Study Notes on Social Emotional Development in Early Childhood
Chapter 9: Social Emotional Development in Early Childhood
Objectives
After reading this chapter, students should be able to:
Describe how preschoolers view themselves.
Summarize Erikson’s stage of initiative versus guilt.
Discuss the progression of social emotional development during early childhood.
Explain how children develop their understanding of gender.
Compare and contrast different styles of parenting.
Define characteristics of high quality child care.
Discuss the role of siblings and peers.
Describe the types of play.
Summarize the influence on social and emotional competence.
Identify the effects of stress on three- to five-year-olds.
Introduction
In early childhood, children’s understanding of themselves and their roles in the world expands significantly.
Social and Emotional Milestones
The expanding understanding of self and others develops with age.
Table 9.1 - Social and Emotional Milestones
Typical Age 3:
Copies adults and friends.
Shows affection for friends without prompting.
Takes turns in games.
Shows concern for a crying friend.
Dresses and undresses self.
Understands “mine,” “his,” or “hers.”
Shows a wide range of emotions.
Separates easily from parents.
May get upset with major changes in routine.
Typical Age 4:
Enjoys doing new things.
More creative with make-believe play.
Prefers to play with other children rather than alone.
Cooperates with others in play.
Plays roles like “mom” or “dad.”
Difficulty distinguishing reality from make-believe.
Talks about preferences and interests.
Typical Age 5:
Wants to please friends and be like them.
More likely to agree with rules.
Likes to sing, dance, and act.
Can distinguish between reality and make-believe.
Increased independence.
Interactionism and Views of Self
Early childhood is critical for forming a sense of self.
Self-Concept: An idea of who we are, what we can do, and how we think and feel, developed through social interactions.
Interactionist Theorists:
Cooley (1964) - Suggests self-concept arises from others' responses. This process is termed the looking-glass self.
Involves interpreting how others see us to form self-judgments (good/bad, strong/weak, etc.).
Self-concept may distort experiences, filtering out contradictory feedback.
Mead (1967) - Explains the development of a social sense of self, comprising:
“I” (spontaneous, creative, innate aspect)
“Me” (social aspect of self).
Demonstrates taking the role of the significant other.
Progressing to taking the role of the generalized other.
Exaggerated Sense of Self: Preschoolers may overstate their abilities and qualities.
The exaggeration often diminishes as children approach middle childhood.
Self-Esteem
Self-Concept: Descriptive based on categories (external/internal qualities).
Self-Esteem: Evaluative judgment about who we are, improving with cognitive skill emergence.
Young children's self-descriptions often include physical traits and preferences.
Harter and Pike (1984) developed a method of measuring self-concept through statements (e.g., “I like to boss people around”).
Children maintain consistency in responses, especially post age four.
Generally positive self-image influenced by lack of competition and previous competencies, but affected by attachment quality.
Children with insecure attachments display lower self-esteem.
Self-Control
Self-control consists of three facets:
Response initiation: Evaluating behavior before acting.
Response inhibition: Stopping a behavior that is underway.
Delayed gratification: Waiting for a larger reward instead of an immediate smaller one.
Illustrated by the Marshmallow Test demonstrating predictive outcomes related to self-control and later academic performance and health.
Related to executive function, where improved executive function leads to less impulsivity.
Play’s Role: May enhance self-control development.
Research indicates children exhibit enhanced problem-solving abilities through play.
Erikson: Initiative vs. Guilt
Erikson's Developmental Stage: Initiative vs. Guilt
If children can explore and make decisions, they foster initiative.
Suppression leads to feelings of guilt.
Caregivers should praise initiative and avoid criticism that stifles creativity, allowing freedom for exploration and decision-making.
Gender Identity, Gender Constancy, and Gender Roles
Children show increasing interest in gender differences during preschool.
Gender Identity: Awareness of being male or female leads to a deeper understanding of gender roles, which develop into adulthood.
Key Theorists:
Freud: Gender identity formed during the phallic stage through modeling same-sex parent behavior.
Chodorow: Argues mothering impacts gender role stereotypes, impacting confidence and dependency.
Learning Through Reinforcement and Modeling
Gender role socialization occurs through influenced messages from adults and media.
Children develop gender schemas based on societal modeling.
Cultural Influence: Variations exist between individualistic (self-reliance, independence) vs collectivistic (obedience, compliance) cultures.
Stereotypes affect career paths, emotional experiences, and social behaviors.
Effects of Stress on Children and Childhood Maltreatment
Stress Types: Everyday stress can build resilience; ongoing toxic stress greatly impacts development.
Children exposed to domestic violence face significant negative outcomes.
Child Abuse Categories: Neglect, physical, psychological/emotional, and sexual abuse, with neglect being the most common category.
Neglect involves failing to provide basic needs and has severe long-term effects.
Conclusion
Summary of key topics covered includes self-concept, Erikson’s stage of initiative vs. guilt, gender roles, parenting styles, peer relationships, types of play, social understanding, personality development, and stress effects in early childhood.
The chapter offers a comprehensive view of early childhood development fundamentals that include important psychosocial aspects and parental implications.