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Early Childhood Socio-Emotional Development, Types of Parenting, Gender is…

- - - - They don’t know much about their child or their whereabouts
      - Impacts
        
        Non-independent
        
        Low self-esteem
        
        Poor self control
        
        Immature
        
        Socially incompetent
        
        Feelings of alienation
        
        The child feels as though they’re unimportant
        
        May become delinquents
      - The parent has removed themselves from the child’s life, either emotionally or physically
    - - Impacts
        
        Always expect to get what they want
        
        Children end up being socially incompetent
        
        Never learn self-regulation
      - They let their children have their way
      - Focuses all their attention on their children without placing expectations or rules on them
    - - Impacts
        
        Achievement oriented
        
        Outgoing
        
        Self-reliant
        
        Respect adults
        
        Self-controlled
        
        Cope well with stress
        
        Cheerful
        
        Personal Example
        
        My parents are authoritative. When I was younger, at about 6 or 7 they encouraged me to go outside and play/explore the world, but not without restrictions. One of which was that I couldn't play anywhere past our street, and for the most part I followed that rule. One day I decided to disobey them due to some pressure from other kids and I went to play two streets down from my house. This resulted in my parents grounding me, but they explained why, that they were worried for me and didn't know where I was or who I was with. This is an example of authoritative parenting because they let me have some independence with reasonable rules, and they did deal out consequences if I broke the rules but not without explaining why.
      - Parents are nurturing/affectionate
      - The kids are allowed to question things and negotiate their lives
      - Parents support constructive behaviour
      - Kids are encouraged to be independent but still have certain rules in place that they need to follow
      - Parents have expectations for children based on their age that they expect the child to meet
    - - Impacts
        
        Anxious
        
        Fearful
        
        Fail to take initiative
        
        Unhappy
        
        Have poor communication skills
      - Don’t explain the reasoning behind rules
      - When the parent instills strict rules and expects the child to follow said rules without question and with respect
      - Become upset when the child asks questions about the rules
      - Limits and controls the child
- - - - 2 stages of moral reasoning
        
        Heteronomous morality
        
        (1) heteronomous morality: happens from 4-7 years old; justice and rules are seen as rock solid and unchangeable factors of the world, removed from the control of people
        
        New rules that oppose ones that are already solidified in the child’s mind result in resistance against the new rules
        
        Ex. preschool aged children are heteronomous moralists as they judge the good or bad of behaviour pertaining to the consequences of the individual instead of intention. This means breaking 12 cups accidentally is considered worse than breaking 1 intentionally
        
        Believe in imminent justice; if a rule is broken, punishment is received immediately
      - Autonomous morality
        
        (2) Autonomous morality; happens from about 10 years of age and older; the child acknowledges that rules and laws are created by people, and that intentions and consequences are considered in judging an individual’s actions
        
        Children of this age recognized that rules are socially agreed upon conventions and are subject to change
        
        Ex. an older child would be more open to the rules of the game being modified or changed according to a player’s playing level
        
        Give and take peer relations are what allow a child to further develop their moral reasoning as these relationships usually require cooperation and conditions
        parent child relationships are less likely to advance in moral reasoning due to the fact that the parent usually has a more authoritarian approach to the child and their actions, so rules are handed down in an authoritative way (they don’t get to learn good versus bad themselves)
        
        Moral Behaviour; the processes of reinforcement, punishment, and imitation pertaining to moral behaviour
        
        When children are rewarded for law abiding or socially conventional behaviour, they are more likely to repeat that behaviour again
        
        When children receive punishment for certain actions or behaviours they are less likely to repeat the behaviour that resulted in the consequence
        
        Children with models who behave morally are also likely to imitate their model’s actions
        
        What a child does in one situation is different from what a child may do in another situation
        
        Ex. a child might cheat on a test but not in a game
        
        Personal example; When I was little, I remember displaying examples of imminent justice, as whenever I made a mistake or had an accident happen (like accidentally dropping and breaking dishes) I'd expect to receive punishment for it immediately, even if it was an accident
- - - - To experience self conscious emotions children must be aware themselves and their own experiences
      - Pride, shame and embarrassment are examples of self conscious emotions
      - Self conscious emotions only begin to appear after a child develops self awareness during the first two years of life
      - Girls were shown to be at greater risk of feeling pride and shame than boys as they were more likely to develop internalizing disorders such as anxiety
    - - Withdrawing from social and peer settings
      - Conflicted shyness refers to high anxiety in social settings
      - Those with social distrust are not shy from social settings but instead find happiness by being alone
      - Conflicted shyness is often associate with how a child is perceived and their abilities
      - Studies have show a mother’s protective tendency is most often associated with her son rather than her daughter
      - Studies have also shown that shyness can lead to greater maladjustment in social setting for boys compared to girls
    - - Preschoolers become more adaptable to showcasing emotions and expressing terms related with them
      - At 4 to 5 years, children are able to reflect on their actions and emotions
      - They also begin to show self control and understand how to appropriately display emotions
    - - Parents play a crucial role in helping children maintain and regulate their emotions
      - Depending on how parents interact and speak with their children, they can either be using emotion-coaching or emotion-dismissing techniques
      - Emotion-coaching parents monitor their children's emotions and use negative emotions as learning experiences to help them manage their emotions in the future
      - Emotion-dismissing parents ignore their children's negative and positive experiences, providing the children with limited opportunity to expand their learning
    - - Moody and emotionally neglected children experience more trouble forming relationships and maintaining harmonious values
      - Self regulation allows children to reflect upon their actions, good or bad and grasp on to appropriate actions for the future
      - Personal Example: As a child I was emotionally bonded with my parents specifically my mother. I tended to spend most of my time with her and this helped me create strong relationships with my peers and surroundings. Because I had strong foundations in my childhood, I am now bale to form intimate connections' with others and reflect upon my own emotions.