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Socio-Emotional Development, . - Coggle Diagram
Socio-Emotional Development
Children develop a better understanding of emotions because of their greater cognitive skills and knowledge of the self than in infancy
In early childhood, self conscious emotions like guilt and pride become more common
In early childhood, there is an increase in emotion language and the understanding of emotion
Preschoolers begin to talk about their own emotions as well as the emotions of others.
At around this age as well, children start using more words to describe their emotions.
At 4-5 years, children can begin to reflect on emotions and understand how the same event can make different people experience different emotions.
This is a
connection
between moral and emotional development because as the child develops emotionally, they will be able to understand how their actions may affect others
Shyness can be classified into “conflicted shyness” and “social disinterest”
Boys who are shy are more likely to be prone to maladjustment than girls who are shy.
Connection
to Parenting can play an important role in helping young children regulate their emotions.
Emotion-coaching and emotion-dismissing parents act differently towards their children expressing emotion.
Emotion-coaching parents monitor their children’s emotions and look at negative emotions as an opportunity to teach.
Emotion-dismissing parents deny or ignore the negative emotions of their children.
The ability to regulate and control emotions is also related to the children’s relationships with peers.
A personal example would be; because I had emotion-coaching parents and parent-like figures, I know that I was able to regulate my own feelings and emotions when negative situations presented themselves among peers, etc. at a young age.
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The Self (Arav)
Initiative vs Guilt
When parents encourage motor play such as running, biking, sledding, etc., initiative is supported.
When children are discouraged from asking questions and engaging in motor activity, they will often develop a sense of guilt over self-initiated activities, which may negatively affect them in later stages of life.
The surplus of energy in children may contribute to them receiving punishments over rewards for their actions.
In the early childhood stages, children develop an inner voice which gradually helps differentiate right vs wrong.
An increase in energy encourages children to take risks.
Erik Erikson’s theory indicates one of the early childhood stages being initiative vs guilt.
During early childhood, children combine their perceptual, motor, cognitive, and language skills to influence events into reality.
Children have been convinced that they are their own persons.
Self-Understanding
Researchers are able to get an accurate perception of a child’s self through 1 on 1 interviews, in which children are able to use characteristics such as size, shape and colour when describing themselves.
Self-understanding in terms of early childhood development refers to the point in time in which a child develops some sort of perception (the way they see themselves) of themselves, whether it is positive or negative.
Children are able to distinguish themselves from others using various physical and material attributes.
Preschool children often describe themselves in terms of motor activities and play. Example, I am good at soccer.
Personal Example
When I was about 5 or 6 years old, I specifically remember viewing myself in the mirror and observing my skin colour. This act caused me to realize how different I was from my peers around me, as some of their skin tones were lighter than mine, and even darker than mine.
Gender - Manthan
Gender:
Gender is the sense of identifying as male or female regardless of sex. Most children acquire this sense by age 3.
Cognitive Influences
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the cognitive developmental theory of gender states that gender development is based on the cognitive state of mind
When young children develop an understanding of their sex, they start to prefer activities, objects and attitudes associated with their sex.
this theory consists of children perceiving gender constancy before they start gender typing
The gender schema theory is that gender typing occurs when children are ready to associate their gender to what is appropriate with their sex and society
Peer Influences
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Peers often reward and punish gender-appropriate behavior
Peers are more likely to exclude children who showcase characteristics of the opposite sex
At the age of 3, children preferably hang out with same-sex classmates and friends
From the ages 4-12, children continue to enjoy playing in same sex groups, spending majority of their time around same-sex friends
The composition of friend groups vary between sexes. Boys are more likely to hang around in bigger groups whereas girls are more likely to be seen around in groups of 3 and 4.
In these groups, boys are more likely to engage in rough, competitive and riskier activities whereas girls are interested in engaging in collaborative discourse which consists of more conversing.
Personal Example: When I was younger I also hung around in bigger groups participating in rough activities such as wrestling with friends.
Biological influences:
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Humans have 23 pairs of chromosomes, the 23rd chromosome in a male consists of an x and y pair whereas in a female, the 23rd chromosome are two X’s
Males and females start to differ from each other when the Y chromosome in males develop testes instead of ovaries.
