Ch 10 PSYCH

⭐ CHAPTER 10 — FULL NOTES

Early Childhood: Psychosocial Development

(Ages ~2–6)

1. Emotional Development (Part 1)

Source: Slide 2

Emotion Regulation

  • Ability to control when and how emotions are expressed.

  • By age 6, kids should have far fewer outbursts.

  • Emotion regulation is shaped by:

    • Brain maturation (prefrontal cortex)

    • Learning (reinforcement, modeling)

    • Culture (what emotions are encouraged or suppressed)

  • Slide shows it is closely tied to emotions expressed by others around the child.

Effortful Control

  • Conscious ability to regulate emotions and actions through effort rather than natural impulses.

  • Protects child from stress → important for mental health.

2. Emotion Regulation Factors

Source: Slide 3

Three things shape emotional regulation:

1. Maturation

  • Brain development improves emotional control.

2. Learning

  • Children imitate adults' emotional reactions.

3. Culture

  • Cultures differ in emotion expectations (expression vs restraint).

3. Erikson’s Stage: Initiative vs Guilt

Source: Slide 4
Essay Question #1

Ages 3–6:

  • Children take initiative: try new tasks, skills, ideas.

  • Must balance initiative with guilt—feeling bad when not meeting expectations.

  • Develop self-concept (understanding of themselves).

  • Pride increases—children feel proud of abilities, talents, physical traits.

  • They begin to understand which differences among people matter in their culture.

4. Motivation

Source: Slide 5

Intrinsic Motivation

  • Comes from within—desire to feel competent, smart, capable.

  • Example: inventing imaginary friends or playing alone for satisfaction.

Extrinsic Motivation

  • Comes from outside rewards—praise, stickers, prizes, approval.

How parents/teachers can build intrinsic motivation (Essay Q6)

  • Praise effort, not outcome.

  • Avoid excessive external rewards.

  • Support autonomy.

5. Play

Source: Slides 6–12

Play is:

  • Universal, timeless, essential.

  • Main activity that advances psychosocial, cognitive, and emotional development.

  • Screen time threatens the amount & quality of play.

Benefits of Peer Play

  • Emotion regulation

  • Empathy

  • Cultural understanding

  • Joining peer groups (learned from ages 2–6)

6. Parten’s Progression of Play (1932)

Source: Slide 8
(Important for essays)

  1. Solitary Play (age 1) – plays alone.

  2. Onlooker Play (age 2) – watches others.

  3. Parallel Play (age 3) – same toys, same way, not together.

  4. Associative Play (age 4) – sharing toys, no taking turns.

  5. Cooperative Play (age 5) – playing together in coordinated ways.

7. Types of Play

Source: Slides 9–10
Essay Question #10 covers these deeply.

1. Social Play

Can be solitary or social.

2. Rough-and-Tumble Play

  • Wrestling, chasing, play fighting.

  • No actual intent to harm.

  • Helps develop:

    • Empathy

    • Self-control

    • Recognition of emotion signals (facial expressions/body language)

3. Sociodramatic Play

  • Pretend play, role-playing.
    Enables children to:

  • Practice social roles

  • Explain ideas

  • Negotiate

  • Regulate emotions

  • Build self-concept safely

8. Screen Time Effects

Source: Slide 11

Excessive screen time is linked to:

  • Childhood obesity

  • Emotional immaturity

  • ADHD

  • Language delays

  • Reduced sleep

  • Poor emotion regulation

9. Parenting Styles (Baumrind)

Source: Slides 12–13
Essay Question #2 & #3 cover this.

Baumrind identified four parenting styles based on:

  • Warmth

  • Discipline strategies

  • Maturity expectations

  • Communication

1. Authoritarian

  • High expectations

  • Strict rules

  • Low warmth

  • Children: obedient, quiet, but unhappy; may rebel as teens.

2. Permissive

  • High warmth

  • Low discipline

  • Children: lack self-control, immature, relationship issues.

3. Authoritative

  • High warmth

  • High but flexible control

  • Reasonable discipline

  • Children: successful, well-liked, articulate.

