PATTERNS OF PARENTAL AUTHORITY PERMISSIVE PARENTS Low level

PATTERNS OF PARENTAL AUTHORITY PERMISSIVE PARENTS Low level of control and discipline Low level of maturity demands High level of parent-child communication High level of nurturance and warmth AUTHORITARIAN PARENTS High level of control and discipline High level of maturity demands Low level of parent-child communication Low level of nurturance and warmth AUTHORITATIVE PARENTS High level of control and discipline High level of maturity demands High level of parent-child communication High level of nurturance and warmth

The Coercive Cycle INEPT DISCIPLINE (Power-assertive techniques, inconsistent discipline, negative and positive reinforcement for aggression, modeling of aggression) ANTISOCIAL BEHAVIOR (Violence in home and school) CHILD COERCION (Whining, teasing, yelling, physical assaults)

Hours of TV per Day 4 3 2 1 0 2 4 6 8 Age in Years 10 12 14 16

Styles of Parental Regulation and Children's Television Viewing Style of Supervision Degree of Regulation Degree of Encouragement Hours of TV Viewed per Week Laissez-faire Low 17. 6 Restrictive High Low 11. 9 Promotive Low High 21. 2 Selective High 19. 2

Concerns About the Effects of TV on Children • Amount of time spent watching • Effects of commercials • Effects of violence

COGNITIVE LEVELS OF PLAY • FUNCTIONAL PLAY: Simple repeated movements with a focus on the child’s own body • CONSTRUCTIVE PLAY: Manipulation of physical objects in order to build or construct something. • DRAMATIC OR MAKE-BELIEVE PLAY: Pretending to be someone or something else • GAMES WITH RULES: Relatively formal activities governed by rules

SOCIAL LEVELS OF PLAY • UNOCCUPIED: Child's activities seem to have no clear purpose or goals • SOLITARY: Child plays alone • ONLOOKER: Child watches other children play • PARALLEL: Children play near each other engages in similar activities but without significant interaction • ASSOCIATIVE: Children play together and interact in a common activity but with separate goals • COOPERATIVE: Children consciously play together to accomplish a common goal

ASPECTS OF GENDER DEVELOPMENT • GENDER: The behavior and attitudes associated with being male or female · GENDER IDENTITY: A person’s beliefs about which sex he or she is and will always be · GENDER PREFERENCE: A person’s attitudes about which sex he or she wishes to be · GENDER CONSTANCY: The belief that a person’s sex is biologically determined and permanent

Steps in Gender Development XX or XY Chromosomes Ovaries or Testes Female of Male Genitals Brain Development Hormones (estrogen, progesterone, androgen, testosterone) at Puberty Sexual urges and Self-Concept Child's Reaction Models Social Reaction to Child Basic Gender Identity Adult Gender Identity

Male Characteristics Female Characteristics Independent Emotional Aggressive Grateful Acts as leader Kind Self-confident Creative Dominant Gentle Active Understanding Ambitious Aware of others' feelings Outspoken Enjoys art and music Adventurous Tactful Competitive Considerate Likes math and science Home oriented Takes a stand Cries Easily Makes decisions easily Devotes self to others Skilled in business Strong conscience

TYPES OF CHILD ABUSE • PHYSICAL ABUSE Painful, physically damaging assault • SEXUAL ABUSE Sexual molestation or exploitation • PHYSICAL NEGLECT Insufficient provision of food, shelter, clothing, medical care • EMOTIONAL NEGLECT Failure to provide basic nurturance and emotional support required for normal development • PSYCHOLOGICAL ABUSE Actions that damage a child's emotional, social, or intellectual functioning

Some Causes of Child Abuse • Parents were abused as children. • Unrealistic expectations of children. • Lack of effective parenting techniques. • “Difficult” children (demanding, hyperactive, mentally retarded, etc. ) • Social isolation; parents lack a support system. • We live in a violent society.

Summary of Early Childhood Psychosocial Development • Increasingly complex, imaginative play. • Well-developed self image and gender identity • Resolves the Oedipus or Electra complex. • Resolves the Eriksonian crisis of Initiative vs. Guilt. • Parenting style and disciplinary approach affect child.