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Section 3-2
Reader’s Guide (cont.)
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Psychology.
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Vocabulary
– democratic/authoritative family
– permissive/laissez-faire family
– socialization
– identification
– sublimation
– role taking
– authoritarian family
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Section 3-4
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• The way in which children seek independence and the ease with which they resolve conflicts about becoming adults depend in large part on the parent-child relationship.
authoritarian familyparents attempt to control, shape, and evaluate the behavior and attitudes of children in accordance with a set code of conduct
• In authoritarian families parents are the “bosses.”
Parenting Styles
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Section 3-5
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• In democratic or authoritative families children participate in decisions affecting their lives.
democratic/authoritative familyadolescents participate in decisions affecting their lives
permissive/laissez-faire familychildren have the final say; parents are less controlling
• In permissive or laissez-faire families children have the final say.
Parenting Styles (cont.)
• Psychologists (Maccoby & Martin, 1983) later identified a fourth parenting style: uninvolved parents.
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Section 3-6
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• Numerous studies suggest that adolescents who have grown up in democratic or authoritative families are more confident of their own values and goals than other young people.
• This seems to come from two features–the establishment of limits on the child and responding to the child with warmth and support (Bukatko & Daehler, 1992).
Effects of Parenting Styles
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Section 3-7
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• The style parents adopt in dealing with their children influences adolescent development.
• However, it would be wrong to conclude that parents are solely responsible for the way their children turn out.
• Children themselves may contribute to the style parents embrace, with consequences for their own personal development.
Effects of Parenting Styles (cont.)
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Section 3-9
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• Learning the rules of behavior of the culture in which you are born and grow up is called socialization.
socializationthe process of learning the rules of behavior of the culture within which an individual is born and will live
• Learning what the rules are–when to apply and when to bend them–is, however, only one dimension of socialization.
Social Development
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Section 3-10
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• Finally, socialization involves learning to live with other people and with yourself.
• We all know how painful it can be to discover that other people have rights and that you have limitations.
Social Development (cont.)
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Section 3-11
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• Sigmund Freud believed that all children are born with powerful sexual and aggressive urges.
• Freud said that in the first years of life, boys and girls have similar experiences.
• Weaning the child from nursing is a period of frustration and conflict–it is the child’s first experience with not getting what he wants.
• Freud called this the oral stage of development.
Freud’s Theory of Psychosexual Development
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Section 3-12
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• Later the anus becomes the source of erotic pleasure, giving rise to what Freud called the anal stage.
• In the phallic stage, according to Freud, the child–between the ages of 3 and 5–becomes a rival for the affections of the parent of the opposite sex.
Freud’s Theory of Psychosexual Development (cont.)
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Section 3-13
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identificationthe process by which a child adopts the values and principles of the same-sex parent
• In this process, which is called identification with the aggressor, the boy takes on all his father’s values and moral principles.
• Generally, the child and the parents do not have any clear awareness that these struggles are going on.
Freud’s Theory of Psychosexual Development (cont.)
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Section 3-14
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sublimationthe process of redirecting sexual impulses into learning tasks
• Sexual desires are pushed into the background, and children explore the world and learn new skills; this process of redirecting sexual impulses into learning tasks is called sublimation.
• Freud believed that at about age 5 children enter a latency stage.
Freud’s Theory of Psychosexual Development (cont.)
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Chart 3-1
Freud’s Stages of Psychosexual Development
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Section 3-15
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• Erikson studied psychosocial development, which refers to life periods in which an individual’s goal is to satisfy desires associated with social needs.
• Erikson argues that we all face many “crises” as we mature and people expect more from us.
• Although Erikson recognizes the child’s sexual and aggressive urges, he believes that the need for social approval is just as important.
Erikson’s Theory of Psychosocial Development
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Figure 3-2
Erikson’s Stages of Psychological Development
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Section 3-16
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• Freud and Erikson stress the emotional dynamics of social development.