4. Neglectful/Uninvolved

  • Indifferent, uninvolved

  • Children: immature, sad, lonely, highest risk for injury/abuse.

Who was Baumrind?

Essay Q3:

  • Most influential researcher on parenting styles.

  • Research in 1970s with middle-class European American families with preschool children.

  • Limitation: culturally narrow → not representative.

10. Long-Term Effects of Parenting Styles

Source: Slides 14–15

Authoritarian parents → obedient but unhappy kids.
Permissive parents → immature, lack friendships.
Authoritative parents → happiest, most successful kids.
Neglectful parents → highest injury/abuse risk.

11. Physical Punishment

Source: Slides 16–18

Corporal Punishment:

  • Spanking/hitting.

  • Illegal in many countries.

  • More common in low-income families.

  • U.S. research: increases risk of:

    • Disobedience

    • Bullying

    • Lawbreaking

    • Violence later in life

Public support varies by culture and past experiences.

12. Alternatives to Spanking

Source: Slide 19

1. Psychological Control

  • Using guilt, shame, and withdrawal of love.

  • Increases:

    • Shame

    • Doubt

    • Guilt

  • Reduces autonomy.

2. Time-Out

  • Remove from activity.

  • Works if not done in anger, not too long.

  • Toy-out = remove specific toys.

13. Induction

Source: Slide 20

A disciplinary technique:

  • Adult explains why behavior is wrong.

  • Helps child understand cause & effect.

  • Leads to fewer behavior problems.

14. Teaching Values

Source: Slides 21–23

Children:

  • Focus on outcomes (what is “fair”).

  • Over time, learn to understand intentions.

  • Slide 23 “Judging the Broken Mirror” shows shift from outcome → intention.

15. Prosocial & Antisocial Behavior

Source: Slide 24

Empathy

Understanding others' feelings.

Prosocial Behavior

  • Helping, sharing, kindness without benefit.

Antipathy

  • Strong dislike or hatred.

Antisocial Behavior

  • Verbal insults

  • Social exclusion

  • Physical assaults

16. Aggression

Source: Slides 25–26

Four types:

1. Instrumental Aggression

  • Wanting something and taking it (common among 2–6-year-olds).

2. Reactive Aggression

  • Impulsive retaliation after being hurt.

3. Relational Aggression

  • Nonphysical harm: insults, gossip, exclusion.

4. Bullying Aggression

  • Unprovoked, repeated attacks.

17. Sex and Gender

Source: Slides 27–29
Essay Question #4 covers this.

Sex Differences (Biological)

  • Body shape

  • Organs

  • Hormones

Gender Differences (Cultural)

  • Roles

  • Clothing

  • Behaviors

  • Activities

Gender Identity

  • Develops in early childhood:

    • Gender labels by age 2

    • Strong gender beliefs by age 4

    • Gender preferences reinforced by culture

Transgender Children

  • Identify with a gender different from assigned sex.

  • Choose toys/activity typical of identified gender.

18. Theories of Gender Development

Source: Slides 30–35

1. Psychoanalytic Theory (Freud)

  • Phallic stage (ages 3–6)

  • Oedipus complex

  • Superego develops
    Essay Q5 covers:

  • Emotions: love for opposite-sex parent, jealousy of same-sex parent

  • End of stage: identification with same-sex parent.

2. Behaviorism

  • Gender learned via reinforcement & punishment

  • “Gender-appropriate” rewarded

  • “Gender-inappropriate” punished

3. Social Learning Theory

  • Children observe gendered behavior and imitate it.

4. Cognitive Theory

  • Gender schema: child’s mental map of gender roles

  • Children categorize everything as “boy” or “girl”
    Essay Q4 requires examples:

  • “Girls wear dresses.”

  • “Boys don’t cry.”

  • “Girls play with dolls.”

5. Sociocultural Theory

  • Culture teaches gender expectations.

  • Community, traditions, parents, media shape roles.

  • By age 6: children are “gender detectives.”

6. Evolutionary Theory

  • Gender roles emerged to increase reproductive success.

  • Males evolved to be active/aggressive; females nurturing.

Which Theory Is Correct?

Slide 35: All theories show interaction between nature and nurture.