Page 1
© 2009 Allyn & Bacon Publishers
8Social and Personality Development in Early ChildhoodThis multimedia product and its contents are protected under copyright law. The following are prohibited by law:
• any public performance or display, including transmission of any image over a network;• preparation of any derivative work, including the extraction, in whole or part, of any images;• any rental, lease, or lending of the program.
Page 2
© 2009 Allyn & Bacon Publishers
• Freud– Anal Stage
• Toilet training battles• Control over bodily functions
– Phallic Stage• Oedipus or Electra Complex
– Identification with the same sex parent
Theories of Social and Personality Development Psychoanalytic Perspectives
Page 3
© 2009 Allyn & Bacon Publishers
• Erikson– Autonomy versus Shame and Doubt
• Centered around toddler’s new mobility and desire for autonomy
– Initiative versus Guilt• Ushered in by new cognitive skills• Developing conscience dictates boundaries
Theories of Social and Personality Development Psychoanalytic Perspectives
Page 4
© 2009 Allyn & Bacon Publishers
• Social and emotional changes facilitated by enormous growth in cognitive abilities.
• Person Perception– Ability to classify others
• Make judgments about children similar to adults
• Use traits to describe people or patterns of behavior
• Preschooler perceptions may vary from day to day.
Theories of Social and Personality DevelopmentSocial-Cognitive Perspectives
Page 5
© 2009 Allyn & Bacon Publishers
• Understanding Rule Categories
– Social conventions • Rules that serve to regulate behavior
– Moral rules• Regulations based on individual or society’s
sense of right and wrong
– Preschoolers respond differently to social rules and moral rules between 2 and 3
– Understanding develops on basis of increased cognitive capabilities and adult emphasis of moral transgressions
Theories of Social and Personality DevelopmentSocial-Cognitive Perspectives
Page 6
© 2009 Allyn & Bacon Publishers
• Understanding Others’ Intentions– Recent research suggests that children do
understand intentions to some degree.
• Understand that punishment is for intentional acts
• Can make judgments about actors’ intentions when faced with abstract problems and with punishment
• But still can be bound by consequences in their judgments
Theories of Social and Personality DevelopmentSocial-Cognitive Perspectives
Page 7
© 2009 Allyn & Bacon Publishers
Figure 8.1 A Test of Children’s Understanding of Intentionality
FIGURE TO COME
Page 8
© 2009 Allyn & Bacon Publishers
• Self-Concept– Categorical Self
• Focus on visible characteristics
– Emotional Self• Acquisition of emotional self-regulation
– Associated with peer popularity– Lack of control associated with aggression– Ability to obey moral rules– Associated with emergence of empathy
– Social Self• Child sees self as player in social games
– Learns many social scripts, which provide appropriate situational behaviors
Personality and Self-Concept
Page 9
© 2009 Allyn & Bacon Publishers
• Psychoanalytic Explanations– Identification with same sex parent
• Social-Cognitive Explanations– Linked to gender-related behavior
• Becomes motivated to exhibit same-sex behaviors
– Parents shape sex role behaviors and attitudes
• Gender Schema Theory– Learn gender scripts
– Learn likes and dislikes of own gender
– Develops a complex view of other gender
Gender Development
Page 10
© 2009 Allyn & Bacon Publishers
• Gender identity – Child’s ability to label his or her own sex correctly
• Gender stability– Understanding that you are the same gender
throughout life
• True gender constancy– Recognition that someone stays the same gender even
though appearances may change with clothing
Gender DevelopmentGender Concept Sequence
Page 11
© 2009 Allyn & Bacon Publishers
Figure 8.2 Gender Stereotyping in a Child’s Drawing
Page 12
© 2009 Allyn & Bacon Publishers
• Cross-cultural gender stereotypes– Women associated with gentleness, weakness,
appreciativeness, and soft-heartedness– Men associated with aggression, strength, cruelty, and
coarseness.– Children learn these stereotypes by 3 or 4
• Can assign stereotypical behaviors to jobs, toys, and activities
– By age 5, children begin to associate personality traits with gender
Gender DevelopmentSex-Role Knowledge
Page 13
© 2009 Allyn & Bacon Publishers
• Develops earlier than ideas about gender– 18 – 24 months – children prefer sex-stereotyped toys– Age 3 – children prefer same-sex friends
• Learn from older same-sex children• Sex-typed behaviors are learned differently.
