Socio-Emotional Development Early Childhood

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Birth and Fate

af Valentina Peña

Carl Rogers' Theories on Humanistic Psychology (Mindmap)

af Thanushya Giridharan 1831543

What is Important to me

af Gabriel Gui

Attachment: “An enduring emotional tie that unites the child to the caregiver and has far reaching effects on development” (406). We can form emotional ties with our family, friends, teachers, and Heavenly Father that will enable us to create meaningful relationships and thrive.

af Nancy Chaffin

Personal Example:

My friend who was rasied through a authoritarian parenting styles ended up being more sneaky when they grew up and lying more so they would not face any consquences. They also dont have a close relationship. Personally I think the authoritive parenting style is the best because it has those boundries and rules but also support and warm relationship.

Personal example

Asher

Yamileth

Avleen

Gurneet

Socio-Emotional Development Early Childhood

Moral Development

Gender

Cognitive Influences -Two cognitive theories—cognitive developmental theory and gender schema theory—emphasize that individuals actively construct their gender understanding

Gender Schema Theory - Gender schema theory posits that gender typing begins as soon as children are cognitively ready, without requiring gender constancy. Children gradually learn cultural norms and form gender schemas, cognitive structures that guide their perceptions. These schemas shape their worldview and memory, motivating them to act in ways that reinforce gender-typed behavior.

Cognitive developmental Theory - Proposed by Lawrence Kohlberg in 1966, cognitive developmental theory links gender development to cognitive development, using Piaget's ideas. The theory suggests that children develop a concept of gender as they acquire conservation and categorization skills, and gender-typed behavior emerges after they achieve gender constancy. However, research indicates that children show gender-typed preferences before reaching gender constancy, typically around six or seven years old, contradicting Kohlberg's timeline.

Personal Example As a child my friend group always consisted of a group that was composed of girls and boys, but I seemed to sick more around the girls. Being surrend I was more infulenced by my girl-friends which resulted in me being more stereotypically a girly girl (peer infulence)

Gender - Sex refers to the biological dimension of being a male or a female (Refers to the X and Y chromosomes) - Gender refers to the social and psychological dimension of being male and female - Gender Identity is the sense of an individual being male or female (Children know by the time they are 3 years old) - Gender Role is the set of expectations that are assigned to females and males

Peer Influences - Children are influenced by the gender composition of their group, group size, and interaction in same sex groups.

Interaction with same sex groups - Boys are more likely to engage in rough play, competition, conflict, and dominance-seeking behaviors, while girls tend to engage in collaborative discourse, characterized by reciprocal talking and acting.

Group size of friend group - Research by Joyce Benenson at McGill University shows that, starting at age five, boys tend to form larger groups, while girls are more likely to play in pairs or small groups. Boys also prefer group activities aimed at achieving a common goal.

Gender Composition of friend group - By age three, children start preferring same-sex playmates. From ages four to twelve, this preference grows, and during elementary school, they mostly play with peers of their own sex.

Emotional Development

Children develop a better and better understanding of emotions in early childhood because of greater cognitive skills, knowledge of the self, and social interactions in this age than infancy.

Emotion Language and Understanding of Emotion -Preschoolers become more adept at talking about their own and others’ emotions. Between the ages of 2-3, children increase the number of terms they use to describe emotions. -In preschool children learn about the causes and consequences of emotions. At 4-5, children show an increased ability to reflect on emotions and begin to understand that the same event can elicit different feelings in different people.

Regulation of Emotion and Peer Relations -Emotion regulation is an important aspect of peer acceptance. -Emotionally negative children experience greater rejection from peers than children that are more emotionally positive.

Self-Conscious Emotions -Self-conscious emotions develop later than emotions like joy and fear. -To experience self-conscious emotions, children must be able to refer to themselves and be aware of themselves as distinct from others. Self-awareness appears during the last half of the second year of life. Examples of self-conscious emotions are pride, shame, embarrassment, and guilt.

Shyness -“Conflicted shyness” refers to high anxiety toward social interactions. Conflicted shyness is negatively correlated to the perceived competence of children. -Children with “social disinterest” do not show anxiety while socializing with peers— they simply prefer to be on their own.

Parenting

Parenting styles- Baumrind proposed that parents should be neither punitive nor aloof. Instead, they should create riles for their children and be affectionate with them. She emphasizes 4 types of parenting styles.

Indulgent Parenting style is where the parent is highly involved with the child and places few demands or controls on them. These parents let their children do what they want. This makes the children never learn to control their behaviour and always expect to get their way.

Neglectful Parenting-This style is where parents are very uninvolved in the child's life. Parents can't answer questions about their children and don't know where they are. Parents develop the sense that other aspects of their lives are more important. Children tend to be socially incompetent. Many have poor self-control and do not handle independence well. They might have low self-esteem, are immature or may be alienated from their family.

Authoritative Parenting- Encourages children to be independent but still places limits and control on their actions. The parent will comfort their child by putting their arm around them and saying something along the lines of telling them they should reflect on their actions and not do what they did. Parents show pleasure and support towards their children and provide constructive behaviour. They expect mature, independent and age-appropriate behaviour from their kids. Children raised through this style are often cheerful, self-controlled, self-reliant, achievement-oriented, maintain friendly relations with peers, cooperate with adults, and cope well with stress.

Authoritarian Parenting- A restrictive, punitive style in which parents exhort the child to follow their directions and respect work and effort. There are limits and control on the child and allows little verbal exchange.