Ch 10 PSYCH

Emotion Regulation

The ability to control when and how emotions are expressed.

Effortful Control

The conscious ability to regulate emotions and actions through effort rather than natural impulses.

Initiative vs Guilt

Erikson's stage where children ages 3-6 take initiative and balance it with feelings of guilt when not meeting expectations.

Intrinsic Motivation

Motivation that comes from within an individual, such as the desire to feel competent.

Extrinsic Motivation

Motivation that comes from external rewards, like praise or prizes.

Parten’s Progression of Play

A framework outlining the developmental stages of play: solitary, onlooker, parallel, associative, and cooperative.

Social Play

Play that can be solitary or involve other children, promoting social skills.

Rough-and-Tumble Play

Play that involves wrestling and chasing but without intent to harm; develops empathy and self-control.

Sociodramatic Play

Pretend play that allows children to practice social roles and negotiate with others.

Corporal Punishment

Physical punishment like spanking, which is illegal in many countries and linked to negative long-term outcomes.

Induction

A disciplinary technique where an adult explains why a behavior is wrong, helping the child understand consequences.

Prosocial Behavior

Actions intended to help or benefit others, such as sharing and kindness.

Antisocial Behavior

Actions that harm or lack consideration for the well-being of others, including insults and physical aggression.

Reactive Aggression

Impulsive retaliation after being hurt.

Gender Identity

A child's personal sense of their gender, which develops in early childhood and is influenced by culture.

Cognitive Theory (Gender Development)

The theory that children categorize experiences and behaviors into gender schemas.

Evolutionary Theory

The view that gender roles emerged to increase reproductive success, with distinct roles for males and females.

Emotional regulation

Ability to control when and how emotions are expressed; improves with age, learning, culture, and brain maturation.

Effortful control

Conscious ability to regulate emotions and actions through effort instead of impulse.

Factors influencing emotional regulation

Maturation, learning from adults, and cultural expectations.

Initiative vs guilt (Erikson)

Children (ages 3–6) take initiative in new tasks but may feel guilt when they fail or break rules; develops self-concept.

Self-concept

Understanding of oneself (abilities, appearance, personality) that grows during initiative vs guilt stage.

Intrinsic motivation

Motivation that comes from within; wanting to do something for joy, curiosity, or personal satisfaction.

Extrinsic motivation

Motivation based on external rewards like praise, stickers, or approval.

Promoting intrinsic motivation

Praise effort, avoid excessive rewards, support autonomy, encourage exploration.

Play

Universal activity that helps with emotional, social, and cognitive development; essential for ages 2–6.

Peer play benefits

Emotion regulation, empathy, social understanding, learning rules of social groups.

Parten: Solitary play

Child plays alone, unaware of others nearby.

Parten: Onlooker play

Child watches others play but does not join in.

Parten: Parallel play

Child plays with similar toys in similar ways next to others but not together.

Parten: Associative play

Children interact, share toys, but do not take turns or coordinate play.

Parten: Cooperative play

Children play together in coordinated ways, taking turns and creating shared goals.

Rough-and-tumble play

Physical but playful behaviors (wrestling, chasing); builds empathy, emotion recognition, and self-control.

Sociodramatic play

Pretend play involving roles and imagination; improves theory of mind, creativity, and emotional regulation.

Screen time risks

Linked to obesity, emotional problems, attention issues, sleep issues, and reduced language development.

Baumrind: Authoritarian parenting

High expectations, low warmth, strict rules; children obedient but unhappy and may rebel later.

Baumrind: Permissive parenting

High warmth, low discipline; children lack self-control and are immature socially.

Baumrind: Authoritative parenting

High warmth, high but flexible discipline; produces successful, happy, and well-liked children.

Neglectful

uninvolved parenting

Baumrind research sample

1970s study of middle-class European American families with preschoolers; not culturally representative.

Limitations of Baumrind’s research

Narrow cultural sample, self-reported data, overlooked context and child temperament.

Long-term outcomes of authoritarian parenting

Children obedient but unhappy, may feel guilt or rebel in adolescence.

Long-term outcomes of permissive parenting

Children lack self-control, have poor friendships, may struggle academically.

Long-term outcomes of authoritative parenting

Children are successful, articulate, resilient, and happy.

Long-term outcomes of neglectful parenting

Children have highest risks for depression, injury, and antisocial behavior.

Physical punishment

Spanking; illegal in many countries; increases aggression, disobedience, and later issues (bullying, crime).

Psychological control

Discipline using guilt, shame, and emotional withdrawal; harms self-esteem and emotional development.

Time-out

Child removed from activity; effective when calm, brief, and consistent.

Induction

Discipline technique where parent explains why behavior is wrong; best for developing moral understanding.

Empathy

Ability to understand and share feelings of another person.

Prosocial behavior

Helping, sharing, kindness without expecting reward.

Antipathy

Strong dislike or hatred toward another person.

Antisocial behavior

Actions that harm others (insults, hitting, exclusion, bullying).

Instrumental aggression

Used to obtain something; common in ages 2–6.

Reactive aggression

Impulsive retaliation after being hurt; typical in young children.

Relational aggression

Nonphysical harm through gossip, exclusion, insults.

Bullying aggression

Unprovoked, repeated physical or verbal attacks on weaker individuals.

Sex differences

Biological differences between males and females (organs, hormones, body shape).

Gender differences

Cultural differences in roles, behaviors, clothing, and expectations.

Gender identity

Child’s understanding of being male, female, or another gender; forms in early childhood.

Gender schema

Child’s mental map of gender roles; children categorize everything as “boy” or “girl.”

Gender schema examples

“Girls wear dresses,” “Boys don’t cry,” “Girls play with dolls.”

Transgender children

Identify with gender different from assigned sex; choose activities

Freud’s phallic stage

Ages 3–6; feelings of sexual curiosity; Oedipus

Oedipus complex

Boys feel desire for mother and rivalry with father; resolved through identification with father.

Superego

Conscience that develops during phallic stage according to Freud.

Behaviorism and gender

Children reinforced for gender-typical behavior and punished for atypical behavior.

Social learning theory and gender

Children learn gender roles by watching and imitating same-gender adults and peers.

Cognitive theory and gender

Children use gender schema to categorize and interpret gender-related behaviors.

Sociocultural theory (gender)

Gender roles learned through culture, community, and social expectations.

Evolutionary theory (gender)

Gender roles evolved to support reproductive success; males active

Values teaching

Children shift from judging actions by outcomes to judging by intentions.

Judging the broken mirror example

Shows how children move from outcome-focused to intention-focused moral reasoning.

Emotional regulation signs

Fewer tantrums, ability to control impulses, awareness of others’ emotions.

Initiative examples

Trying new tasks, leading play, inventing games, taking responsibility.

Guilt examples

Feeling bad about mistakes, believing one disappointed a parent or teacher.

Helping children regulate emotions

Consistent routines, warm parenting, modeling calm behavior, scaffolding coping strategies.

How play helps emotions

Provides safe practice for negotiation, control, empathy, and role exploration.

Values learning in early childhood

Children observe adult reactions, cultural norms, and consequences of actions.

Why screen time harms emotional growth

Reduces real interaction, delays language, increases stress, disrupts sleep.

Why rough-and-tumble play matters

Teaches boundaries, self-control, emotional communication, and social cues.

Why sociodramatic play matters

Advances theory of mind, creativity, narrative ability, empathy, and self-regulation.