Self-Development

Resolving Psychosocial ConflictInitiative v. GuiltInitiative v. Guilt

Preschool-age children face Preschool-age children face a a conflict between desire to conflict between desire to act act independently & to do independently & to do things things on their ownon their own

Guilt comes when efforts failGuilt comes when efforts failThey see themselves as a They see themselves as a

unique person & begin to unique person & begin to make make decisions on their owndecisions on their ownParents can help resolve conflict by Parents can help resolve conflict by providing them with opportunities to providing them with opportunities to act self-reliantly while still giving act self-reliantly while still giving guidance & encourage initiativeguidance & encourage initiative

Self-conceptSet of beliefs about what you are like Set of beliefs about what you are like as an individualas an individualTheir self-descriptions are not Their self-descriptions are not necessarily accuratenecessarily accurate

They frequently They frequently overestimate overestimate their skills & their skills & knowledgeknowledge

They have an optimistic They have an optimistic view view of the future because they of the future because they

haven’t begun comparing haven’t begun comparing their performance against their performance against others’others’

Racial & Ethnic Racial & Ethnic AwarenessAwareness

For Many For Many Preschoolers, Preschoolers, Racial Awareness Racial Awareness Comes EarlyComes EarlyInfants can distinguish between skin colorsInfants can distinguish between skin colors

Later children begin to attribute meaning to Later children begin to attribute meaning to racial characteristicsracial characteristics

By 3 or 4 they begin to identify their self as By 3 or 4 they begin to identify their self as a member of a particular racial groupa member of a particular racial group

Ethnic identity comes later than racial Ethnic identity comes later than racial identityidentity

Race dissonance: minority children Race dissonance: minority children indicating preferences for majority valuesindicating preferences for majority values

Gender IdentityGender IdentityEstablished by Established by PreschoolPreschoolShows up in playShows up in play

Prefers same-sex Prefers same-sex playmates & gamesplaymates & games

They have strict ideas about They have strict ideas about how boys & girls are supposed how boys & girls are supposed to actto act

Gender-appropriate Gender-appropriate behavior more behavior more stereotyped stereotyped than many than many adultsadults

Become less rigid by Become less rigid by age 7 age 7 but never disappearsbut never disappears

They have expectations They have expectations about male & female about male & female

behaviorsbehaviors

Views of Gender IdentityViews of Gender IdentityBiology & Biology & GenderGenderHormones affect gender-based Hormones affect gender-based behaviorsbehaviors

Girls with high androgens Girls with high androgens prenatally have more male prenatally have more male stereotyped behaviors stereotyped behaviors

Hormones influence the growth Hormones influence the growth of the brainof the brain

PsychoanalPsychoanalytic Viewytic ViewIdentificationIdentification

The process in which a The process in which a child attempts to be child attempts to be

similar similar to the same-sex parentto the same-sex parent

Freud’s phallic stageFreud’s phallic stage

The Oedipal & Electra The Oedipal & Electra complexescomplexes

Views of Gender Views of Gender IdentityIdentity

Social Learning ViewSocial Learning ViewChildren learn gender-related behaviors & expectations from othersChildren learn gender-related behaviors & expectations from othersInvolved imitation, modeling, reward, & punishmentInvolved imitation, modeling, reward, & punishment

Cognitive ViewCognitive ViewEstablishing a gender identity used to form a sense of identityEstablishing a gender identity used to form a sense of identity

To establish a gender identity To establish a gender identity gender schema (cognitive framework that gender schema (cognitive framework that organizes information relevant to gender)organizes information relevant to gender) is developed is developedGender-specific rigidity is partly a reflection of preschooler’s understanding of Gender-specific rigidity is partly a reflection of preschooler’s understanding of gendergender

Influenced by beliefs about sexual differences & these differences Influenced by beliefs about sexual differences & these differences are based on appearance, not biologyare based on appearance, not biology

By 4 or 5 a sense of By 4 or 5 a sense of gender constancy (awareness that people are male or female gender constancy (awareness that people are male or female depending on fixed, unchangeable biological factors)depending on fixed, unchangeable biological factors)Gender stereotyping: assuming certain behaviors are appropriate & others notGender stereotyping: assuming certain behaviors are appropriate & others not

Social LivesSocial LivesDeveloping Developing FriendshipsFriendshipsAround 3 friendships developAround 3 friendships develop

Relationships with peers are based Relationships with peers are based on the desire for companionship, on the desire for companionship, play, & funplay, & fun