– Girls use an enabling style• Supporting a friend, expressing agreement, making
suggestions
– Boys use a constricting or restrictive style• Derails inappropriate interactions, bringing them to an end
Gender DevelopmentSex-Typed Behavior
Page 14
© 2009 Allyn & Bacon Publishers
Figure 8.3 Gender and Playmate Preferences
Page 15
© 2009 Allyn & Bacon Publishers
• Securely attached preschoolers exhibit fewer behavior problems
• Insecurely attached children display more anger and aggression at daycare and preschool
• By age 4, children form goal-corrected partnerships– Relationships continues to exist even when the
partners are apart
Family Relationships and StructureAttachment
Page 16
© 2009 Allyn & Bacon Publishers
• Diana Baumrind– Focused on 4 dimensions
• Warmth or nurturance• Clarity and consistency of rules• Maturity of expectations and demands• Communications between child and parent
– Three parenting styles• Authoritarian• Permissive• Authoritative
• Maccoby and Miller add uninvolved, neglecting
Parenting Styles
Page 17
© 2009 Allyn & Bacon Publishers
Figure 8.4 Control, Acceptance, Parenting Style
Page 18
© 2009 Allyn & Bacon Publishers
• High levels of demand and control• Low levels of warmth and communication
• Consequences– Children do well in school– Have lower self-esteem– Typically less skilled with peers– Some appear subdued– Others show high aggressiveness– Traits last well into high school
Parenting StylesAuthoritarian
Page 19
© 2009 Allyn & Bacon Publishers
• High in warmth and communication• Low in demand and control
• Consequences– Do slightly worse in school during adolescence
– Likely to be more aggressive
– Somewhat more immature
– Less likely to take responsibility
– Less independent
Parenting StylesPermissive
Page 20
© 2009 Allyn & Bacon Publishers
• High in warmth and communication• High in demand and control
• Consequences– Most consistently positive outcomes– Children show higher self-esteem– More independent– More likely to comply with parental requests– Show more altruistic behaviors– Self-confident and achievement oriented– Get better grades in school
Parenting StylesAuthoritative
Page 21
© 2009 Allyn & Bacon Publishers
• Maccoby and Martin add the Uninvolved Type– Low in levels of demand and control
– Low in levels of warmth and communication
– Consequences• Most consistently negative outcomes
• Disturbances in social relationships
• More impulsive and antisocial in adolescence
• Less competent with peers
• Much less achievement-oriented in school
Parenting Styles
Page 22
© 2009 Allyn & Bacon Publishers
Figure 8.5 Parenting Style and Grades
Page 23
© 2009 Allyn & Bacon Publishers
• Authoritative Parents– More likely to be involved in child’s school
– Inductive discipline• Strategy in which parents explain to the child why
a punished behavior is wrong
• Helps children in preschool to gain control of their behavior and gain perspective of other’s feelings
Parenting Styles
Effects
Page 24
© 2009 Allyn & Bacon Publishers
• Authoritative pattern
– More common in white families
– Least common among Asian Americans
– More common among middle class
– Usually more common among intact families
– Positive outcomes seen in all ethnic groups
Ethnicity, Socio-Economic Status and Parenting Styles
Page 25
© 2009 Allyn & Bacon Publishers
Figure 8.6 Social Class, Ethnicity, and Parenting Style
Page 26
© 2009 Allyn & Bacon Publishers
• Authoritarian pattern– Asian Americans
• Associated with high levels of school achievement in Asian American children
• Helps children to succeed economically
• Helps to enable children to maintain ethnic identity
Ethnicity, Socio-Economic Status and Parenting Styles
Page 27
© 2009 Allyn & Bacon Publishers
• Authoritarian pattern
– African American families
• Aware of social forces such as racism that impede social success
• Adopt authoritarian pattern to enhance children’s potential for success
• High correlation between authoritarian pattern and self-control among African American children
• More common among poor families
Ethnicity, Socio-Economic Status and Parenting Styles
Page 28
© 2009 Allyn & Bacon Publishers
• What kind of parenting style was used to raise you? What effects did it have on your development? What style will you use as a parent?
• What can single parents do to improve the developmental progress of their children?
