PSYC 2021 - Emo and Soc Dev in Early Childhood (Final Exam)

self-concept

preschoolars begin to develop a ____, incuding attributes, abilities, attitudes, and values.

• affects children’s sense of initiative.

development of self-concepts

warm, sensitive parent-child relationships foster a more positive, coherent self-concepts. elaborative reminiscing that focuses on children’s internal states is important.

self-esteem

judgements we make aboutt our own worth and the feelings associated with those judgements.

preschooler’s self-judgements

• learning things in school

• making friends

• getting along with parents

• treating others kindly

emotional development

_____ is supported by gains in representation, language, and self-concept.

emotional competence

• emotional understanding

• emotional self-regulation

• self-conscious emotions and empathy

influenced by parenting. vital for peer relationships and mental health.

understanding emotion

children’s grasp of how internal factors trigger emotion expands as they learn desires and belief motivate behaviour.

how 3-5 year olds understand behaviour

• inter how others are feeling based on behaviour

• realize that thinking and feeling are interconnected

• find ways to relieve others’ negative emotions

conflicting cues

3-5 year olds have difficulty interpreting situations that offer _______ about how a person is feeling.

parental contributions to understanding emotions

• label and explain emotions

• express warmth and enthusiasm when conversing

• discuss negative experiences and those involving disagreements

attachment security

allows for more open parent-child communication about feelings

strategies for emotional self-regulation (by ages 3-4)

• restricting sensory input

• talking to themselves

• changing their goals

• repairing a relationship

common fears of earl childhood

• monsters

• ghosts

• darkness

• preschool

• animals

self-conscious emotions

preschoolers become increasingly sensitive to praise and blame.

• by age 3, self-conscious emotions are linked to self-evaluation

empathy

becomes more common in early childhood, serving as a motivator of prosocial behaviour.

prosocial behaviour

actions aimed at benefiting others.

sympathy

feelings of concern or sorrow for another.

personal distress

for children with poor emotional regulation, empathizing leads to _____, not sympathy.

promotion of empathy development

• sociable, assertive temperament

• secure parent-child attachment relationship

nonsocial activity

unoccupied, onlooker behaviour and solitary play

parallel play

play near other children with similar toys, without trying to influence them

associative play

engaging in seperate activities, but exchanging toys and comments

cooperative play

oriented toward a common goal, as in make-believe play

functional play

simple, repetitive motor movements, with or without objects. common during first two years.

constructive play

creating or constructing something (3-6 years)

make-believe play

acting out everyday and imaginative roles (2-6 years).

concerning nonsocial activity

• aimless wandering

• hovering near peers

• functional play involving immature, repetitive motor action

cultural variations in peer sociability

depend on the cultures’ views on group harmony vs. individual autonomy.

play in village/tribal cultures

interpretive play, reflecting  everyday roles and experiences

play in industrialized/urban cultures

inventive play, generating make-believe scenarios unconstrained by experience.

first friendships

for preschoolers, a friend is someone “who likes you” and with whom you spend a lot of time playing with.

• no enduring quality based on mutual trust yet

• preschoolers give more reinforcement to their friends

• offer social support

peer relations and school readiness

making friends predicts kindergardiners classroom participation and academic skills.

• socially competent preschoolers exceed the less sociably skilled in academic scores

aspects of kindergarden programs that promote social competence

• good teacher preperation

• small group sizes

• good teacher-child ratios

• developmentally appropriate daily actitivites

social problem solving

generating and applying stragegies that prevent or resolve disagreements. results in outcomes that are acceptable to others and beneficial to self.

• affects peer relations

promoting alternative thinking strategies 

interventions that teach children the ingredients of social problem solving.

direct parental influences on early peer relations

• aranging informal peer play activities

• showing children how to initiate peer contacts

• providing guidance on how to act toward others

indirect parental influences on early peer relations

• secure attachment

• sensitive, emotionally expressive parent-child conversations and play

• warm parent-child play

moral development

young children show morally relevant inclinations and behaviour very early.

• social experiences and cognitive factors strongly influence moral development.

conscience

begins to take shape in early childhood. at first, extremely controlled by adults. gradually comes to be regulated by inner standards.

induction

promotes conscience formation.

adults role in conscience formation

• makes the child aware of feelings

• gives children info about how to behave

• encourage symathy and empathy

• encourage adoption of moral standards

• encourage children to form a script

psychoanalytic perspective of morality

conscience formation is promoted by induction. children’s characteristics affect the success of parenting techniques. more empathic children are more responsive to induction.

