Chapter 10 & 13 SOCIOEMOTIONAL DEVELOPMENT IN EARLY AND MIDDLE CHILDHOOD © 2013 The McGraw-Hill Companies, Inc. All rights reserved

Chapter 10 & 13

SOCIOEMOTIONALDEVELOPMENT IN EARLY AND

MIDDLE CHILDHOOD

© 2013 The McGraw-Hill Companies, Inc. All rights reserved.


TERMS

• Physiological Gender• Chromosomal Gender• Gonadal Gender• Hormonal Gender• Genital Gender

• Gender Identity

• Gender Roles


• Male and female characteristics• Gender identity: Sense of own gender• Gender roles: sets of expectations (think, act, feel) for females and

males• Gender typing: Acquisition of a traditional masculine or feminine

role

• Development• 2 to 2 1/2 years – accurate identifying of pictures of boys and girls• 3 years – display knowledge of gender stereotypes

• Traditional stereotypes about activities, occupations, personality traits • View their own gender more positively

• Older children become more flexible• Recognize individual differences

GENDER


THEORIES OF GENDER DIFFERENCES

• Biology• Brain Differences• Sex hormones• Prenatal exposure may create predispositions• Activity preferences• Visual preference of infants

• Psychoanalytic theory of gender• Oedipus (boys) and Electra (girls) complexes


• Evolutionary psychological view• Human adaptation from reproduction roles

• Social influences• Adaptation due to social experiences• Social role theory:

• Cultural definition of social hierarchy, gender differences in power, nurture, status




Behaviorism / Social Cognitive Theory

• Strict Behaviorism

• Parents/society provide reinforcement for gender appropriate behavior.

• Social Cognitive Theory

• Rewards and punishment• Observational learning


• Cognitive influences• Children motivated to conformity behavior• Gender schema theory

• Children gradually develop schemas of what is gender-appropriate and gender-inappropriate in their culture

• Gender schema - Organizes world in terms of female and male



• Parental influences• Mothers’ socialization strategies• Fathers’ socialization strategies

• Peer influences• Gender composition of children’s groups• Group size• Interaction in same-sex groups

GENDER


• Initiative versus guilt• Third of Erikson’s eight stages

• Initiative - Enthusiasm for new activities• Guilt - Governs initiative, lowers self-esteem

• Self-understanding• Child’s representation of self; substance and content of

child’s self-conceptions

THE SELF – EARLY CHILDHOOD


• Self-recognition • Young children view self in physical terms• Traits and emotions included by age 4 to 5; descriptions

usually unrealistic, positive• Children’s ability to understand others varies

• Understands others’ statements may be untrue

SELF-UNDERSTANDING – EARLY CHILDHOOD


• Development of self-understanding• Children increasingly include physiological

characteristics and traits in self-descriptions• Self-understanding includes social groups,

comparisons, and self-evaluations

THE SELF – MIDDLE CHILDHOOD


• Understanding others• Perspective taking increases with age• Occurs about ages 6 to 8• Judging others’ intentions, purposes, actions• Important in social attitudes and behaviors• Increased skepticism of others’ claims with age• Cross-culturally

• Chinese child expect more modesty in self-reports of others



• Self-esteem and self-concept• Self-esteem

• Global evaluations of the self• Self-worth, self-image• Perceptions may not always match reality• Variations linked to child’s development• High self-esteem linked to more initiative• Link to academic performance is modest• Most research is correlational



• Self-regulation• Increased capacity with age, development

• Erikson’s Industry versus Inferiority• Encouragement increases child’s sense of industry;

criticism results in inferiority• Develop sense of competence or incompetence in

attempt to master skills



• Social and emotional development shaped by:• Caregiver-child attachment• Temperament and biology• Social experiences and context

• Good parenting takes time and effort• Quality counts• Parenting styles have effects

