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between ages 2-6.

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when do first friendships form?

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when children converse, act out complementary roles and learn that their own desires for companionship and toys are best met when they consider others needs and interests.

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early childhood friendship

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as a means through which young children learn about themselves and their social world. Play permits preschoolers to try out new skills with little risk of criticism and failure.

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How did erikson regard play

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the set of attributes, abilities, attitudes and attitudes that an individual believes defines who he or she is.

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self-concept

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-Are very concrete. -usually, they mention observable characteristics, such as their name, physical appearance, possessions and everyday behaviors. -are often so bound up with specific possessions and actions that they spend much time asserting their rights to objects (MINE)

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Preschoolers self concepts

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the judgments we make about our own worth and the feelings associated with those judgments.

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self-esteem

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because they cannot distinguish between their desired and their actual competence, they usually rate their own ability as extremely high and underestimate task difficulty

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What are preschoolers self-esteem like?

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by age 3. children with a history of parental criticism of thier worth and performance give up easily when faced with a challenge and express shame and despondency after failing.

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How does parental criticism of worth effect preschoolers?

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between ages 2-6 children make strides in emotional abilities that are collectively called emotional competence

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emotional competence

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1. emotional understanding: becoming better able to talk about feelings and to respond appropriately to others emotional signals 2. emotional self regulation:comping with intense negative emotion 3. self-conscious emotions and empathy: both contribute to their developing sense of morality.

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what is the order that emotional development occurs?

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-they can refer to causes consequences, and behavioral signs of emotion. -can predict what a playmate expressing a certain emotion might do next. -they come up with effective ways to relieve others negative feelings IE hugging someone who is sad. -can not interpret situations with conflicting cues.

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What is the extent to which preschoolers can understand emotion

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-a form of emotional self-regulation. -Inhibiting impulses and shifting attention- also continues to be vital in managing emotion during early childhood

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effortful control

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-feelings that involve injury to or enhancement of their sense of self.

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self conscious emotions

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-as self-concepts develop, preschoolers become increasingly sensitive to praise and blame or to the possibility of such feedback. -they depend on the messages of adults to know when to feel proud, ashamed or guilty.

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self conscious emotions in preschoolers

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-feel with another person and responding emotionally in a similar way -an important motivator of prosocial, or alruistic behavior.

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Empathy

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actions that benefit another person without any expected reward for the self.

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prosocial, or altruistic behavior.

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No, for some children empathizing with an upset adult or peer escalates intp personal distress. In trying o reduce these feeling, the child focuses on his own anxiety rather than the person in need.

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does empathy always lead to empathy in preschool children?

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feelings of concern or sorrow for another's plight.

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Sympathy

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Concluded that social development proceeds in a three-step sequence. 1. nonsocial activity, 2. parallel play 3. associative play 4. cooperative play.

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Mildred parten's peer sociability

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unoccupied, onlooker behavior and solitary play

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nonsocial activity

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a child plays near other children with similar materials but does not try to influence their behavior

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Parallel play

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children engage in separate activities but exchange toys and comment on one anther's behavior

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associative play

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a more advanced type of interaction, children orient toward a common goal, such as acting out a make believe them

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cooperative play

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Yes and no. We agree that these play forms emerge in the order suggested, but that later-appearing ones do not replace earlier ones in a developmental sequence.

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Do we agree with Parten's peer sociability thoery?

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Functional play, constructive play, make-believe play

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developmental sequence of cognitive play categories

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simple repetitive motor movements with or without objects, especially common in first two years. IE running around a room.

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functional play

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Creating or constructing something, common between 3-6 years. IE making a house out of toy blocks.

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Constructive play

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Acting out everyday and imaginary roles, especially common between 2-6 years. IE playing house

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Make-believe play

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aimless wandering, hovering near peers, and functional play involving repetitive motor action.

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what types of nonsocial activity is cause for concern?

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Pleasurable play and sharing of toys. As yet friendship does not have a long-term, enduring quality.

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what do 4-7 year olds regard friendship as?

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providing play oppertunities, parents show children how to initiate their own peer contacts

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direct parental influences on early peer interactions

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-secure attachment to parents are linked to better peer interaction -parent child play is effective context for promoting peer-interaction.

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indirect parental influences on early peer interactions

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child's morality is externally controlled by adults. Gradually, it become regulated by inner standards

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children's morality

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is a conscience formation promoting type of discipline in which an adult helps the child notie feelings by pointing our the effects of the child's misbehavior on others.

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induction (the psychoanalytic perspective)

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-makes the child to anxious to think clearly and figure out the right thing to do. - it makes the child feel little guilt about violating standards.

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discipline that relies too heavily on threats of punishment or with drawl of love does what to a child? (the psychoanalytic perspective)

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inducing empathy-based guilt by explaining that the child is harming someone and has disappointed the parent is a means of influencing children without using coercion.