The testes produce androgens which lead to male organs while the low levels of androgens in females lead to the development of female organs
these hormones play a significant role of development in sex differences not gender differences
Estrogen, produced by the gonads influence female physical sex characteristics
Testosterone influence male physical sex characteristics
Moral Development (Sharan)
Moral Development
is the development of the attitudes (thoughts, feelings, behaviors) towards what is currently “standard” in terms of right and wrong
Moral development has both an intrapersonal and interpersonal dimension
Jean Piaget concluded that children from 4-12 think about morals in 2 generally distinct ways:
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The
transition
between these two types of moralists is thought to be attributed towards children develop more awareness about the possibilities and conditions of cooperation between people, especially as they transition to adolescence and become more self-dependent
Moral Behavior
is an important aspect to moral development. It describes the reinforcement, punishment, and imitation of certain behaviors that shape moral behavior.
→ reward of certain behaviors consistent with social conventions and laws reinforce that behavior that and they are likely to repeat it in that same type of situation
→ punishment of behavior make the behavior less likely to occur in the same situation
→ Children imitate and adopt behaviors of role models
→ The importance of the certain situation at hand is that behaviors in one situation is weakly correlated with behavior in others
Moral Feeling
is, in a nutshell, the Freudian idea stemming from psychoanalytic theory that children develop a superego that aligns with the same-sex parent, and follows societal convention to avoid guilt.
Personal Example
: I would say that my moral development initiated during the seventh grade. During this time, I developed passions, interests, delved deeper in my hobbies, and I was given a sense of responsibility by my teacher that guided me to become more independent and start to think critically about the world around me. My interests allowed me to question the world with a deeper understanding, especially regards to the concept of rules and the extent to their validity. I think this critical thinking about the reasons for rules helped me align my moral compass and perhaps the relationship between “right and wrong” and “good and bad”.
1) Heteronomous Morality (4-7 years old):
The perception that laws and rules are a fixed part of the world and separate from the control of people.
→ A heteronomous moralist only considers the consequences of the action rather than the intent behind the rule
→i.e. Obedience and persistent compliance to pre-made rules without question, with their actions guided by known consequences
2) Autonomous Morality (10+ years old):
The perception that the intentions and consequences of laws should be questioned, for they are made by people who may be wrong in their judgment.
→ An autonomous moralist largely considers the intention behind rules rather than consequence.
→ i.e. Recognition that rules are man made and therefore can have faults, and that they are malleable in
terms of what is thought to be “good” and “bad”.
Moral Development (Jasleen)
Moral development involves the development of thoughts, behaviors, and feelings regarding standards of right and wrong. Moral development has an intrapersonal dimension (an individual’s basic values and sense of self) and an interpersonal dimension (what people should do in interactions with other people).
Heteronomous morality
Occurs from roughly 4 to 7 years of age. Justice and rules are thought of as unchangeable aspects of the world removed from the control of people. Heteronomous thinkers believe in immanent justice, the concept that if a rule is broken, punishment will be meted out immediately.
Autonomous morality
Displayed by older children (10 years of age and older). 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 as well as consequences. Children 7 to 10 years of age are in a transition between 2 stages, showing features of both.
Moral behavior
Behavior is as important as thinking when it comes to moral development. The processes of reinforcement, punishment, and imitation can explain the development of moral behavior. When children are rewarded for behavior that is consistent with laws and social conventions, they are likely to repeat that behavior in the same situation. Likewise, after punishment, the target behavior is likely to be reduced in the same situation.
Personal example
When I was around 6 years old, I’d hit my friend because I got mad at her. My parents found out about it and I was punished for it (my toys were taken away). I also had to write her an apology letter. This punishment stuck with me and I’d never hit any of my friends after that.
Parenting- Snehal
authoritarian:
Parents exhort their child to follow and respect their efforts
Child is limited to verbal exchange and is controlled often by their parents
Rules and expectations are enforced harshly without communication or explanation
-These children may often feel sad, fearful and anxious around their parents as well as other people.
authoritative:Children are encouraged to become independent and confident on their own however are still controlled and limited on their actions.Back and forth communication us allowed and parents still nurture their children Parents support their kids and handle situations in a more calm wayParents have expectations for their children however they still allow more freedom compared to authoritarian parents.These children are more self aware and self reliant
neglectful:
-Parents are uninvolved with their children
-Parents tend to care more more about their own lives rather than their children
-.Kids feel a sense of alienation and may grow up to have poor self esteem and be socially awkward.
indulgent:These parents are highly involved with their children but still place dome demands on them for disciplineChild has more freedom Children may grow up to have no or less self control Child may also grow up and have a good balance of freedom and self control
Personal example: : When I was 4 years old I took art supplies from my class without asking the teacher. I was young and didn't realize that was wrong. My parents noticed that I took something from my school without permission and explained how that was wrong. They forced me to acknowledge my mistake and apologize the next day. This taught me a valuable lesson and the way my parents handled it calmly made me understand the problem better.
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