Early Childhood
Post on 31-Dec-2015
32 Views
Preview:
DESCRIPTION
Transcript
Theory of mind
The ability to understand the existence of mental states in the minds of others Desires Beliefs etc.
Strongly explanatory and predictive. Yet, non-tangible.
Desires – “I want…” children speak about early (2 years)
Beliefs – “I believe that…” don’t show up in speech until 4-5 years
Desires – simple constructs mind-to-world fit
concerned with the person How we want the world to be
similar to emotions (non-representational) Beliefs – more complex constructs
world-to-mind fit concerned how the world
How it really is representational
Succeeding at the false belief task… Requires understanding that Maxi has a mental state (belief) that is
different from the child’s mental state. has a mental state (belief) that is
different from reality.
Beliefs come apart from reality they can be false.
Desires don’t.
Children can use belief states to explain behavior before they will use them to predict.
Katie is looking for her kitty. Her kitty is in the garage. Katie is looking for her under the piano. Why is Katie looking under
the piano? When confronted with a
behavior they can’t otherwise explain, children will appeal to a (false) belief. She is looking under the
piano cause she thinks the kitty is there.
examples Experimenter: Why does Jason cry?
Child: Because he was scared. Experimenter: Why else does Jason cry? Child: He thought it was a rattlesnake. Experimenter: Was it really a rattlesnake? Child: No.
Experimenter: Why is Ann smiling? Child: ’Cause she likes cookies. Experimenter: Why else is Ann smiling? Child: ’Cause she’s happy. Experimenter: Why else is Ann smiling? Child: She thinks she can eat it? Experimenter: Can she really eat it? Child: It’s not real.
What do all of these tasks have in common?
Executive function The ability to override current information
with New information Past information Additional information
The ability to hold 2+ thoughts in mind and compare them.
emotions and self-development
Emotions are important in the emergence of self-awareness:
Self-efficacy awareness that you can affect events in your
surrounding Self-control
learning to modulate emotional reactions Self-concept
episodic memories external vs. internal characteristics
Self-esteem: higher order emotions that involve injury or enhancement to sense of self shame, embarrassment, guilt, envy, pride
• Emerge end of 2nd year, with sense of self• Accompanies other self-recognition tasks
• Awareness of expectations/reactions of others• Important distinction between shame and
guilt.• What is the difference?
• Why do we call these emotions “moral emotions”?
Emergence of the conscience: moral awareness- sense of good vs. bad
Self-regulatory emotions Guilt/Shame Pride Disgust
Inhibition of bad behavior, promotion of good behavior
socialization- culturally relevant norms and feelings
empathy
May be more important for moral socialization than negative emotions
Global distress Emotional contagion
Egocentric empathy (2 yrs) Non-egocentric empathy (3 yrs+) Cognitive empathy (middle childhood)
Abstract perspective-taking
Play Play: a pleasurable activity that is engaged
in for its own sake Theorists have focused on different
aspects of play: Freud and Erikson: play helps child master
anxieties and conflicts, satisfies our exploratory drive Play therapy
Piaget: play advances cognitive development; children’s cognitive development constrains the way they play
Vygotsky: play is an excellent social setting for cognitive development
Importance of play
Cognitive development Appearance – reality shift (make believe) Theory of mind Imagination
Social competence Empathy Role-playing
Emotional regulation
Types of Play: Sensorimotor play
behavior by infants to derive pleasure from exercising their sensorimotor schemes
Practice play the repetition of behavior when new skills are being
learned or mastered Pretense/symbolic play
occurs when the child transforms the physical environment into a symbol
Social play play that involves interaction with peers
Constructive play combines sensorimotor/practice play with symbolic
representation Games
activities that are engaged in for pleasure and have rules
Levels of social complexity Parallel play
Parallel aware play Simple social play Complementary/reciprocal play Cooperative social pretend play Complex social pretend play
Meta-communication about play
Parenting styles Authoritarian: restrictive style in which
parents demand obedience and respect Parent places firm limits and does not allow discussion Parent rigidly enforces rules but rarely explains them Children are often unhappy, fearful, and anxious
Authoritative: encourages children to be independent while placing limits and controls on actions
Extensive verbal give-and-take Parents expect mature, independent, age-appropriate
behavior Children are often cheerful, self-controlled, and self-
reliant
Parenting Styles
Neglectful: parent is very uninvolved in child’s life
Children feel that other aspects of the parent’s life are more important than they are
Children tend to be socially incompetent, immature, and have low self-esteem
Indulgent: parents are highly involved but place few demands or controls on the child
Children never learn to control their own behavior and always expect to get their way
Gender
Sex: biological classification of male or female
Gender Identity: the sense of being male or female
Gender Roles: sets of expectations that prescribe how females or males should think, act, and feel
Gender Two basic types of theories Gender differences are built-in
Psychoanalytic: unconscious urges/tensions Epigenetic: biological/genetic underpinnings
Gender differences are learned Behaviorism: behavior is conditioned by
reward/punishment Cognitive: learned schemas (same as
“restaurant” schema) Socio-cultural: socialization, internalizing
norms
Parental Influences: Mother’s Socialization Strategies:
Mothers socialize daughters to be more obedient and responsible than sons
Mothers place more restrictions on daughters’ autonomy
Father’s Socialization Strategies: Fathers show more attention to sons than
daughters, engage in more activities with sons, and put more effort into promoting sons’ intellectual development
Peer Influences: Peers extensively reward and punish gender
behavior Greater pressure for boys to conform to traditional
gender roles Children’s Groups:
Children show preference toward same-sex playmates by age 3
From age 5 onward, boys are more likely than girls to form large groups and participate in organized group games
Boys engage in rough play, competition, conflict, etc.
Girls engage in “collaborative discourse”
Emotions and motivation
Extrinsic – reference to rules, rewards, punishment
Intrinsic – reference to internal (emotional) states of self or other E.g. makes me feel bad, hurts someone’s feelings
Providing extrinsic motivation (rewards) can interfere with intrinsic motivation. Difference in rewards given after and those
promised before hand.
top related