Santrock essentials 3e_ppt_ch06

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SOCIOEMOTIONAL DEVELOPMENT IN EARLY CHILDHOOD
6
ESSENTIALS OF LIFE-SPAN
DEVELOPMENT
JOHN W. SANTROCK
3e

6-2
CHAPTER OUTLINE
• Emotional and personality development
• Families
• Peer relations, play, and television

6-3
EMOTIONAL AND PERSONALITY
DEVELOPMENT
• The self
• Emotional development
• Moral development
• Gender

6-4
THE SELF
• Initiative versus guilt
• Children use their perceptual, motor, cognitive, and
language skills to make things happen
• On their own initiative, then, children at this stage
exuberantly move out into a wider social world
• The great governor of initiative is conscience
• Initiative and enthusiasm may bring guilt, which lowers self-
esteem

6-5
THE SELF
• Self-understanding and understanding others
• Increased awareness reflects young children’s expanding
psychological sophistication
• Self-understanding: Substance and content of self-
conceptions
• Physical activities are central component of the self in early
childhood
• Unrealistically positive self descriptions

6-6
THE SELF
• Understanding others
• Children start perceiving others in terms of psychological
traits
• Children begin to develop an understanding for joint
commitments
• Young children are not as egocentric as depicted in
Piaget’s theory

6-7
EMOTIONAL DEVELOPMENT
• Expressing emotions
• Pride, shame, embarrassment, and guilt are examples of
self-conscious emotions
• During the early childhood years, emotions such as pride and
guilt become more common
• Influenced by parents’ responses to children’s behavior

6-8
• Understanding emotions
• Children’s understanding of emotion is linked to an
increase in prosocial behavior
• Children begin to understand that the same event can
elicit different feelings in different people
• By age 5 most children show a growing awareness of the
need to manage emotions according to social standards

6-9
• Regulating emotions
• Plays a key role in children’s ability to manage the
demands and conflicts they face in interacting with others
• Parents can be described as taking an emotion-coaching
or an emotion-dismissing approach
• Ability to modulate emotions benefits children in their
relationships with peers

6-10
MORAL DEVELOPMENT
• Involves the development of thoughts, feelings, and
behaviors regarding rules and conventions about
what people should do in their interactions with
other people

6-11
MORAL DEVELOPMENT
• Moral feelings
• Feelings of anxiety and guilt are central to the account of
moral development
• Learning how to identify a wide range of emotional states
in others, and to anticipate what kinds of action will
improve another person’s emotional state, help to
advance children’s moral development

6-12
MORAL DEVELOPMENT
• Moral reasoning
• Heteronomous morality: Children think of justice and rules as
unchangeable properties, removed from the control of
people
• Autonomous morality: Children become aware that rules
and laws are created by people
• In judging an action, one should consider the actor’s intentions
as well as the consequences
• Immanent justice: Concept that if a rule is broken,
punishment will be meted out immediately

6-13
MORAL DEVELOPMENT
• Parent-child relations, in which parents have the power and
children do not, are less likely to advance moral reasoning
• Rules are often handed down in an authoritarian manner
• Moral behavior
• Processes of reinforcement, punishment, and imitation
explain the development of moral behavior
• Situation influences behavior
• Cognitive factors are important in the child’s development
of self-control

6-14
GENDER
• Social influences
• Social theories of gender
• Social role theory: Gender differences result from the
contrasting roles of women and men
• Psychoanalytic theory: Preschool child develops a sexual
attraction to the opposite-sex parent
• Social cognitive theory: Children’s gender development occurs
through observation and imitation of what other people say
and do

6-15
GENDER
• Gender molds important aspects of peer relations
• Gender composition of children’s groups
• Group size
• Interaction in same-sex groups
• Cognitive influences
• Gender schema theory: Gender typing emerges as children
gradually develop gender schemas of what is gender-
appropriate and gender-inappropriate in their culture

6-16
FAMILIES
• Parenting
• Child maltreatment
• Sibling relationships and birth order
• The changing family in a changing society

6-17
PARENTING
• Baumrind’s parenting styles
• Authoritarian parenting: Restrictive, punitive style in which
parents exhort the child to follow their directions and
respect their work and effort
• Authoritative parenting: Encourages children to be
independent but still places limits and controls on their
actions
• Neglectful parenting: Parent is uninvolved in the child’s life
• Indulgent parenting: Parents are highly involved with their
children but place few demands or controls on them

6-18
PARENTING
• Parenting styles in context
• Authoritative parenting conveys the most benefits to the
child and to the family as a whole
• Punishment
• Corporal punishment is linked to lower levels of moral
internalization and mental health
• Handle misbehavior by reasoning with the child, especially
explaining the consequences of the child’s actions for
others
• Coparenting
• Support that parents give each other in raising a child

6-19
CHILD MALTREATMENT
• Types of child maltreatment
• Physical abuse
• Child neglect
• Sexual abuse
• Emotional abuse
• Context of abuse
• About 1/3 of parents who were abused themselves when
they were young go on to abuse their own children

6-20
CHILD MALTREATMENT
• Developmental consequences of abuse
• Adolescents who experienced abuse or neglect as children
are more likely to engage in violent behavior and
substance abuse

6-21
SIBLING RELATIONSHIPS AND BIRTH
ORDER
• Sibling relationships
• Important characteristics
• Emotional quality of the relationship
• Familiarity and intimacy of the relationship
• Variation in sibling relationships
• Birth order
• Compared with later-born children, firstborn children have
been described as more adult-oriented, helpful,
conforming, and self-controlled

6-22
CHANGING FAMILY IN A CHANGING
SOCIETY
• Working parents
• Children of working mothers engage in less gender
stereotyping and have more egalitarian views of gender
than do children of nonworking mothers
• Children in divorced families
• Children from divorced families show poorer adjustment
than their counterparts in never-divorced families

6-23
SOCIETY
• Many of the problems experienced by children from
divorced homes begin during the predivorce period
• Frequent visits by the noncustodial parent usually benefit
the child
• Children with a difficult temperament often have problems
in coping with their parents’ divorce
• Income loss for divorced mothers is accompanied by
increased workloads, high rates of job instability, and
residential moves

6-24
SOCIETY
• Gay male and lesbian parents
• Most children from gay or lesbian families have a
heterosexual orientation
• Cultural, ethnic, and socioeconomic variations
• There are trends toward greater family mobility, migration
to urban areas
• Ethnic minority parents are less educated and more likely to
live in low-income circumstances

6-25
SOCIETY
• Lower-SES parents
• More concerned that their children conform to society’s
expectations
• Create a home atmosphere in which it is clear that parents
have authority over children, among others
• Higher-SES parents
• More concerned with developing children’s initiative and delay
of gratification
• Less likely to use physical punishment, among others

6-26
PEER RELATION, PLAY, AND
TELEVISION
• Peer relations
• Play
• Television

6-27
TELEVISION
• Peer relations
• Provide a source of information and comparison about the
world outside the family
• Good peer relations can be necessary for normal
socioemotional development
• Play
• Play therapy is used to allow the child to work off
frustrations and to analyze the child’s conflicts and ways of
coping with them

6-28
TELEVISION
• Important context for the development of language and
communication skills
• Types of play
• Sensorimotor
• Practice
• Pretense/symbolic
• Social
• Constructive
• Games: Activities that are engaged in for pleasure and have
rules

6-29
TELEVISION
• Television
• Many children spend more time in front of the television set
than they do with their parents
• Extent to which children are exposed to violence and
aggression on television and video games raises special
concerns
• Television can also teach children that it is better to behave
in a positive, prosocial way

Santrock essentials 3e_ppt_ch06

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