Questions to Ponder
Page 29
© 2009 Allyn & Bacon Publishers
• Family Structure: Diversity in Two-Parent and Single-Parent Families– Only 50% of U.S. children live with both biological parents
– 20% to 30% of two-parent families are created when a divorced or never-married parent marries another person
– Many children from two-parent families have experienced single-parenting
– Since the 1990’s, higher numbers of single mothers are middle class professionals
– Teenage mothers are likely to live with parents
Family Relationships and Structure
Page 30
© 2009 Allyn & Bacon Publishers
Figure 8.7 Ethnicity and Family Structure
Page 31
© 2009 Allyn & Bacon Publishers
• More common among African Americans and Native Americans– These groups have higher rates of births to single mothers
• 75% of births are to mothers over age 20
• Single mothers are less likely to marry
• A lack of economic opportunities for men hinders their taking on family responsibilities
• Grandparents and other relatives traditionally help support single mothers
Family Structure and Ethnicity
Single Parents
Page 32
© 2009 Allyn & Bacon Publishers
Figure 8.8 Ethnicity and Births to Unmarried Women
Page 33
© 2009 Allyn & Bacon Publishers
• Custodial Grandparents– Stresses of parenting and the physical effects of aging
cause more anxiety and depression in grandparents
• Gay and Lesbian Parenting– Concerns about children’s sex-role identity and
orientation are not supported by research
Their children do not differ from other children on measures of cognitive and social development
Other Types of Family Structures
Page 34
© 2009 Allyn & Bacon Publishers
• Exhibit declines in school performance
• Show more aggressive, defiant, or depressed behaviors
• More likely to engage in criminal behavior in adolescence
• Children in step-parent families have higher rates of delinquency, more behavior problems, and lower grades
Divorce
Impact on children
Page 35
© 2009 Allyn & Bacon Publishers
• Higher risk of mental problems in adulthood
• Lack financial and emotional support needed for success in college
• Struggle with fears of intimacy in relationships
• More likely to divorce themselves
• Short term: effects are more severe for boys
Divorce
Impact on children
Page 36
© 2009 Allyn & Bacon Publishers
• Supports suggestion that optimal family structure is two biological parents
• Single parenting when poverty is an issue correlates with negative effects on development
• Children of single parents
– Twice as likely to drop out of high school– Twice as likely to have a child by 20– Less likely to have a steady job– Preschoolers are less cognitively and socially advanced
Family Structure EffectsPsychological research
Page 37
© 2009 Allyn & Bacon Publishers
• Solitary play– All ages of children
• Parallel play– 14 – 18 months
• Cooperative play– 3 – 4 years old
Peer RelationshipsPlay
Page 38
© 2009 Allyn & Bacon Publishers
• Associated with the development of social skills.
• Group entry– Poor group entry skills lead to aggressive behaviors
– Children with poor group entry skills often rejected by peers
– Social skills training helps to gain acceptance for rejected children
Peer RelationshipsPlay
Page 39
© 2009 Allyn & Bacon Publishers
• Behavior intended to hurt another
• Initial aggression in 2 – 3-year-olds– Hitting and throwing things
– Instrumental – intended to obtain something a child wants
• Older children– Hostile aggression – used to hurt another or to gain advantage
– With good verbal skills comes verbal aggression
– Physical aggression declines as dominance hierarchies emerge
Aggression
Page 40
© 2009 Allyn & Bacon Publishers
• Aggression-frustration hypothesis– Declines with communication skills
• Reinforcement and modeling of aggression
• Trait aggression – Personality style that develops as a way of life
• May have genetic basis• Seen in abusive families• Lack of affection in families
• Aggressive children lag behind in understanding other children’s intentions, can improve with training
Development of aggression
Page 41
© 2009 Allyn & Bacon Publishers
• Purpose is to help another person• Development of Prosocial Behavior
– Evident at 2 – 3 years of age– Some behaviors increase with age– Children who show altruistic behaviors are popular with peers
• Parental Influences– Loving and warm family climate– Explain consequences clearly to children– Provide prosocial attributions – positive statements about the
underlying cause for helpful behavior
Prosocial Behavior and Friendships
Page 42
© 2009 Allyn & Bacon Publishers
• Friendships
– Emerges by age 3
– By age 4, children spend 30% of time with another child
– Become more stable with time
– Early friendships related to social competence
Prosocial Behavior and Friendships