Human Development 6: Socioemotional Development In Early Childhood

Front 1

(3) Initiative Vs Guilt (Erikson)

Back 1

Associated with early childhood. They are their own person. On their own initiative, children in this stage move out into wider world.

Greatest govener is concious

Front 2

Self understanding

Back 2

The childs cognitive representation of self.

The substance and content of childs self conceptions.

Front 3

Body attributes

Material posessions

Physical activities

Back 3

3 things children use to provide self descriptions (self recognition)

Front 4

Heteronomous morality (4-7) Piaget

Back 4

First stage.

Justice and rules believed to be unchangeable properties of the world, beyond control of people.

Its why kids look around right after they do something bad, bc they expect punishment right after it happens.

Front 5

Autonomous Morality (10+)

Back 5

Child becomes aware that rules and laws are created by people and that in judging action, one should consider the actors intentions and consequences.

Thinking that, if someone accidentally broke something while cleaning they shouldn't be punished as harshly.

Front 6

Immanent justice

Back 6

Expectation that, if a rule is broken, punishment will be dealt immediately.

Heteronomous morality.

Front 7

Gender identity

Back 7

The sense of being male/female, which most children get by 3 years old

Front 8

Gender roles

Back 8

Sets of expectations that prescribe how female/males should think, act, feel.

Front 9

Social Role Theory

Back 9

Theory that gender differences result from the contrasting roles of men + women.

Social hierarchy and division of labor causes gender differences in power, assertiveness and nurture

Front 10

Psychoanalytic theory of gender

Back 10

Derived from Freuds view that preschool children develops sexual attraction to opposite sex parent at 5-6 years of age.

Child renounces feelings thus identifies with same sex parent, unconciously adopting their characteristics.

Front 11

Social cognitive theory of gender

Back 11

Theory emphasizing that childrens gender development occurs through observation and imitation of gender behaviors,rewards, and punishments children experience for gender appropriate/inappropriate behavior.

Front 12

Gender schema theory

Back 12

That gender typing emerges as children gradually develop gender schemas of what is gender appropriate/inappropriate in their culture

Front 13

Authoritarian parenting

Back 13

Restrictive, punitive style where parents exhort child to follow their directions and to respect work and effort.

Places firm limits and controls on child and allows little verbal exchange.

Associated with childs social incompetence.

Front 14

Authoritative Parenting

Back 14

Parents who encourage children to be independent but still place limits and controls on actions.

Extensive verbal time-and-take is allowed, parents are warm and nurturant to child.

Associated with childs competence

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Neglectful parenting

Back 15

Parent very uninvolved in childs life.

Its associated with childrens social incompetence, lack of self control, immaturity.

Front 16

Indulgant parenting

Back 16

Parents highly involved with children but place few demands or controls on them.

Associated with social incompetence, lack of self control and egocentrism.

Front 17

Understanding others

Back 17

Understand other peoples emotions/desires.

4-5: describe themselves and others with psychological traits "teacher is nice"

Understanding people dont always give accurate reports of their beliefs.

Joint commitments

Front 18

Reaearch has shown young children are more socially sensitive/perceptive than piaget thought.

Back 18

Criticism on piagets concept of egocentrism at this age.

Front 19

Increase in social behavior

Back 19

What is emotional understanding linked to?

Front 20

2-4: Increase number of terms they use to describe emotions. Learn about causes/consequences of feelings

4-5: Same event can elicit different feelings in different people. Learn they need to manage emotions to meet social standards.

Back 20

More on understanding emotions.

What do children from age 2-4 and 4-5 begin to understand?

Front 21

Superego

Back 21

Moral element of personality

Front 22

Selective attention

Back 22

Help us tune out important details and focus on what really matters.

Children have a hard time. Focus on what's most salient usually

Front 23

Divided attention

Back 23

Attention is on two or more tasks at same time.