Chapter 8 Gp 1, 2 and 3

8/14/2019 Chapter 8 Gp 1, 2 and 3

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Chapter 8 gp 1, 2 and 3

Psych 30

8/14/2019 Chapter 8 Gp 1, 2 and 3


1. How does the self- concept develop

during early childhood, and how dochildren advance in understanding

their emotions?

• Self Concept - The

mental image or

perception that one

has of oneself.- thetotal picture of our

traits and abilities.

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1. How does the self- concept develop during early

childhood, and how do children advance in

understanding their emotions?• In the preschool years

self definition isgenerally concreteand observable. Theywill talk about the

colour of their hair or eyes. They tend to usesingle representationsin which they describethemselves in all or nothing terms (no

grey areas!) Example:“I am good.”

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understanding their emotions?

• Around age 5-6 weseerepresentationalmappings where a

child startsmaking logicalconnectionsbetween aspectsof his/her self but

still sees thesecharacteristics inall or nothingterms.

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understanding their emotions?• In later childhood (age

7+) they start to moregeneralized traits suchas being popular, smartetc. They can also startto be more self-critical

and also begin to realizethat they can actually bemore than 1 thing at atime. Example: “I amusually (generally) goodbut sometimes I say badwords.” Or as theybecome a little moremature “I am good atmath but bad inspelling”.

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understanding their emotions?• Emotions

• SimultaneousEmotions

• Between ages 4-12

children realize thatthey can experience 2or more emotions atthe same time. Seeyour text book page283-4 where different

levels of understanding thisconcept arediscussed.

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How do young children develop

initiative and self-esteem?• Erik Erikson: Initiative

Versus Guilt

• “Children must balance theurge to pursue goals withthe moral reservations that

may prevent carrying themout. Children who learn how to regulate these opposing drives develop the “virtue” of purpose, the courage toenvision and pursue goals

without being unduly inhibited by guilt or fear of

punishment.”

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initiative and self-esteem?• Learning Initiative Versus

Guilt (Purpose)Erikson believes that thisthird psychosocial crisisoccurs during what he calls

the "play age," or the later preschool years (from about3½ to, entry into formalschool). During it, thehealthily developing childlearns: (1) to imagine, to

broaden his skills throughactive play of all sorts,including fantasy (2) tocooperate with others (3) tolead as well as to follow.

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initiative and self-esteem?• Immobilized by guilt, he

is: (1) fearful (2) hangs

on the fringes of groups

(3) continues to depend

unduly on adults and(4) is restricted both in

the development of play

skills and imagination.

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3. How do boys and girls become

aware of the meaning of

gender and what explains the

differences in behaviour btw

the sexes?• A gender role is a

set of perceivedbehavioral norms

associatedparticularly withmales or females, ina given social groupor system.

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3. How do boys and girls become aware of the

meaning of gender and what explains the

differences in behaviour btw the sexes?

• Gender roles are

not biologically

determined, butvary according to

culture and era,

and even for

individuals during

the course of

their lives.

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• Gender roles areconsequently

described bysocial scientistsas sociallyconstructed. Most

of the behaviour associated withgender is learnedrather thaninnate.

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• Gender typing – Theacquisition of the gender role – the socializationprocess. Parents often makecomments like: "Big boysdon't cry" or "Little girlsshouldn't get their prettyclothes dirty" Gender typing isthe result of all the messagesparents and society in generalgive children about their gender. .

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• Gender typing – Theacquisition of the gender role – the socialization

process. Parents often makecomments like: "Big boysdon't cry" or "Little girlsshouldn't get their prettyclothes dirty" Gender typing isthe result of all the messagesparents and society in generalgive children about their gender. What gender typing doyou think the parents gave this1700s toddler?

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• This is a baby boy

(Louis the 15th) This

was a customary outfitin the 1700s for baby

boys but wouldn’t be

considered a proper way

to dress a baby boytoday

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• From infancy, culture teacheswhat it means to be a boy or agirl. From the colour of clothes

to the toys we play with, themessages begin at a veryearly age. Young people areinfluenced by a barrage of messages to conform to avariety of expectations, and topreserve a rigid set of valuesthat stress the differencesbetween genders.

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• Gender Stereotypes –preconceivedgeneralizations about maleand female behaviour.

• Sugar and spice and everything nice,That's what little girls are

made of.Snips and snails and puppy dog tails,That's what little boys aremade of.

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• The following slides will

look at different

perspectives on Gender Development.

• Table 8-1 on page 288

should also be

examined for different

perspectives on Gender

Development

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Theory

Basic Belief • Biological Approach• Gender roles are

biologically

influenced. There is adifferent in physical brain development inthe sexes which may lead to different

behaviours and different abilities.Some links tohormonal influences

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Theory

Basic Belief • Psychoanalytic

• Freud –

Identificationtheory – thechild will adopt the

characteristics,beliefs, attitudesand behavioursof the same sex

parent

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Theory

Basic Belief • Cognitive Approach

• Children decide whether they area boy or a girl (they do their own

gender typing) based on their experiences. A child organizesinformation about what isconsidered appropriate behaviour for a boy or a girl and then actsaccordingly For example a littleboy plays with toy trucks becausehe perceives that (based upon hisexperiences) with being consistent behaviour for being aboy. They also develop gender constancy where they realize that they will always be a boy or girl and adopt the gender appropriatebehaviours.

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Theory

Basic Belief • A second cognitive

approach is thegender-schematheory in whichchildren socializethemselves by building a mental

network of information about being male or female in their culture .

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Theory

Basic Belief • Socialization

• This theory saysthat children learngender rolesthroughsocialization and

the influences of parents, peers, and cultural influences.

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Theory

Basic Belief • Socialization

•Parents• Boys are played with moreas infants –fathers play rougher with them – girlsare treated as more fragile.

• Gender-specific toys are provided.

• Girls on the other hand get more freedom in clothing choice and are allowed toexpress pain and hurt to agreater degree.

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Theory

Basic Belief • Socialization • Peers•

Even in early childhood the peer group is amajor influence ongender-typed behaviour. Childrenshow each other

approval for acting inwhat they perceive tobe gender-appropriateways and disapproval for what they consider

inappropriate

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Theory

Basic Belief • Cultural Influences• Media is responsible

reinforcing a great many

gender-typing behaviour. Though not as strongly as inearlier years, the portrayal of both men and women on TV islargely traditional and

stereotypical. This serves to promote a polarization of gender roles. [With femininity are associated traits such asemotionality, , co-operation, acommunal sense, and

compliance.

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Theory

Basic Belief • Cultural Influences• Masculinity tends to be

associated with such traits as

rationality, efficiency,competition, individualism and ruthlessness.] Men tend to beshown as more dominant, moreviolent and more powerful than

women. Men on TV are morelikely to disparage women thanvice versa. They drive, drink and smoke more, do athletic things,and make more plans. They arefound more in the world of things

than in relationships.

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Theory

Basic Belief • Cultural Influences• Children on TV • In general on TV, boys tend to

be shown as active, aggressive,rational and discontented. They tend to engage in traditional maleactivities such as sports, travel and causing trouble.

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Theory

Basic Belief • Cultural Influences• Children on TV • Even now, girls are often shown

talking on the phone, reading and helping with the housework.This pattern is even found ineducational programmes for children. End of section

Chapter 8 Gp 1, 2 and 3

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