day 10- psychosocial development

emotional regulation (effortful control)

the ability to control when and how emotions are expressed

→ goal directed

• maturation

• learning 

• culture

self concept

understanindg of who they are as a person

“Who am I“

• physical attributes

• possessions

• actions/emotions

Between the ages of 3.5 and 5, you can define psychological attributes if given a forced-choice question

typical child

immodest, positive self-concept

• believes strong, smart, good-looking…

• predict that they will be good at almost anything

initiative vs. guilt (Erikson’s theory)

third psychosocial stages (3-6 years old)

→ goal: balance-initiative and guilt

• Self-esteem (personal estimate of success and worthiness) starts to emerge

  • when children can demonstrate skills and competencies, they become more confident and independent

sex and gender development- promote

a healthy understanding of sex and gender to help children

• be proud of themselves

• be accepting of others

sex

differences between males and females due to innate biological origins 

• biological category

gender

individuals’ categorization of themselves or others as girls or boys, or both, neither, or in a different category

• socially constructed category

cisgender

identify with assigned gender at birth

transgender

identify with a diffent gender than assigned at birth

nonbinary

do not identify exclusively with one gender category

gender-fluid

identify with different gender categories depending on the context

bigender

identify with both feminine and masculine gender expressions

agender

no not identify with any gender category

gender typing

the process of gender socialization

gender-typed

behaviors stereotyped or expected for an individual’s assigned gender

cross-gender-typed

Behaviors stereotyped or expected contrary to an individual’s assigned gender

example

→ gender nonconforming—typically someone who is highly cross-gender-typed

gender identity

categorize self as a gender identity

• infants show some awareness of gender

• between ages 3-5 children develop their gender identities

gender-typed behavior

ages 2-3

• understand gender-typed behavior

ages 4-7

• greater and stronger development of gender-typed behavior

theories of gender development—behaviorism

gender roles are learned

• behavior is reinfored and punished

• children are socialized to behave in a particular way

  • may treat children differently depending on their gender

behaivor is learned through observation

• oftend model behavior of parents

Theories of gender development— cognitive theory

how do young children undstand the issue of gender?

• have gender-related experiences, but not much cogniton depth

  • males and females categorized as opposites

    • gender schemas

• children fit things into categories

theories of gender development—sociocultural theory

Culture emphasizes gender patterns

• Children are socialized to behave in particular ways

theories of gender development—evolutionary theory

emphasizes the urge to survive and reproduce

• Gender-typed behavior is developed due to genes, chromosomes, and hormones

• Contemporarily, human impulses are still produced despite environmental transformationons

caregiving styles (baumrind)

parents differ on four dimensions

• expression of warmth

• strategies for discipline

• expectations for maturity 

• communication- what topic? Uni or bidirectional?

caregiving styles - acceptance/ responsiveness

• expressions of warmth or nurturance

• quality of communication

caregiving styles—demanding control

• strategies for discipline

• expectations of maturity

Authoritative caregiving style

BEST STYLE

• high demandingness/control

• high acceptance/responsibility

competent, self-assured, well-liked, generous

authoritarian caregiving style

SECOND

• high demandingness/control

• low acceptance/responsiveness

conscientious, obedient, quiet, relatively unhappy, may feel guilty or depressed, internalize frustrations

permissive caregiving style

THIRD

• low demandingness/control

• high acceptance/responsiveness

unhappy, lack self-control, immature, poor social skills

rejecting-neglecting caregiving style

WORST

• low demandingness/control

• low acceptance/responsiveness

immature, sad, lonely, and at risk for injury and abuse

playmates

Other children that a child plays with;

they help develop social skills such as

• sharing

• cooperation

• communication.

social play

Play that involves interaction with others.

It helps children practice

• empathy

• negotiation

• understanding others’ perspectives.

learning emotional regulation

The process where children learn to manage and express their emotions in healthy ways. It’s a key part of emotional and social development.

empathy

The ability to understand and share another person’s feelings.

It develops as children grow and begin to recognize others’ emotions.

antipathy

Feelings of dislike or anger toward another person.

It’s a normal part of emotional development as children learn how to handle negative emotions.

aggression

Actions meant to harm others physically or emotionally.

It can appear during early childhood as children test boundaries and learn social rules.