PARENTING


FIGURE 10.2 - CLASSIFICATION OF PARENTING STYLES


BAUMRIND’S PARENTING STYLES

• Authoritative Parents• High on Warmth, High on Restrictiveness• Clear Communication• Self-reliance, independence, high self-esteem, and

social competence

• Authoritarian Parents• Low on Warmth, High on Restrictiveness• Low Communication• Less socially competent, lower self-reliance, and self-

esteem


BAUMRIND’S PARENTING STYLES

• Permissive Parents• Permissive – Indulgent

• High Warmth, Low Restrictiveness• Mixed Communication• Less competent in school but fairly high in social

competence and self-confidence

• Rejecting – Neglecting• Low warmth, Low Restrictiveness, Low Communication• Least competent, responsible, and mature children


• Parenting styles in context• Asian American families

• Training yields positive outcomes

• Latino childrearing• Encourage development of family and self- identity; requires

respect and obedience

• African American families• More use of physical punishment

PARENTING


• Punishment• For centuries, corporal punishment seen as necessary

method of discipline• Cross-culturally:

• Canada and U.S. highly favored corporal punishment

PARENTING


• Punishment• Research: spanking outcomes linked to:

• Antisocial behavior in children: cheating, lying, bullying, fighting, disobedience

• Lower levels of moral internalization• Poorer mental health• Negative adjustment in school• Depression and external problems in later adolescence (i.e.,

delinquency)

PARENTING


• Reasons to avoid physical punishment• Provides out-of-control role models• Punishment instills negative feelings• Fails to tell or show what is expected• Punishment can be abusive

• Experts recommend • Reasoning, use of time-out• Coparenting is important

PARENTING


• As child ages• Less time spent with parents• Parents are ‘gatekeepers’, provide scaffolding as child

assumes more responsibility• Support, stimulate, influence academic achievement and out-

of-school activities

• Co-regulation in middle/late childhood• Autonomy shift at about age 12 or later

DEVELOPMENTAL CHANGES IN PARENT-CHILD RELATIONSHIPS


• Roles • Provide opportunities, monitor behavior, social

arrangers• Mothers manage more than fathers

• Family management practices • Positively related to grades, self-responsibility• Negatively related to school problems

• Important functions• Maintain routines, effective monitoring of child

PARENTS AS MANAGERS


• Working parents• Positive and negative effects• Majority of mothers with minor children work

• Children more egalitarian gender views

• Risk of child problems• If work stress spills over into home• Affected by marital status of parents; children of divorce at

higher risk

CHANGING FAMILY IN A CHANGING SOCIAL WORLD

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Single-Parent Families in Different Countries


• Children in divorced families• More externalized problems• More internalized problems; low self-esteem• Less socially responsible• High risk of school drop out• Less competent in intimate relationships• Sexually active at an earlier age• Higher risk of substance use• Higher risk of delinquent behaviors

CHANGING FAMILY IN A CHANGING SOCIETY


• Conflict in nondivorced families• May have negative consequences on children;

emotional problems

• Child’s vulnerability affected by• Personality and temperament• Gender and maturity level• Parental style, involvement, and custody situation• Socioeconomic status



• Communicating with children about divorce• Explain the separation; it is not child’s fault• Explain that it may take time to feel better• Keep the door open to more communication• Provide as much continuity as possible• Provide support for child and self

CARING FOR CHILDREN


• Gay male and lesbian parents• Child born from heterosexual relationship, donor

insemination and surrogates, adoption• Family composition varies (single parent, etc.)• No differences in child adjustment and mental health

when compared to child of heterosexual union• Most children grow up to be heterosexual



• Cross-cultural studies• Cultural variation in family roles; how children should

be raised• Economic globalization impacts differences• Ethnic families, traditions have changed

• Size and extended family contact• Dual-parent incomes, use of childcare• More stress for ethnic minority families• Lower educational levels for minorities



