Chp. 10 Early Childhood: Psychosocial Development

Erikson: Initiative versus Guilt

Emotional development

Self-concept

Protective optimism

Playmates

Social Play (Parten, 1952)

Rough and tumble play

•Mimics aggression with no intention to harm

•Expressions and gestures signify “pretending”

•Common among males

•Advances social understanding, but é likelihood of injury

Sociodramatic play

enables children to:

•Explore/rehearse social rules

•Learn to explain ideas to playmates

•Practice emotional regulation

•Develop self-concept

Learning Emotional Regulation

•Playful interactions with other children increase:

–Empathy development

•Understanding of feeling/concerns of others

–Empathy à Prosocial behavior

–Antipathy à Antisocial behavior

•Prosocial and antisocial behavior are innate and universal

–Antisocial behavior generally diminishes

Physical punishment and discipline
alternatives to spanking

Solitary play

A child plays alone, unaware of any other children playing nearby

Onlooker play

A child watches other children play

Parallel play

Children play with similar toys in similar ways, but not together

Associative play

Children interact, observing each other and sharing material, but their play is not yet mutual and reciprocal

Cooperative play

Children play together, creating and elaborating a joint activity or taking turns

Authoritative parenting

Authoritarian

Permissive

Neglectful/Uninvolved

Authoritarian Parents: Long Term Effects on Children

•Become obedient and quiet, not especially happy

•Blame themselves when things do not go well

•Rebel and leave home

Permissive parents: Long Term Effects on Children

•Lack self-control and emotion regulation

•Immature and lack friendships

•Continue to live at home, still dependent

Authoritative parents: Long Term Effects on Children

•Successful, articulate, happy with themselves

•Well-liked

•Well-adjusted