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Socioemotional Development in Early Childhood (Gender - the…
Socioemotional Development in Early Childhood
Emotional Development
self-conscious emotions
allow children to refer to themselves and be aware of themselves as distinct from others
increase in ability to talk about one's own and others' emotions in many number of terms ranging from positive to negative
Emotion regulation is built through
peer relationships
- moody and emotionally negative children experience rejection by their peers while positive children are more popular
Erikson's third stage:
Initiative versus Guilt
- children begin to assert their power and control over the world through directing play and other social interaction.
Self Understanding and Understanding others
Self-understanding
- young children begin to understand that they have permanent qualities (e.g. skin, gender, family members) and they tend to describe themselves in concrete (not abstract) and physically observable traits
Understanding others
- theory of mind helps children understand that others have emotions and desires and they learn to understand how to interpret these
Parenting
(diagram printout)
Punishment
corporal punishment:
may represent out-of-control models of handing stressful situations
can instill fear and rage
tells the child what not to do but not what to do
may lead to abuse
Reasoning
is recommended
Coparenting
- the support that parents give each other in raising a child - is helpful for development of
self-control
Emotion-coaching
parents - monitor their children’s emotions, view their children’s negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions (often authoritative)
Emotional-dismissing
parents - view their role as to deny, ignore, or change negative emotions (often authoritarian)
Moral Development
Moral reasoning
occurs in 3 stages
age 4-7 :
heteronomous morality
- justice and rules are unchangeable properties beyond people's control (emphasizes immanent justice)
age 7-10 : period of
transition
showing features of both first and third stage
age 10+ :
autonomous morality
- rules and laws are created by people and judgement of action considers actor's intentions thus consequences
Moral behavior
- reinforcement, punishment, and imitation explain the development of moral behavior
Peer relationships
- negotiating rules and roles develops negotiation and interaction skills
Importance of play
helps master anxiety and release energy
satisfies exploratory drive
language development
importance of symbolic and imaginative play (Vygotsky)
Types of play
sensorimotor and practice play
- with toys and objects
pretense/symbolic play
- using an object/symbol as a substitute to something else
social play
- implies coordinated interaction (mutually agreed upon intentions and goals)
constructive play
- manipulating the environment to create things
Gender
- the characteristics of people as females and males
gender identity often acquired by age 3
Social Influences
(3 main social theories of gender)
social role theory
- gender differences result from the contrasting roles of men and women
psychoanalytic theory of gender
(Freud) - because child renounces sexual attraction to parent of opposite sex, they identify with same-sex parent and unconsciously adopt their characteristics
social cognitive theory of gender
- gender development occurs through observation and imitation of gender behavior + rewards and punishment for gender appropriate/inappropriate behavior
Parental Influences
Mother's socialization strategies - teach daughters to be obedient and restrict their autonomy; teach sons to be responsible
Father's socialization strategies - pays more attention to activities with son; more promotion of son's intellectual development
Peer Influences
peers reward and punish gender behavior
gender composition
of groups - age 3-12 children tend to play with same-sex peers
group size
- boys tend to associate in larger clusters and more group-goal/organized games than girls
interaction in same-sex groups
- boys tend to have rough and tumble play + seeking dominance; girls tend to have "collaborative discourse" consisting of reciprocity
Cognitive Influences
gender schema theory
- children gradually develop gender schemas of what is gender appropriate or not in their culture
observation, imitation, rewards, punishment
girls do better in reading and writing thus might enjoy being at school more than boys