Chapter 10 - Emotional and Social Development, Early Childhood Flashcards
(43 cards)
Initiative versus guilt
According to Erikson, the psychological conflict during the preschool years.
Self-concept
The set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is. Has profound implications for their inner and social lives as well.
Self-esteem
The judgements we make about our own worth and the feelings associated with those judgements.
Emotional competence
Gains in emotional understanding, being able to talk about feelings, to respond to others emotional signals, and to cope with negative emotion through self-reguation.
Self-conscious emotions
Feelings that involve injury to or enhancement of one’s sense of self
Prosocial, or altruistic behavior
Actions that benefit another person without any expected reward for the self. Is motivated by empathy
Sympathy
feelings of concern or sorrow for another’s plight
Temperament and sympathy/empathy
- children who are social, assertive, and have good self-regulation are likely to have empathy prompt sympathy
- children who have poor emotional regulation find themselves personally overwhelmed by empathetic feelings, and it does not turn into sympathy
Nonsocial activity
unoccupied, onlooker behavior and solitary play
Parallel play
a limited form of social participation in which a child plays near other children with similar materials but does not try to influence their behavior
associative play
children engage in separate activities but exchange toys and comment on one another’s behavior
Cooperative play
a more advanced type of interaction, children orient toward a common goal, such as acting out a make-believe theme.
Stages of social development, per Mildred Parten
- Nonsocial activity
- Parallel play
- Associative play
- Cooperative play
Social problem solving
Generating and applying strategies that prevent or resolve disagreements, resulting in outcomes that are both acceptable to others and beneficial to the self.
Direct parental influences on peer associations
- provision of peer playtime
- offering guidance on how to navigate relationships
- help to manage conflicts with peers
Indirect parental influences on peer associations
- Secure attachement relationship with caregiver
- parent-child play, esp. that with the same-sex parent
Theories of development and morality:
- psychoanalytic theory: stresses the emotional side of conscience development
- social learning theory: focuses on how moral behavior is learned
- cognitive-developmental perspective: emphasizes thinking; children’s ability to reason about justice, etc.
Induction
A type of discipline crucial with conscience formation, in which an adult helps make a child aware of feelings by pointing out the effects of the child’s misbehavior on others, especially noting their stress and making it clear the child caused it.
Characteristics of models that make children want to emulate them
- warmth and responsiveness
- competence and power
- consistency between assertions and behavior
factors that increase effectiveness of punishments
- consistency
- warm parent-child relationship
- explanations
Moral imperatives
Protect people’s rights and welfare, from two other types of rules and expectations: social conventions and matters of personal choice
Social conventions
Customs determined solely by consensus, such as table manners and politeness of rituals
matters of personal choice
choice of friends, hairstyle, and leisure activities, which do not violate rights and are up to the individual.
Proactive (instrumental) aggression
When children act to fulfill a need or desire - to obtain an object, privilege, space, or social reward, such as adult or peer attention, and unemotionally attack a person to achieve their goal.
