Chapter 6 Socioemotional development in early childhood-1

Chapter Overview

Chapter 6: Social and Personality Development in Early Childhood

Emotional and Personality Development (slides 2-37)

• Social-Emotional Development: This includes the ability to form relationships with others, perceive emotions, and develop a sense of self.

Identity Stages by Age

• Infancy (0-1 year): Trust vs. Mistrust

  • If an infant's needs are consistently met, they develop basic trust in caregivers and the world.

  • Example: A responsive caregiver who promptly attends to a baby’s cries fosters a sense of trust.

• Toddlerhood (1-2 years): Autonomy vs. Shame and Doubt

  • Toddlers begin to assert their independence and learn to do things on their own, such as potty training.

  • Example: A toddler who successfully uses the toilet feels autonomous, whereas one who faces harsh criticism may feel shame and doubt their abilities.

• Preschooler (3-5 years): Initiative vs. Guilt

  • Children start initiating activities and exploring their environment. Parents should encourage initiative to foster positive self-esteem.

  • Example: A preschooler who is praised for trying to tie their shoes will feel encouraged to keep trying in the future.

• Elementary School (6 years to puberty): Competence vs. Inferiority

  • Children find satisfaction in applying themselves and mastering new skills.

  • Example: A child who does well in school and receives positive feedback feels competent, while one who struggles academically may feel inferior.

• Adolescence: Identity vs. Role Confusion

  • Teenagers work on forming their identities and refining their sense of self.

  • Example: A teenager exploring different hobbies and social groups is actively developing their identity.

• Young Adulthood (20s to early 40s): Intimacy vs. Isolation

  • Young adults seek close relationships and intimate connections.

  • Example: A young adult forming a committed romantic relationship experiences intimacy, while one who isolates may struggle with loneliness.

• Middle Adulthood (40s to 60s): Generativity vs. Stagnation

  • Adults contribute to society and the next generation, often through parenting or work.

  • Example: A parent who volunteers at school fosters generativity, while one who feels disconnected may experience stagnation.

• Late Adulthood (60s+): Integrity vs. Despair

  • Older adults reflect on their lives, seeking a sense of satisfaction and fulfillment.

  • Example: An older adult who feels proud of their achievements and relationships experiences integrity, while one filled with regret may feel despair.

Erikson’s Development Theories

• Erikson's 3rd Stage: Initiative vs. Guilt

  • Children become increasingly active and show initiative in their ventures.

  • Parental encouragement is crucial; mistakes should be viewed as learning opportunities.

  • Example: A child attempting to cook with parental support learns initiative, while one criticized for cooking poorly may develop guilt.

Emotional Development

• Emotion Regulation: The ability to manage one’s own emotions effectively.

  • Behavioral Development: Children use behaviors (like holding a stuffed animal) to manage feelings.

  • Use of Language: They express feelings verbally, as in saying, "I feel sad."

  • Social Demands: Understanding behavioral rules, like not hitting others.

  • Development of Sociomoral Emotions: Emotions such as guilt and embarrassment begin to emerge.

Teaching Healthy Emotional Development

• Emotion-Coaching Parents:

  • Help children label and understand their emotions.

  • Example: A parent who says, "You seem upset about losing your toy. Let’s talk about it." promotes emotional awareness.

• Emotionally Dismissing Parents:

  • Dismiss negative emotions, leading to behavioral issues in children.

  • Example: A parent telling a crying child to stop because there's "nothing to cry about" ignores their feelings.

Moral Development Perspectives

• Biological Perspective: Considers the role of genetics in moral behavior.

• Psychoanalytic Perspective: Focuses on the development of the superego and guilt (Freud).

• Social Learning Perspective: Emphasizes modeling moral behavior and reinforcement through rewards/punishments.

• Cognitive-Developmental Perspective: Children actively think about moral rules and justice.

Inductive Discipline

• Teaches children to recognize others' feelings and understand consequences.

  • Empathy-based guilt encourages awareness of the impact of their actions.

  • Example: A child who is guided to apologize after hurting a friend learns to empathize with their feelings.

Effective Discipline Techniques

• Positive Reinforcement: Encouraging desired behavior through rewards.

  • Risks: Behavior may revert when rewards end.

• Time Out: Provides cooling-off periods for both child and parent.

  • Example: A timeout used after aggressive behavior allows reflection and calmness.

• Reasoning: Explaining why a behavior is inappropriate; effectiveness varies by age.

The Role of Authority in Discipline

• Authoritarian Style: Strict, demanding obedience, which can harm independence.

• Permissive Style: Supportive but lacks any boundaries, causing impulsiveness.

• Authoritative Style: Balances demands with warmth; fosters independence and self-regulation.

• Uninvolved Style: Extreme neglect results in poor emotional and social development.

Impact of Parenting Styles on Outcomes

• Authoritative: Produces happy, self-confident children with better regulation and social skills.

• Authoritarian: Often leads to anxiety, withdrawal in children, aggression in males, and lower social skills.

• Permissive: Results in impulsive behavior and lower academic involvement.

• Uninvolved: Associated with higher risks of attachment issues and delinquency.

Child Abuse and Neglect

• Types of abuse: Physical (10%), Neglect (61%), Sexual (7%), Emotional.

• Factors: Poverty, substance abuse, social isolation can lead to abuse.

• Consequences: Affects emotion regulation, academic performance, and relationships negatively.

Helping Abused Children

• Providing support for parents and therapy for children significantly aids in recovery and coping.

Divorce and Its Effects on Children

• Divorce can increase anxiety and distress in children depending on:

  • Home conflict level

  • Parenting quality pre and post-divorce

  • Family income and stress levels after divorce.

Same-Sex Parents and Child Outcomes

• Research shows no differences in child outcomes between same-sex and heterosexual parents.

Impact of Culture and Socioeconomic Status on Parenting

• Cultural variations influence parenting roles and styles.

• Children from low SES backgrounds often face resource challenges affecting their development and academic support.

Media Influence on Development

• Infants exposed to screens may see changes in engagement and language skills.

  • Pediatric associations recommend limiting screen time for children under two years due to these developmental concerns.

Regulating Media Use

• Suggested strategies for parents:

  • Limit screen time: Set clear boundaries for daily use.

  • Engage in co-viewing: Parents should watch and discuss content with children.

  • Discuss content: Talk about what they see and what it means.

  • Model good practices: Demonstrate healthy media habits in daily life.