• Their theories suggest that learning social rules is altogether different from learning to ride a bicycle or to speak a foreign language.
• Many psychologists disagree, believing that children learn the ways of their social world because they are rewarded for conforming; children also copy older children and adults in anticipation of future rewards.
Learning Theories of Development
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Section 3-17
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• Learning theory implies that the child is essentially passive–a piece of clay to be shaped.
• Cognitive theorists see the child as the shaper.
• Theorists who emphasize the role of cognition or thinking in development view the growing child quite differently.
The Cognitive-Developmental Approach
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Section 3-18
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• When left to their own devices, youngsters spend a great deal of time making up rules.
• The world of play thus becomes a miniature society, with its own rules and codes.
• Games also teach children about aspects of adult life in a nonthreatening way.
• Children’s games are serious business.
The Cognitive-Developmental Approach (cont.)
Games and Play
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Section 3-19
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role takingchildren’s play that involves assuming adult roles, thus enabling the child to experience different points of view
• Youngsters try on adult roles.
• Role taking allows them to learn about different points of view firsthand.
• Much of the children’s play involves role taking.
The Cognitive-Developmental Approach (cont.)
Games and Play
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Section 3-20
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• Kohlberg (1968) studied the development of moral reasoning–deciding what is right and what is wrong–by presenting children of different ages with a series of moral dilemmas.
• Lawrence Kohlberg’s studies show just how important being able to see other people’s points of view is to social development in general and to moral development in particular.
The Cognitive-Developmental Approach (cont.)
Moral Development
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Section 3-21
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• After questioning 84 children, Kohlberg identified six stages of moral development.
• He then replicated his findings in several different cultures.
• What interested Kohlberg was how children arrived at a conclusion to a moral dilemma.
The Cognitive-Developmental Approach (cont.)
Moral Development
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Section 3-22
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• Children in stage two have a better idea of how to receive rewards as well as to avoid punishment.
• In stage three, children become acutely sensitive to what other people want and think.
• In stage one, children are totally egocentric.
The Cognitive-Developmental Approach (cont.)
Stages of Moral Development
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Section 3-23
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• The stage-five person is primarily concerned with whether a law is fair or just.
• Stage six involves an acceptance of ethical principles that apply to everyone, like the Golden Rule: “Do unto others as you would have them do unto you.”
• In stage four, a child is less concerned with the approval of others.
The Cognitive-Developmental Approach (cont.)
Stages of Moral Development
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Section 3-24
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• To reach the highest levels of moral development, a child must first be able to see other people’s points of view.
• Thus, the development of thinking or cognitive abilities influences moral development.
• Critics point out a gender bias in Kohlberg’s theory (Gilligan, 1977).
The Cognitive-Developmental Approach (cont.)
Stages of Moral Development
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Figure 3-3
Kohlberg’s Stages of Moral Development
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Chapter Assessment 7
Building SkillsInterpreting a GraphDoctors often record infants’ and young children’s weight and height on growth charts similar to the one for girls here. The measurements are presented in the form of percentiles. For example, a 30-month-old girl who weighs 28.7 pounds falls into the 50th percentile. This means that half of all 30-month-old girls weigh less than that child and half weigh more. Review the growth chart to the right, then answer the questions that follow.
Psy Journal (Section 3)
Write how imitation plays a part in violent acts committed by young children (children under 13 years of age).
Case Studies 2
Continued on next slide.
Why, when found, was Genie unable to speak coherently or understand language?
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Her utterances were not reinforced; therefore she did not learn to form words or sentences.
Too Late for Words:
The Case of Genie
Case Studies 3
Continued on next slide.
Describe Genie’s ability to learn to properly use language. How much progress in language development did Genie make? Explain.
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She could use words as symbols, but she was not able to master the rules of grammar or control the pitch of her voice.
Too Late for Words:
The Case of Genie
