Psychosocial Development in Early Childhood

Chapter 11

Children between ages 21/2-5 experience: Dramatically expanding

world

More independence and self-control

Begin to explore adult roles

More organized behaviors

More advanced peer relationships

Moving Toward Greater Self-Reliance

Greater self-reliance is supported by several capacities of 3- & 4-year-olds:

motor skills such as climbing & manipulating objects language & other cognitive abilities that enable

them to think, plan, solve problems growing ability to tolerate delays & frustrations emerging capacity for imagination & fantasy play

Initiative: A child’s sense of independent purposefulness (Erikson).

Initiative: A child’s sense of independent purposefulness (Erikson).

Self-efficacy:The sense of being able to do things effectively on one’s own (Bandura).

Self-efficacy:The sense of being able to do things effectively on one’s own (Bandura).

Self-Control & Self-RegulationEffortful control:Ability to suppress some strong behavior, such as: slowing down when running talking more quietly

Self-regulation includes: effortful control ability to direct their own activities adjusting behavior & emotional

expression to fit the situation

The Developing SelfChanges in Self-Understanding more comprehensive sense of self observe their own behavior have trouble understanding they’re the same person when they feel different

Self-constancy:A sense that the self endures despite

temporary disruptions in relationships.

Self-constancy:A sense that the self endures despite

temporary disruptions in relationships.

Self-Esteem: positive thoughts and feelings about the self

Gender and the Self Gender identity: Awareness,

developed in early childhood, that one is male or female.

Sex-typed behavior: actions that conform to cultural expectations about what is appropriate for boys and girls

Girls play with dolls; boys play with trucks

Gender-roles: Behaviors, interests, attitudes, skills, and traits that a culture considers appropriate for males or for females

Gender constancy: gender remains the same despite superficial transformations (ex: hair, dress)

Gender and the Self

2 yrs: know boy vs. girl; gendered toy preferences

3-4 yrs: sex-typed behavior increases, categorize objects and activities as ‘masculine’ or ‘feminine’

4-5 yrs: acquire concrete aspects of gender roles (occupations, activities), gender segregation

Parents and peers often reinforce gender-appropriate play; media influences Mothers are more accepting of “cross-gender” play

Influences on Gender Identity Biological

Many or most behavioral differences between the sexes can be traced to biological differences

Psychoanalytic Identification: occurs when child adopts

characteristics, beliefs, attitudes, values, and behaviors of same-sex parent

Cognitive Children develop cognitive schemas for gender

and adopt behaviors consistent with their gender

Socialization gender identity is result of complex array of

interacting personal and social influences (family, peers, media)

Identification with Parents

Identification:

The process by which children strive to be like their parents in thoughts and feelings as well as in actions.

Emotional Development in Early Childhood

Rapid understanding and use of complex emotional words (ex: jealousy)

Understand that emotions can be affected by expectations, and not just actions

Learning how to infer others’ feelings based on situational cues and visible expressions of emotions

Children with conflicting parents often can pick up on the tense emotions based on situational cues, even if one or both parents is smiling and says that nothing is wrong

Emotional Development Emotional regulation:

Capacity to control and direct emotional expression, to maintain organized behavior in the face of strong emotions, and to be guided by emotional experiences

Delay of gratification: ability to forgo an immediate reward in order to have a better reward later

Developing Prosocial Behavior

Empathy: experiencing the emotions of another person

Altruism: acting unselfishly to aid someone else

Empathy underlies altruism

Parents can help: talk about others’ feelings and experiences, set expectations for kindness

Internalizing Standards Once the child

internalizes standards, he or she will comply with parents’ prohibitions even when parents aren’t present.

By age 4, children view moral transgressions (e.g., hitting or not sharing) as more serious than conventional transgressions (e.g., eating ice cream with your fingers).

Function of Play A setting in which

skills can be tried out and roles and feelings can be explored

Types Functional Constructive Pretend Formal games with

rules

Role Playing

Role playing provides opportunities to:

try out social roles try out cultural values play as mommies, daddies, doctors, police officers, or robbers act out aspirations as well as fears

The Importance of Peer Relationships

The peer group helps children learn about concepts of fairness, reciprocity, and cooperation.

Learn to manage interpersonal aggression

Cultural norms and values

Greatly affects self-concept and future interactions.

Relationships with Other Children

Siblings--or Their Absence Sibling rivalry is not the main

pattern between brothers and sisters early in life

The quality of sibling relationships often sets the stage for later relationships

An only child has advantages and disadvantages

Developmental Changes in AggressionDuring late preschool and early

elementary school years, overall level of physical aggressiveness declines because of a drop in instrumental aggression.

Instrumental aggression: Aggression used as a means to get something.

Relational aggression: Aggression that uses social relations as the source of power.

Hostile aggression: Aggression aimed solely at hurting someone else.

Aggression and Fearfulness

Sources of Aggression Biology or temperament Early experiences in childhood Parent-child relationships

Triggers of Aggression Exposure to violence Television and media influences

Culture strongly influences aggression

Preschool children and media

The Parents’ Role inEarly Childhood Development

Important Aspects of Parenting in the Preschool Period: Consistency in the parents' approach to

discipline Agreement between the parents concerning

child-rearing practices Gradually giving the child more responsibility,

while still being available to help if needed Displaying clear roles and values in their own

action Showing the flexible self-control they hope to

promote in their child

Authoritative parenting

parents are nurturant, responsive, and supportive, yet set firm limits for their children. OUTCOME: children are energetic, emotionally responsive, self-reliant

Permissive parenting

parents fail to set firm limits or to require appropriately mature behavior of their children. OUTCOME: children are impulsive, lack self-control, lack self-reliance

Authoritarian parenting

parents are unresponsive, inflexible, and harsh in controlling behavior. OUTCOME: children are apprehensive, frustrated, passive; show hostility

Guiding Young Children’s Behavior Recommendations from the STEP1. Understand child development2. Understand child

behavior/misbehavior3. Build self-esteem4. Communicate (e.g., use I-messages)5. Help children cooperate6. practice effective discipline*7. nurture emotional and social

development

Reason for Misbehavior

Response

Attention Ignore the behavior; reward positive behavior with attention

Power Withdraw from conflict by refusing to fight or become angry; let child experience consequences of misbehavior

Revenge Built trust and mutual respect

Display of inadequacy Encourage; focus on the child’s strengths

Encouraging Cooperation Make the problem clear to the

child(ren). Use brainstorming to find possible

simple solutions (alternatives) Consider the suggested solutions.

Consider the consequences. Choose a solution. Make a commitment to obtain a

solution and set a time to evaluate it.

Effective Discipline: the goal of discipline is self-discipline

Distract Remove the child from the situation Structure the environment to

prevent misbehavior Involve children in choices and

consequences Control the situation, not the child Reinforce positive behavior