____________=________ in 1 st grade (Konold & Pianta, 2005) children who begin kindergarten w/friends in their class or readily make new friends adjust to school more favorably (Proulx & Poulin, 2013)

Gender Typing (pg 384) -an association of _______, or _______ with one sex or the other in ways that conform to cultural stereotypes (Liben & Bigler, 2002) ___ yrs=use words such as “boy, ” “girl, ” “man” Preschoolers associate toys, clothing , tools, household items, colors, etc with one sex or the other (Giles & Heyman, 2005) _______ reflect _______ boys-active, impulsive, assertive, overtly aggressive girls-more fearful, dependent, compliant, considerate, emotionally sensitive (Bosacki & Moore, 2004)

Gender Typing…cont’d Influences: ______ (biological)-sex hormones affect human play styles ○ __________ (unemployment, divorce, death) may influence prenatal hormones, and it has been linked to “masculine” behaviors among preschool girls (Barrett et al. , 2014) _________ ○ family & parenting practices-expectations, gender- appropriate toys fathers, especially, tend to insist boys conform to gender roles ○ teachers-emphasize gender differences ○ peers-as the time spent w/same sex play partners increases, so does gender-type beliefs ○ broader social environment-occupations, leisure activities, TV

Gender Identity (pg 389) ________-an image of oneself as relatively masculine/feminine in characteristics _______-understanding that gender remains the same over time _________-realization that gender in not altered by superficial changes in clothing or activities

Child Rearing (pg 392) _________-combinations of parenting behaviors that occur over a wide range of situations, creating an enduring, child-rearing climate three features that consistency differentiate an effective style from a less effective style __________________

Styles of Child Rearing ______ Authoritarian (pg 393, Table 10. 2) • the ________________ • high acceptance & involvement; warm, attentive & sensitive to child’s needs • exercises firm, reasonable control • child makes some appropriate decisions on own (gradual, appropriate autonomy granting) • ______________; appears cold & rejecting • makes many demands, uses _____________ • makes all decisions for the child; rarely listens to child’s point of view ______ • warm & accepting, but overindulgent or inattentive • makes little effort to control child’s behavior; makes few or little demands • allows children to make many decisions for themselves at any age, even when they are not capable of doing so Uninvolved • low acceptance & involvement; emotionally detached/depressed, overwhelmed w/life • makes little effort to be a part of the child’s life; makes few or no demands • indifferent to the child’s decision making & point of view • a form of child maltreatment/neglect

Positive Parenting & Positive Discipline Strategy Explanation Use transgressions as opportunities to teach When child engages in unsafe behavior, intervene firmly & instruct to behave prosocially Reduce opportunities for misbehavior Ex. on long car trips=provide activities Ex. at supermarket=let them help with shopping Provide reasons for rules Make sure reasons are fair to all concerned, rules should be reasonable & rational Arrange for children to participate in family routines & duties Children develop a sense of responsible participation in family & community life When children are obstinate, try compromising & problem solving First, express understanding of the child’s feelings, suggest a compromise, help to problem solve an appropriate solution Encourage mature behavior Express confidence in child’s abilities & appreciation for effort & cooperation, adult encouragement goes a long way! Be sensitive to children’s physical & emotional resources When children are tired, ill, or bored, they are likely to engage in improper behaviors; help to meet the child’s needs