chapter 10: social behavior and personality in preschool children
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Chapter 10: Social Behavior and Personality in Preschool Children. 10.1 Self 10.2 Relationships with Parents 10.3 Relationships with Siblings and Peers 10.4 Moral Development: Learning to Control One’s Behavior. 10.1 Self. Gender Roles Gender Identity Self-Esteem. Gender Roles. - PowerPoint PPT PresentationTRANSCRIPT
Chapter 10: Social Behavior and Personality in Preschool
Children10.1 Self10.2 Relationships with Parents10.3 Relationships with Siblings and Peers10.4 Moral Development: Learning to Control One’s Behavior
10.1 SelfGender RolesGender IdentitySelf-Esteem
Gender RolesIn the US, males are seen as instrumental, women as expressiveNot shared worldwide: US views on gender are extreme. By age 5, US children judge 1/3 of traits as adults doPreschoolers view stereotypes as binding for all boys and girls
10.1 Self
Cross-cultural Data on Gender Stereotypes
Gender IdentityParents (particularly dads), peers, and media reinforce gender-related behaviorGender identity develops gradually: gender labeling, stability, consistency, and constancySome evidence for genetic and hormonal influences
10.1 Self
Effects of TV on Gender Stereotyped Views
Self-Esteem
Preschoolers must achieve a sense of purpose (balance between individual initiative and cooperation)Preschoolers have positive views of self across many different domains
10.1 Self
10.2 Relationships with Parents
The Family as a SystemDimensions and StylesParental BehaviorChildren’s ContributionsFamily Configuration
The Family as a System
Parents influence children directly and indirectlyParents influence each other and both are influenced by outside forces (e.g., work)
10.2 Relationships with Parents
Family as a System
Dimensions and StylesTwo primary dimensions: warmth and control. Styles: authoritarian, authoritative, indulgent-permissive, and indifferent-uninvolvedCultural differences in warmth and control
10.2 Relationships with Parents
Dimensions of Parenting
Parental BehaviorDirect instruction: telling children what to do, when, and whyObserving: children learn from watching others, including parents and their treatment of siblingsFeedback: reinforcement useful but parents often unknowingly reinforce behaviors they want to prevent
10.2 Relationships with Parents
Children’s Contributions
Parenting is often influenced by children’s behaviorParenting varies depending upon individual characteristics of children
10.2 Relationships with Parents
Family ConfigurationGrandparents have many different styles: formal, fun-seeking, distant, dispensing-family-wisdom, and surrogate-parent Children of gay and lesbian parents resemble children of heterosexual parents
10.2 Relationships with Parents
10.3 Relationships with Siblings and Peers
Sibling RelationshipsPeer Relationships
Sibling RelationshipsFirstborns and only tend to be more adult- and achievement-oriented; laterborns tend to be more innovative and sociableSibs get along best when (1) they are same sex, (2) neither is emotional, (3) younger enters adolescence, (4) parents don’t show favoritism, and (5) parents have warm relationship with each other
10.3 Relationships with Siblings and Peers
Peer RelationshipsMake believe play: reflects cultural values and promotes cognitive developmentSolitary play: common and normal unless children just wander aimlessly. Parents’ roles include playmate, mediator, and coach
10.3 Relationships with Siblings and Peers
10.4 Moral DevelopmentBeginnings of Self-ControlParental InfluencesTemperamental Influences on Self-ControlImproving Self-ControlLearning About Moral Rules
Beginnings of Self-Control1 year--aware that others impose demands 2 years--have internalized some controls3 years--have some plans for dealing with controls Ability to maintain self-control is consistent over development
10.4 Moral Development
Parental Influences
Parental models are importantSelf-control more likely when parents have control themselvesGiving children more opportunities to regulate own behavior fosters self-control
10.4 Moral Development
Temperamental Influences on Self-ControlChildren who are naturally fearful respond to parents’ requests to comply with rulesChildren who are not naturally fearful respond to parents’ requests to cooperate that are based on the attachment relationship
10.4 Moral Development
Temperament, Discipline, and Compliance
Improving Self-Control
Remind children of the need to resist temptation (e.g., long-term goals more important than short-term goals)Make tempting events less attractive
10.4 Moral Development
Learning About Moral Rules
By age 3, can distinguish social conventions (e.g., we can eat French fries, but not green beans, with our fingers) and moral rulesCan distinguish lies and mistakes
10.4 Moral Development