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![Page 1: © 2009 Allyn & Bacon Publishers 8 Social and Personality Development in Early Childhood This multimedia product and its contents are protected under copyright.](https://reader030.fdocuments.us/reader030/viewer/2022020417/56649f285503460f94c41722/html5/thumbnails/1.jpg)
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8Social and Personality Development in Early ChildhoodThis multimedia product and its contents are protected under copyright law. The following are prohibited by law:
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• Freud– Anal Stage
• Toilet training battles• Control over bodily functions
– Phallic Stage• Oedipus or Electra Complex
– Identification with the same sex parent
Theories of Social and Personality Development Psychoanalytic Perspectives
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• Erikson– Autonomy versus Shame and Doubt
• Centered around toddler’s new mobility and desire for autonomy
– Initiative versus Guilt• Ushered in by new cognitive skills• Developing conscience dictates boundaries
Theories of Social and Personality Development Psychoanalytic Perspectives
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• Social and emotional changes facilitated by enormous growth in cognitive abilities.
• Person Perception– Ability to classify others
• Make judgments about children similar to adults
• Use traits to describe people or patterns of behavior
• Preschooler perceptions may vary from day to day.
Theories of Social and Personality DevelopmentSocial-Cognitive Perspectives
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• Understanding Rule Categories
– Social conventions • Rules that serve to regulate behavior
– Moral rules• Regulations based on individual or society’s
sense of right and wrong
– Preschoolers respond differently to social rules and moral rules between 2 and 3
– Understanding develops on basis of increased cognitive capabilities and adult emphasis of moral transgressions
Theories of Social and Personality DevelopmentSocial-Cognitive Perspectives
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• Understanding Others’ Intentions– Recent research suggests that children do
understand intentions to some degree.
• Understand that punishment is for intentional acts
• Can make judgments about actors’ intentions when faced with abstract problems and with punishment
• But still can be bound by consequences in their judgments
Theories of Social and Personality DevelopmentSocial-Cognitive Perspectives
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Figure 8.1 A Test of Children’s Understanding of Intentionality
FIGURE TO COME
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• Self-Concept– Categorical Self
• Focus on visible characteristics
– Emotional Self• Acquisition of emotional self-regulation
– Associated with peer popularity– Lack of control associated with aggression– Ability to obey moral rules– Associated with emergence of empathy
– Social Self• Child sees self as player in social games
– Learns many social scripts, which provide appropriate situational behaviors
Personality and Self-Concept
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• Psychoanalytic Explanations– Identification with same sex parent
• Social-Cognitive Explanations– Linked to gender-related behavior
• Becomes motivated to exhibit same-sex behaviors
– Parents shape sex role behaviors and attitudes
• Gender Schema Theory– Learn gender scripts
– Learn likes and dislikes of own gender
– Develops a complex view of other gender
Gender Development
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• Gender identity – Child’s ability to label his or her own sex correctly
• Gender stability– Understanding that you are the same gender
throughout life
• True gender constancy– Recognition that someone stays the same gender even
though appearances may change with clothing
Gender DevelopmentGender Concept Sequence
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Figure 8.2 Gender Stereotyping in a Child’s Drawing
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• Cross-cultural gender stereotypes– Women associated with gentleness, weakness,
appreciativeness, and soft-heartedness– Men associated with aggression, strength, cruelty, and
coarseness.– Children learn these stereotypes by 3 or 4
• Can assign stereotypical behaviors to jobs, toys, and activities
– By age 5, children begin to associate personality traits with gender
Gender DevelopmentSex-Role Knowledge
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• Develops earlier than ideas about gender– 18 – 24 months – children prefer sex-stereotyped toys– Age 3 – children prefer same-sex friends
• Learn from older same-sex children• Sex-typed behaviors are learned differently.
