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Child Social-Emotional Concept Mapping, :, image, image, image - Coggle…

- - - - Initiative vs. Guilt: This stage characterizes early childhood and by now childeren have become convinced that they are their own persons, to make thia happen children use their perceptual, motor, cognitive, and language skills. Even if it seems dangerous, childeren have a surplus of energy that permits them to approach new areas that seem desirable. hilderen begin to hear the inner voice of self-observation, self- guidance, and self punishment. Their excitement and initiative may bring them not only reward, but also punishments. Widespread disapoinment at this stage may lead to an unleashing of gulit that will lower a childs self-esteem.
      - Self understanding: Is the representation of self, the substance and content of self-conceptions. Self-understanding provides its rational undeepinnings. Mainly through interviews is where researchers have probed childerens conceptions of many aspects of self-understanding. Recognizing ones body parts in a mirror takes pace at 18 months. and a sense of me emerges later in the second year and early third year.
- - - - An example of a study showing self consciousness in children: In one study, girls showed more shame and pride compared to boys. There is a prominent gender difference in this study, this means that girls are more at risk with developing internalizing disorders, anxiety, depression, etc.
        
        Emotional Language and Understanding of Emotion: Among the most important changes in emotional development in early childhood are the increased use of emotional language and the understanding of emotion. Preschoolers become more in depth when they talk about their own and others emotions. Between the ages of 2 and 3, children increase the amount of terms they use to describe emotions. Preschoolers are learning more than just "vocabulary" of emotional terms, they are also learning the causes and consequences of feelings.
        
        An example of a study showing emotional language and understanding of emotion: In British Columbia, James A. Russell asked four to seven year olds to describe a situation in which a complex emotion, such as shame or pride, could occur and to identify whether that emotion was a good or a bad feeling. Most seven year olds had no issue doing this task. The four year olds could correctly answer the good and bad questions but could not create a appropriate story with it. These results indicate that the acquisition of understanding of some emotions does not go from a complete lack of comprehension, it's rather a gradual process to understand emotions.
        
        Emotional Coaching and Emotional-Dismissing Parents: Parents can play a big role in helping young children regulate their emotions. Depending on how they talk to their children about emotions, parents can be described as taking an emotional coaching or an emotion dismissing approach. Emotional coaching parents monitor their children's emotions, view their children's negative emotions as teaching moments. In contrast, emotion- dismissing parents view their role as to deny, ignore, or change negative emotions.
- - - - How does same-sex play affect on gender differences? In a study conducted with preschoolers, it was shown that the more time boys spent with boys, the more their activity level, rough-and-tumble play, and sex-typed choice of toys and games increased. : Compared to girls, where their agression levels decreeased, and the more their girl-tupe plau acctivies and time spent near adults increased.
  - - - Throughout their childhood, children pick up what is gender-appropriate and gender-inappropriate in their culture and develop gender schemas that shape how they perceive the world.
        
        What is the meaning of schema? A schema is a cognitive structure, a network of associations that guide an individuals preception.
        
        Moreover, children are expected to act in ways to conform to gender schemas. Fueling gender types.
- - - - Heteronomous Morality: (first stage of moral development) occurs from age four-seven. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people.
        Autonomous Morality: (second stage of moral development) is displayed by older children older than 10 years of age. The child becomes aware that rules and laws are created by people and that in judging an action, one should consider the actor's intentions likewise consequences. **Between the ages of 7-10, children are in the transitional stage of both developments in which they display behaviours from both.
      - These children believe in imminent justice: if a rule is broken punished will be carried out immediately. Worrying about doing something wrong will always be a thought in their minds. They also believe that rules are unchangeable and are handed down by powerful authorities
      - Pre-schooled aged children are considered Heteronomous moralists in which they judge the rightness or goodness of behaviour by considering the consequences of the behaviour, not the intentions. In their minds, accidentally breaking 12 cups is considered worse than breaking 1 cup on purpose
  - - - Social cognitive theorists believe that the ability to resist temptation is closely tied to the development of self control. Children must learn to delay gratification to achieve this self control.