• Socioeconomic status• Less access to resources for lower SES• Low SES parents stress child conformity; more

authoritarian and use of physical punishment• High SES parents stress self-control; less use of

physical punishment• Affects parental views on education



• Divorce, remarriage – common in U.S.• 10% higher divorce risk after remarriage• Half of divorces with children; remarriage within 4

years• More challenges for parents in remarriage

• Establish new relationships in stepfamily• Renegotiate existing relationships

• Better child adjustment in long-established simple stepfamilies

STEPFAMILIES


• Other facts• Rare: a biological parent deceased • Children usually have better relationship with custodial

parent than stepparent

• Three common types• Stepfather (custodial mother)• Stepmother (custodial father)• Blended or complex (both parents bring children into

stepfamily) – adolescence hardest

STEPFAMILIES


• Emotions experienced every day• Seek to understand emotional reactions of others,

control their own emotions

• Self-conscious emotions• Self-awareness at about 18 months• In early childhood: pride, embarrassment, shame, guilt

are common

EMOTIONAL DEVELOPMENT


• Language and understanding of emotion• Most change: increased understanding and ability to

talk about emotions (others & self)

• Emotional regulation• Key to managing demands and conflicts• Parents affect success, model and provide:

• Emotional coaching• Emotional dismissing

EMOTIONAL DEVELOPMENT


• Thoughts, feelings, behaviors regarding rules and conventions about what people should do in interactions with other people

• Freud’s psychoanalytic theory• Moral development in super ego• Behavior motivated by guilt• Empathy is positive emotion • Perspective taking: discerning emotional states of

others

MORAL DEVELOPMENT


• Heteronomous morality: The first stage of moral development in Piaget’s theory, occurring from approximately 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people

• Autonomous morality: The second stage of moral development in Piaget’s theory, displayed by older children (about 10 years of age and older)

MORAL DEVELOPMENT


• Behavioral view• reinforcement, punishment, and imitation

• Social cognitive view• Influenced by situation, self-control development,

ability to delay gratification

• Conscience• Internal standards of right and wrong

• Affected by quality of caregiver-child relationships

MORAL BEHAVIOR


• 81% abused by parents• Mandatory reporting of suspected abuse • Types of child maltreatment

• Physical• Child neglect• Sexual abuse• Emotional abuse

CHILD MALTREATMENT


• Context of abuse• Many factors cause child maltreatment

• Culture• Family• Developmental characteristics of child

• 1/3 of abusive parents were abused as child (intergenerational transmission of abuse)

CHILD MALTREATMENT


• Developmental consequences of abuse in childhood and adolescence• Poor emotional regulation• Problems in attachment and peer relations• Difficulty in adapting to school• Psychological problems (delinquency, depression)

• Institutional placement and social class affect stress levels in maltreated children

CHILD MALTREATMENT


• Sibling relationships• Quality can be positive and negative• Familiarity and intimacy varies among siblings

• Birth order• Linked to personality characteristics

• First born: high achievers, conscientious, adult-oriented, self-controlling, conforming

• Later born: rebellious, liberal, agreeable

• Parental interactions not the same

SIBLING RELATIONSHIPS AND BIRTH ORDER


• Results of birth order research conflict• Only children

• Stereotyped as ‘spoiled brat’ with undesirable characteristics

• Research shows they are:• Achievement-oriented• Display desirable personality

• Research: Birth order limited in predicting behavior

SIBLING RELATIONSHIPS AND BIRTH ORDER


• More time with peers as child ages• Positive or negative socialization experiences

• Functions of peer groups• Promotes normal socioemotional development

• Feedback, evaluations, judgments

• Withdrawn children• Rejected, victimized, lonely, can be aggressive

PEER RELATIONS


• Functions of play• Essential to child’s health• Lowers anxiety, helps master conflicts and cope with

life’s problems• Play therapy • Important context for cognitive development; builds

skills and competencies• Promotes creativity and exploratory behavior

PLAY


• Sensorimotor: Infants derive pleasure from exercising their sensorimotor schemes

• Practice: Repetition of behavior when new skills are being learned

• Pretense/Symbolic: Occurs when child transforms physical environment into symbol

• Social: Involves social interactions with peers• Constructive: Self-regulated creations or solutions• Games: Activities engaged in for pleasure;

include rules

TYPES OF PLAY


• Child - More time with TV than parents• Negative and positive influences

• Violence and aggression• Altered states of ‘rational’ thought• Program types linked to academic achievement

• Creates passive learner

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Chapter 10 & 13 SOCIOEMOTIONAL DEVELOPMENT IN EARLY AND MIDDLE CHILDHOOD © 2013 The McGraw-Hill Companies, Inc. All rights reserved