chapter 10 (psych 41)pdf

Kathleen Stassen Berger

Prepared by Madeleine Lacefield

Tattoon, M.A.

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Part III

The Play Years: Psychosocial Development

Chapter Ten

Emotional Development

Parents

Becoming Boys and Girls

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The Play Years: Psychosocial Development

• 2 to 6-year-old transformation

• maturation and motivation are crucial;

so are emotion and experiences.

• psychosocial development is

multifaceted, involving genes, gender,

parents, peers, and culture

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• Learning when and how to express emotions is the preeminent psychosocial accomplishment between the ages of 2 and 6 years

• emotional regulation

– the ability to control when and how emotions are expressed

– This is the most important psychosocial development to occur between the ages

of 2 and 6 though it contains throughout life

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• Initiative Versus Guilt

– Erickson’s third psychosocial crisis• children begin new activities and feel guilty

when they fail

– self-esteem• how a person evaluates his or her own worth,

either in specific (e.g., intelligence, attractiveness) or overall

– self-concept• a person’s understanding of who he or she is

– Self-concept includes appearance, personality, and various traits

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• Pride– ―Erickson recognized that typical 3 – 5-year-

olds have immodest and quite positive self-concepts, holding themselves in high self-esteem.‖

– longer attention span—they have a purpose for what they do

– self-esteem and concentration are connected with maturation (but are not the cause)

– feeling proud of oneself is the foundation for practice and then mastery

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• Guilt and Shame

– guilt

• people blame themselves because they have done something wrong

– shame

• people feel that others are blaming them

– guilt and shame often occur together, but don’t necessarily go hand in hand

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• Intrinsic Motivation

– goals or drives that come from inside a

person, such as the need to feel smart

or competent—this contracts with

external motivation, the need for

rewards from outside, such as material

possessions or someone else’s esteem

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• Psychopathology

– illness or disorder (-pathology) that

involves the mind (psycho-)

– the first signs in children usually involve

emotions that seem to overwhelm the

child

– emotional regulation begins with

impulse control

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• Emotional Balance– without adequate control, emotions overpower

children

– externalizing problems• difficulty with emotional regulation that involves

outwardly expressing emotions in uncontrolled ways, such as by lashing out in impulsive anger or attacking other people or things

– internalizing problems• difficulty with emotional regulation that involves

turning one’s emotional distress inward, as by feeling excessively guilty, ashamed, or worthless

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• Differences in Early Care

– neurological damage can occur during early

development

• prenatally

– If a pregnant woman is stresses, ill, or a heavy drug

user

• in infancy

– if an infant is chronically malnourished, injured, or

frightened

• extensive stress can kill some neurons and stop

others from developing properly

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• Differences in Early Care

– early care can prevent or worsen innate problems with emotional control

– the harm of poor caregiving is evident in maltreated 4 – 6-year-olds.

– if neglect or abuse occurs in the first few years it is more likely to cause internalizing or externalizing problems than mistreatment that begins when the child is older

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• Empathy and Antipathy

– empathy

• the ability to understand the emotions of

another person, especially when those

emotions differ from one’s own

– antipathy

• feelings of anger, distrust, dislike, or

even hatred toward another person

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• Leading to Behavior

– prosocial behavior

• feelings and acting in ways that are helpful and kind, without obvious benefit to one self

– antisocial behavior

• feelings and acting in ways that are deliberately hurtful or destructive to another person

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• Aggression

―The gradual regulation of emotions and

emergence of antipathy is nowhere

more apparent than in the most

antisocial behavior of all, active

aggression, which occurs when a child’s

dislike erupts into action."

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• Aggression

– instrumental aggression

• hurtful behavior that is intended to get or keep

something that another person has

– reactive aggression

• an impulsive retaliaton for another person’s

intentional or accidental actions, verbal or physical

– bullying aggression

• unprovoked, repeated physical or verbal attack,

especially on victims who are unlikely to defend

themselves

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• Aggression

– bullying

• is not always physical; it can be verbal or

relational when the goal is to disrupt a

child’s friendship

• physical aggression declines over the

preschool and school-age years, but

verbal attacks may increase (so might

relational aggression)

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Parents

the primary influence on the young child’s

emotions--including brain maturation

and culture

– parents differ a great deal in what they

believe about children and how they act

with them

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Parents

• Parenting Style

– Diana Baumrind (1967, 1972) studied 100 preschooler, in California (middle class, European Americans—the cohort and cultural limitations of this sample were not obvious at the time.)• parents differed on four important dimensions

– expressions of warmth

– strategies for discipline

– communication

– expectations for maturity

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Parents• Baumrind’s Three Patterns of Parenting

• authoritarian parenting– child rearing with high behavioral standards,

punishment of misconduct, and low communication

• permissive parenting– child rearing with high nurturance and

communication but rare punishment, guidance, or control

• authoritative parenting– child rearing in which the parents set limits

but listen to the child and are flexible

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Parents• Cultural Variations