– Girls use an enabling style• Supporting a friend, expressing agreement, making
suggestions
– Boys use a constricting or restrictive style• Derails inappropriate interactions, bringing them to an end
Gender DevelopmentSex-Typed Behavior
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Figure 8.3 Gender and Playmate Preferences
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• Securely attached preschoolers exhibit fewer behavior problems
• Insecurely attached children display more anger and aggression at daycare and preschool
• By age 4, children form goal-corrected partnerships– Relationships continues to exist even when the
partners are apart
Family Relationships and StructureAttachment
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• Diana Baumrind– Focused on 4 dimensions
• Warmth or nurturance• Clarity and consistency of rules• Maturity of expectations and demands• Communications between child and parent
– Three parenting styles• Authoritarian• Permissive• Authoritative
• Maccoby and Miller add uninvolved, neglecting
Parenting Styles
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Figure 8.4 Control, Acceptance, Parenting Style
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• High levels of demand and control• Low levels of warmth and communication
• Consequences– Children do well in school– Have lower self-esteem– Typically less skilled with peers– Some appear subdued– Others show high aggressiveness– Traits last well into high school
Parenting StylesAuthoritarian
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• High in warmth and communication• Low in demand and control
• Consequences– Do slightly worse in school during adolescence
– Likely to be more aggressive
– Somewhat more immature
– Less likely to take responsibility
– Less independent
Parenting StylesPermissive
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• High in warmth and communication• High in demand and control
• Consequences– Most consistently positive outcomes– Children show higher self-esteem– More independent– More likely to comply with parental requests– Show more altruistic behaviors– Self-confident and achievement oriented– Get better grades in school
Parenting StylesAuthoritative
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• Maccoby and Martin add the Uninvolved Type– Low in levels of demand and control
– Low in levels of warmth and communication
– Consequences• Most consistently negative outcomes
• Disturbances in social relationships
• More impulsive and antisocial in adolescence
• Less competent with peers
• Much less achievement-oriented in school
Parenting Styles
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Figure 8.5 Parenting Style and Grades
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• Authoritative Parents– More likely to be involved in child’s school
– Inductive discipline• Strategy in which parents explain to the child why
a punished behavior is wrong
• Helps children in preschool to gain control of their behavior and gain perspective of other’s feelings
Parenting Styles
Effects
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• Authoritative pattern
– More common in white families
– Least common among Asian Americans
– More common among middle class
– Usually more common among intact families
– Positive outcomes seen in all ethnic groups
Ethnicity, Socio-Economic Status and Parenting Styles
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Figure 8.6 Social Class, Ethnicity, and Parenting Style
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• Authoritarian pattern– Asian Americans
• Associated with high levels of school achievement in Asian American children
• Helps children to succeed economically
• Helps to enable children to maintain ethnic identity
Ethnicity, Socio-Economic Status and Parenting Styles
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• Authoritarian pattern
– African American families
• Aware of social forces such as racism that impede social success
• Adopt authoritarian pattern to enhance children’s potential for success
• High correlation between authoritarian pattern and self-control among African American children
• More common among poor families
Ethnicity, Socio-Economic Status and Parenting Styles
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• What kind of parenting style was used to raise you? What effects did it have on your development? What style will you use as a parent?
• What can single parents do to improve the developmental progress of their children?
Questions to Ponder
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• Family Structure: Diversity in Two-Parent and Single-Parent Families– Only 50% of U.S. children live with both biological parents
– 20% to 30% of two-parent families are created when a divorced or never-married parent marries another person
– Many children from two-parent families have experienced single-parenting
– Since the 1990’s, higher numbers of single mothers are middle class professionals
– Teenage mothers are likely to live with parents
Family Relationships and Structure
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Figure 8.7 Ethnicity and Family Structure
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• More common among African Americans and Native Americans– These groups have higher rates of births to single mothers
• 75% of births are to mothers over age 20
• Single mothers are less likely to marry
• A lack of economic opportunities for men hinders their taking on family responsibilities
• Grandparents and other relatives traditionally help support single mothers
Family Structure and Ethnicity
Single Parents
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Figure 8.8 Ethnicity and Births to Unmarried Women
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• Custodial Grandparents– Stresses of parenting and the physical effects of aging
cause more anxiety and depression in grandparents
• Gay and Lesbian Parenting– Concerns about children’s sex-role identity and
orientation are not supported by research
Their children do not differ from other children on measures of cognitive and social development
Other Types of Family Structures
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• Exhibit declines in school performance
• Show more aggressive, defiant, or depressed behaviors
• More likely to engage in criminal behavior in adolescence
• Children in step-parent families have higher rates of delinquency, more behavior problems, and lower grades
Divorce
Impact on children
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• Higher risk of mental problems in adulthood
• Lack financial and emotional support needed for success in college
• Struggle with fears of intimacy in relationships
• More likely to divorce themselves
• Short term: effects are more severe for boys
Divorce
Impact on children
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• Supports suggestion that optimal family structure is two biological parents
• Single parenting when poverty is an issue correlates with negative effects on development
• Children of single parents
– Twice as likely to drop out of high school– Twice as likely to have a child by 20– Less likely to have a steady job– Preschoolers are less cognitively and socially advanced
Family Structure EffectsPsychological research
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• Solitary play– All ages of children
• Parallel play– 14 – 18 months
• Cooperative play– 3 – 4 years old
Peer RelationshipsPlay
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• Associated with the development of social skills.
• Group entry– Poor group entry skills lead to aggressive behaviors
– Children with poor group entry skills often rejected by peers
– Social skills training helps to gain acceptance for rejected children
Peer RelationshipsPlay
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• Behavior intended to hurt another
• Initial aggression in 2 – 3-year-olds– Hitting and throwing things
– Instrumental – intended to obtain something a child wants
• Older children– Hostile aggression – used to hurt another or to gain advantage
– With good verbal skills comes verbal aggression
– Physical aggression declines as dominance hierarchies emerge
Aggression
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• Aggression-frustration hypothesis– Declines with communication skills
• Reinforcement and modeling of aggression
• Trait aggression – Personality style that develops as a way of life
• May have genetic basis• Seen in abusive families• Lack of affection in families
• Aggressive children lag behind in understanding other children’s intentions, can improve with training
Development of aggression
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• Purpose is to help another person• Development of Prosocial Behavior
– Evident at 2 – 3 years of age– Some behaviors increase with age– Children who show altruistic behaviors are popular with peers
• Parental Influences– Loving and warm family climate– Explain consequences clearly to children– Provide prosocial attributions – positive statements about the
underlying cause for helpful behavior
Prosocial Behavior and Friendships
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• Friendships
– Emerges by age 3
– By age 4, children spend 30% of time with another child
– Become more stable with time
– Early friendships related to social competence
Prosocial Behavior and Friendships