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What is the role of guilt/ empathy-based guilt (the psychoanalytic perspective)

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expressions of personal responsibility and regret IE sorry I hurt him

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empathy-based guilt (the psychoanalytic perspective)

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through reinforcement and modeling

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according to social learning theory, how is morality acquired?(social learning theory)

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1. warmth and responsiveness of the model/adult 2. competence and power. 3. consistency between assertions and behavior.

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What characteristics of models affect children's willingness to imitate(social learning theory)

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Consistency, A warm parent-child relationship, explanations.

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How can you increase the effectiveness of Harsh punishment? (social learning theory)

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in contrast to the psychoanalytic and behaviorist approaches to morality (which focuses on how children acquire ready-made standards from adults) The cognitive-developmental perspective views children as active thinkers that they develop on thier own about justice and fairness.

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How do psychoanalytic, behaviorist and cognitive-developmental perspectives on morality differ?

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preschoolers distinguish from moral imperatives: protect people's rights and welfare; from two other types of rules and expectations: Social conventions and matters of personal choice

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Moral imperatives

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customs determined solely by consensus, such as table manners

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social conventions (The cognitive-developmental perspective)

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choice of friends, hairstyle, ect which do not violate rights and are up to the individual

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matters of personal choice (The cognitive-developmental perspective)

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the first type of aggression to emerge (by the second year). -children act to fulfill a need or desire-obtain an object, privilege, space or social reward, and unemotionally attack a person to achieve their goal.

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proactive aggression

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an angry, defensive response to provocation or a blocked goal and is meant to hurt another person

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reactive aggression

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-physical aggression:(direct or indirect) harms others through physical injury -verbal aggression:(direct) harms others through threats of physical aggression, name calling or hostile teasing. - relational aggression: (both direct and indirect) damages another's peer relationships through social exclusion, malicious gossip or friendship manipulation.

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three forms of proactive and reactive aggression?

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the more tv watched in chilhood and early adolescence the greater amount of annual aggressive acts committed by the young person.

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relationship of tv viewing in childhood and early adolescence.

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refers to any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes.

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gender typing

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Mothers, when reading to their 2-6 year old's often labeled gender, even when they did not have to. at age 2 mothers did it more then children, by age 6 children exceeded their mothers gender labeling while reading.

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gelman, taloer and nguyen 2004

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-Born as a boy -penis cut off during circumcision -brought up as a girl -terrible confused childhood where he was treated as a girl, but acted like a guy. -at 14 parents told him about the accident, and he opted to return to being male and have a penis constructed. -life started going well, got married. -then his twin brother killed himself, he lost all his money in a shady business deal, wife left him and he eventually killed himself as well. -Sh-it

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David reimer

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Teachers, parents, peers, broader social environment

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who extend gender-role learning?

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an image of one self as relatively masculine or feminine in characteristics.

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gender identity

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ambitious, competitive, and self sufficient

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Masculine characteristics

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affectionate, cheerful and soft spoken

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feminine characteristics

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scoring high on both masculine and feminine personality characteristics.

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androgyny

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a full understanding of the biologically based permanence of their gender, including the realization that sex remains the same even if clothing, hairstyle and play activities change. Happens around 6 years of age

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gender constancy

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an information processing approach to gender typing that combines social learning and cognitive developmental features. It explains how environmental pressures and children's cognition's work together to shape gender-role development. - IE at an early age children pick up gender-typed preferences and behaviors from others. At the same time they organize their experiences into gender schemas, or girl/boy categories. -they then pick their gender and incorporate it into thier self-perceptions

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gender schema theory

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combinations of parenting behaviors that occur over a wide range of situations, creating an enduring child-rearing climate

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child rearing styles

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is low in acceptance and involvement, high in coercive control and low in autonomy granting.

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authoritarian child rearing style

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most successful approach, involves high acceptance and involvement, adaptive control techniques, and appropriate autonomy granting.

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authoritative child rearing style

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is warm and accepting but uninvolved. overindulging or inattentive and engage little control. Grant TO MUCH autonomy

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permissive child rearing style

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combines low acceptance and involvement with little control and general indifference to issues of autonomy

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uninvolved child rearing style

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Physical abuse Sexual abuse neglect: failing to meet basic needs emotional abuse:social isolation, repeated unreasonable demands, ridicule, humiliation, terrorizing

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maltreatment takes what forms?

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psychological disturbance, substance abuse. history of abuse as a child, desire to satisfy unmet emotional needs throught the child, young age (under 30), low education

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parental characteristics of child maltreatment

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premature or sick as a baby, difficult temperament, developmental problems

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child characteristics of maltreatment

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low income, homelessness, marital instability, social isolation, physical abuse of mother by husband or BF, large families with closely spaced children, high stress life.

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family characteristics of maltreatment

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violence and social isolation, few: parks, child-care centers, religious institutions

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community factors of maltreatment

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approval of physical force and violence to solve problems.

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culture factors of maltreatment

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