Exploring Lifespan Development Third Edition Laura E Berk

Exploring Lifespan Development Third Edition Laura E. Berk Erikson’s Theory: Initiative versus Guilt Initiative Guilt § New sense of § Overly strict superego, purposefulness or conscience, causing too much guilt § Eagerness to try new tasks, join activities § Related to parental § threats § Play permits trying § criticism out new skills § punishment § Strides in conscience development Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Self-Understanding § Emerging language skills enable children to discuss inner mental states § Self-awareness supports development of self-concept © Angela Luchianiuc/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Self-Concept § Consists largely of § observable characteristics (appearance, possessions, behavior) § typical emotions and attitudes (“I like/ don’t like …”) § Does not yet reference personality traits (“I’m shy”) © michaeljung/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Self-Esteem § Self-judgments and associated feelings § Influences: § Emotional experiences § Future behavior § Long-term psychological adjustment © David Piryu/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Gains in Emotional Competence § Improvements in § emotional understanding § emotional self-regulation © Veronica Louro/Shutterstock § Increase in self-conscious emotions (shame, guilt) and empathy Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Emotional Understanding § Preschoolers correctly judge § causes of emotions § consequences of emotions § behavioral signs of emotions § Parents, siblings, peers, and make-believe play contribute to understanding Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Emotional Self-Regulation § By age 3– 4, aware of strategies for adjusting emotional arousal § Affected by § temperament: effortful control § warm parents who use verbal guidance © MNStudio/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Self-Conscious Emotions § Examples: § § Shame Embarrassment Guilt Pride § Depend on adult feedback § Vary across cultures © Ami Parikh/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Empathy and Sympathy Empathy Feeling same or similar emotions as another person Sympathy Feeling concern or sorrow for another’s plight Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Individual Differences in Empathy Factors that encourage empathy, sympathy, and prosocial behavior: § Temperament: § sociable § assertive § good at emotional self-regulation § Parenting: warm, sensitive parents who § show empathic concern § encourage emotional expressiveness Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Peer Sociability in Play § Unoccupied, onlooker behavior Nonsocial activity § Solitary play Parallel play § Plays near other children with similar materials § Does not try to influence them Associative play § Engages in separate activities § Exchanges toys and comments Cooperative play § Orients with peers toward a common play goal Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Cognitive Play Categories Functional play (0– 2 years) Constructive play (3– 6 years) § Simple, repetitive motor movements, with or without objects § Creating or constructing something Make-believe play (2 § Acting out everyday and imaginative roles – 6 years) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Cultural Variations in Play § Collectivist cultures § stress group harmony § encourage group cooperation § Cultures vary in beliefs about the importance of play © Dragon Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Early Childhood Friendships § Someone who “likes you, ” plays with you, shares toys § Friendships change frequently § Benefits of friendships: © Dragon Images/Shutterstock § social support: cooperation and emotional expressiveness § favorable school adjustment Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Parental Influences on Early Peer Relations Direct Indirect § Arranging informal peer activities § Guidance on how to act toward others § Secure attachment § Emotionally expressive, sensitive communication Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Perspectives on Moral Development Psychoanalytic § Freud: superego and guilt § New evidence: induction, empathy-based guilt Social learning § Modeling moral behavior § Punishment Cognitivedevelopmental § Children as active thinkers about social rules Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Punishment in Early Childhood Frequent harsh punishment has negative side effects. Alternatives to harsh punishment § Time out § Withdrawing privileges § Positive discipline Parents can increase § Consistency effectiveness of § Warm parent–child punishment relationship § Explanations Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Prevalence of Corporal Punishment by Children’s Age Figure 8. 1 (From M. A. Straus & J. H. Stewart, 1999, “Corporal Punishment by American Parents: National Data on Prevalence, Chronicity, Severity, and Duration, in Relation to Child and Family Characteristics, ” Clinical Child and Family Psychology Review, 2, p. 59. Adapted with kind permission from Springer Science+Business Media and Murray A. Straus. ) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Positive Discipline § Use transgressions as opportunities to teach. § Reduce opportunities for misbehavior. § Provide reasons for rules. § Have children participate in family duties and routines. § Try compromising and problem solving. § Encourage mature behavior. Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Moral Imperatives, Social Conventions, and Personal Choice Moral imperatives Social conventions Matters of personal choice § Actions that protect people’s rights and welfare § Customs determined solely by social consensus § Do not violate rights § Up to the individual Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Types of Aggression § Proactive (instrumental): § meant to help the child get something he or she wants § self-initiated § Reactive (hostile): § meant to hurt someone § defensive response to provocation © AJP/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Types of Hostile Aggression Type Physical Verbal Relational How the Harm Is Caused § Physical injury § Threats of physical aggression § Name-calling § Teasing § Social exclusion § Malicious gossip § Friendship manipulation Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Sources of Aggression § Individual differences: § gender § temperament § Family: § harsh, inconsistent discipline § cycles of such discipline, whining/giving in § Media violence Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Risks of Media Violence § Increases § hostile thoughts and emotions § aggressive behavior © Denis. Nata/Shutterstock § Creates short-term and long-term behavior problems Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Helping Children Control Aggression § Improving parenting: Incredible Years approach § Encouraging children to attend to nonhostile social cues § Promoting perspective taking § Teaching conflict-resolution skills § Limiting exposure to media violence and home stressors Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Gender Stereotypes § Strengthen and operate as blanket rules in early childhood § Preschoolers associate toys, clothing, household items, occupations, behavior, and more with gender § Young children’s rigid gender stereotypes are a joint product of § gender stereotyping in the environment § cognitive limitations Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Influences on Gender Typing § Genetic: § evolutionary adaptiveness § hormones § Environmental: © glenda/Shutterstock § § family teachers peers broader social environment Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Theories of Gender Identity Social learning Gender-typed behavior leads to gender identity Cognitivedevelopmental Self-perceptions (gender constancy) precede gender-typed behavior Gender schema Combines social learning and cognitive-developmental features Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Reducing Gender Stereotyping § Delay exposure to stereotyped messages. § Limit traditional gender roles. § Provide nontraditional models. § Encourage flexible beliefs. © Monkey Business Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Outcomes of Child-Rearing Styles Authoritative § self-control, moral maturity, high self-esteem Authoritarian § anxiety, unhappiness, low self-esteem, anger, defiance Permissive § impulsivity, poor school achievement Uninvolved § depression, anger, poor school achievement Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Characteristics of Child-Rearing Styles Acceptance Involvement Control Autonomy Authoritative high adaptive appropriate Authoritarian low high low Permissive high too low or too high low high Uninvolved low low indifferent Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Cultural Variations in Child-Rearing Chinese § Shame, withholding praise in context of reasoning and affection Hispanic/Asian Pacific Islander/Caribbean § Firm respect for parental authority § High parental warmth Low-SES African-American § Strictness; immediate obedience § Warmth and reasoning Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Child Maltreatment Physical abuse § Assaults resulting in physical injury § Fondling, intercourse, Sexual abuse pornography, and other forms § Failing to meet children’s Neglect basic needs Emotional abuse § Social isolation, unreasonable demands, humiliation, intimidation, and other forms Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Factors Related to Child Maltreatment § § § Parent characteristics Child characteristics Family characteristics Community Culture © Pixel Memoirs/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Consequences of Child Maltreatment § Emotional: § poor emotional self-regulation § impaired empathy/sympathy § depression § Adjustment: § substance abuse § violent crime § Learning: © altanaka/Shutterstock § impaired working memory and executive function § low academic motivation Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Preventing Child Maltreatment § Intervening with high-risk parents § Social supports for families: § Parents Anonymous § home visitation— Healthy Families America © Lisa F. Young/Fotolia Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

Exploring Lifespan Development Third Edition Laura E. Berk Readers may view, browse, and/or download material for temporary copying purposes only, provided these uses are for noncommercial personal purposes. Except as provided by law, this material may not be further reproduced, distributed, transmitted, modified, adapted, performed, displayed, published, or sold in whole or in part, without prior written permission from the publisher. Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.