• mild discipline is more effective with anxious children.

preschoolers and guilt

preschooler’s anticipate feeling guilty when they consider violating parental standards.

empathy-based guilt

inducing _____ is effective in influencing children without using coercion.

social learning theory

children learn to behve morally largely through modeling. models are most influential in the early years.

characteristics of effective models of moral behaviour

• warmth and responsiveness

• competence and power

• consistency between assertions and behaviour

harsh punishment

frequent _____ promotes immediate complience but not lasting changes in behaviour.

side effects of repeated harsh punishment

• the punishment models aggression

• children react with anger, resentment, and a chronic sense of feeling threatened

• develop a defiant relationship with parent

• may transfer generationally

ethnic differences in physical punishment

african-american and European-american parents do not use corporal punishment in the same way.

time out

an alternative to harsh punishment. removing children from the immediate setting.

ways to increase effectiveness of punishment

• consistency

• warm parent-child relationship

• explainations

positive parenting strategies

• use trangressions as oppertunities to teach

• reduce opportunities for misbehaviour

• provide reasons for rules

• encourage mature behaviour

• make children participate in family routines

moral imperatives

rules that protect people’s rights and welfare, where violations are more weong and deserving of punishment than other transgressions.

cognitive-developmental perspective

regards children as active thinkers about social rules.

social conventions

customs determined solely by consensus.

matters of personal choice

do not violate rights and are up to the individual.

preschoolers moral reasoning

tends to be rigid. morally relevant social experiences are vital for moral progress in early childhood.

proactive aggression

emerges at age 2. acting to fulfill a need or desire. instrumental aggression.

reactive aggression

emerges at age 2. an angry, defensive response meant to hurt another person. also called hostile aggression. 

three forms of proactive and reactive aggression

• physical aggression

• verbal agression

• relational aggression

verbal aggression

always direct. commonly expressed by both girls and boys.

physical aggression

can be direct or indirect. more common with boys than girls.

relational aggression

can be direct or indirect. commonly expressed by both girls and boys.

practices that undermine moral internalization and linked the aggression

• love withdrawl

• power assertion

• physical punishment

• negative comments and emotions

• inconsistency

exposure to violent media

predicts aggressive behaviour in early adulthood. increases the likelihood of of hostile thoughts and emotions.

• “hardens” children to aggression

• boys devote more time to violent media

strategies to regulate screen use

• limit computer and tv use

• avoid using screen time as a reward

• watch media with children

• model good media practices

• use warm approaches

treatment for aggression

best begun early. training programs based on social learning theory are effective.

child rearing styles

combination of parenting behaviours that occur over a wide range of situations, creating an enduring child-rearing climate.

factors that differentiate effective vs. uneffective coping styles

• acceptance

• involvement

• control

• autonomy granting

authoritative

• high acceptance

• high involvement

• adaptive control

• appropriate autonomy

authoritarian

• low acceptance

• low involvement

• high control

• low autonomy

• control is direct and psychological

permissive

• high acceptance

• low involvement

• low control

• high autonomy

uninvolved

• low acceptance

• low involvement

• low control

• indifferent autonomy

why is authoritative rearing effective?

• warm parents model caring concern and confident behaviour

• convey compliance, which fosters self-esteem

• supportive aspects are sourcesof resilience

• children are more likely to comply with control that appears reasonable.

cultural variations in child rearing

• chinese parents are more controlling than western parents and shame misbehaving children

• low SES african American parents tend to expect immediate obedience

sexual abuse

fondling, intercourse, exhibitionism, and forms of sexual exploitation.

neglect

failure to meet child’s basic needs for food, clothing, education, or supervision.

factors that contribute to child maltreatment by ecological systems theory

• parents characteristics

• family conditions

• child factors

• community

• larger culture

consequences of child maltreatment

impairs development of attachment security, emotional self-regulation, empathy and sympathy, self-concept, and social skills.

adjustment problems, depression, aggression, and substance use.

chronic abuse

linked to central nervous system damage. the trauma of persistent abuse seems to blunt children’s normal physiological response to stress.

orgs working to prevent child maltreatment

• parents anonymous

• nurse-family partnership