• effective Chinese, Caribbean, and African American parents are often stricter than effective parents of northern or western European backgrounds

• Japanese mothers tend to use reasoning, empathy and expressions of disappointment to control their children more than North American mothers do

– it is important to acknowledge that multicultural and international research has found that specific discipline methods and family rules are less important then parental warmth, support and concern

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Parents

• Discipline and Punishment

– discipline varies a great deal from family to family, culture to culture

– ideal parents anticipate misbehavior and guide their children towards patterns that will help them lifelong

– disciplinary techniques do not work quickly or automatically to teach desired behavior

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Parents

• Discipline and Punishment

– first step is clarity

• what is expected– each family needs to decide its goals and

make them explicit for the child

– second step is to remember

• what the child is able to do– parents forget how immature children’s

control over their bodies and minds is

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Parents• Discipline and Punishment

– time-out

• an adult requires the child to sit quietly apart from other people for a few minutes—for young children, one minute per year of age

– withdrawal of love

• when the parent expresses disappointment or looks sternly a the child, as if the child were no longer loveable

– induction

• the parents talk with the child, getting the child to understand why the behavior was wrong

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Parents

• The Challenge of Media

– many parent allow television watching

and/or computers because they keep

children engaged

– parents often ignore the possible impact

on the emotionally immure child who is

dazzled by fast-moving images

– experts advise parents to minimize

media exposure

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Parenting

• The Importance

of Content

– most young

children spend

more than three

hours a day using

some sort of

media

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Parenting

• The Importance of Content

– almost every home has at least two televisions

– ―What do children see?‖

– attempts to limit or restrict children’s watching

have limited success

– evidence from every perspective confirm that

violence is pervasive, children who watch

violence on television become more violent

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Parenting

• The Effects on Family Life

– the worst effect of the media is how it interferes with family life

– the more media a family uses, the less time they spend together

– media reduces the amount of time children spend in imaginative and social play, thus on learning

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• sex differences

– biological differences between males and females, in organs, hormones, and body type

• gender differences

– differences in the roles and behavior of males and females that originate in the culture

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• Theories of Gender Differences

– experts and parents disagree about what proportion of observed gender differences is biological and what proportion is environmental

– neuroscientists tend to look for male-female brain differences, and they find many

– sociologist tend to look for male-female, family, and culture patterns, and they also find many

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• Psychoanalytic Theory

– phallic stage

• Freud’s third stage of development, when the penis becomes the focus of concern and pleasure

– oedipus complex

• the unconscious desire of young boys is to replace their father and win their mother’s exclusive love

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• Psychoanalytic Theory

– superego

• in psychoanalytic theory, the judgmental part of

the personality that internalizes the moral

standards of the parents

– electra complex

• the unconscious desire of girls to replace their

mother and win their father’s exclusive love

– identification– an attempt to defend one’s self-concept by taking on

the behaviors and attitudes of someone else

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• Behaviorism

– belief that virtually all

roles are learned and

therefore result from

nurture, not nature

– gender distinctions are

the product of ongoing

reinforcement and

punishment

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• Cognitive Theory

– focuses on children’s understanding:

• of the way a child intellectually grasps a specific

issue or value

– children develop concepts about their

experience

• developing a gender schema, a type of

cognitive schema or general belief—the

understanding of sex differences

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• Sociocultural Theory

– proponents point our that many

traditional cultures enforce gender

distinctions with dramatic stores, taboos,

and terminology

– adult activities and dress are strictly

separate by gender, girls and boys

attend sex-separated schools and

virtually never play together

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• Sociocultural Theory– every culture has powerful values and

attitudes regarding preferred behavior for men and women and every culture teaches these values to its young, even thorough the particular task assigned may vary

– androgyny

• a balance, within a person,

of traditionally male and

female psychological

characteristics

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• Epigenetic Theory

– that our traits and behaviors are the result of

interactions between genes and early

experiences… not just for individual but for the

human race as a whole

– gender differences based in genetics are

supported by recent research in neurobiology

– there are dozen of biological differences

between the male and female brain

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• Gender and Destiny

– lead in two opposite directions…

• gender differences are rooted in biology

• biology is not destiny--children are

shaped by their experiences

– given nature and nurture, both these

conclusions are valid

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• Gender and Destiny

– ―Since human behavior is plastic, what gender

patterns should children learn?‖

– answers vary among developmentalist,

mothers, fathers, and cultures

– if children respond to their own inclinations,

some might choose behavior, express

emotions, and develop talents that are taboo,

even punished in certain cultures

chapter 10 (psych 41)pdf

Education

emotional development

emotional development

emotional development

emotional development

emotional control

early development

years emotional regulation

child emotional regulation