With age ideas about friendship With age ideas about friendship evolveevolve

Younger preschoolers friendships Younger preschoolers friendships are based on doing things togetherare based on doing things together

Older preschoolers friendships are Older preschoolers friendships are based on trust, support, & shared based on trust, support, & shared interestsinterests

PlayPlayTwo Kinds of Two Kinds of PlayPlayFunctional playFunctional play

Simple repetitive activities Simple repetitive activities typical of 3-year oldstypical of 3-year olds

Constructive playConstructive play

Manipulation of objects to Manipulation of objects to produce or build somethingproduce or build something

Gives children the chance to test Gives children the chance to test developing physical & constructive developing physical & constructive skills & practice fine muscle skills & practice fine muscle movementsmovements

They also learn cooperationThey also learn cooperation

Four Types of Four Types of PlayPlay

Parallel PlayParallel PlayChildren play with similar toys in a similar Children play with similar toys in a similar manner without interactionmanner without interaction

Onlooker PlayOnlooker PlayChildren simply watch others at playChildren simply watch others at play

Associative PlayAssociative PlayTwo or more children actually interact & Two or more children actually interact & share or borrow toys or materialsshare or borrow toys or materials

Cooperative PlayCooperative PlayChildren play with one another, taking Children play with one another, taking turns, playing games, or devising conteststurns, playing games, or devising contests

Associative & cooperative play occur in the Associative & cooperative play occur in the latter part of preschool yearslatter part of preschool years

Understanding Understanding OthersOthers

Theory of MindTheory of MindBegin to see the world from the Begin to see the world from the perspective of othersperspective of others

Understand the concept of “pretend” Understand the concept of “pretend” but not the concept of “belief”but not the concept of “belief”

AutismAutismPsychological disorder producing Psychological disorder producing significant language & emotional significant language & emotional difficultiesdifficulties

4 in 10,000 born autistic, mainly 4 in 10,000 born autistic, mainly malesmales

They lack a connection with others They lack a connection with others & avoid interpersonal situations& avoid interpersonal situations

Biological ChangesBiological ChangesMyelination of the Myelination of the Frontal LobesFrontal Lobes

Hormonal Hormonal Changes Related Changes Related to Emotionsto Emotions

Culture Plays a Culture Plays a Significant Role in Significant Role in the Interpretation the Interpretation of Others’ Actionsof Others’ Actions

Parenting Parenting StylesStyles

Authoritarian Authoritarian ParentingParentingControlling, punitive, rigid, cold, and Controlling, punitive, rigid, cold, and not tolerating disagreementnot tolerating disagreement

Authoritative Authoritative ParentingParentingFirm, setting clear limits & consistent Firm, setting clear limits & consistent limits allowing give-&-take & limits allowing give-&-take & encouraging independenceencouraging independence

Permissive Permissive ParentingParentingLax with inconsistent feedback with Lax with inconsistent feedback with little or no limits & requiring little of the little or no limits & requiring little of the childrenchildren

Uninvolved Uninvolved ParentingParentingLittle or no interest in children, Little or no interest in children, indifferent & rejecting the childrenindifferent & rejecting the children

MoralityMoralityMoral DevelopmentMoral DevelopmentChanges in one’s sense of justice & what’s right & wrong, & the behavior related to Changes in one’s sense of justice & what’s right & wrong, & the behavior related to moral issuesmoral issues

Piaget’s 3-stages of Moral Piaget’s 3-stages of Moral DevelopmentDevelopment1. Heteronomous morality (4 – 7 years)1. Heteronomous morality (4 – 7 years)

Rules are seen as unchanging & unchangeableRules are seen as unchanging & unchangeableImmanent justice predominates around this timeImmanent justice predominates around this time

2. Incipient cooperation (7 – 10 years)2. Incipient cooperation (7 – 10 years) Games become more clearly social with formal rules as to “right” & Games become more clearly social with formal rules as to “right” &

“wrong”“wrong”3. Autonomous cooperation (Around 10 years +)3. Autonomous cooperation (Around 10 years +)

Awareness that rules can be changed & modified if there is agreementAwareness that rules can be changed & modified if there is agreement

MoralityMoralitySocial Learning Social Learning TheoryTheoryThe environment produces The environment produces prosocial behaviorprosocial behavior

Not all prosocial behavior needs Not all prosocial behavior needs reinforcement to be learnedreinforcement to be learned

Abstract modeling paves the way Abstract modeling paves the way for the development of more for the development of more general rules & principlesgeneral rules & principles

Empathy & Moral Empathy & Moral BehaviorBehaviorEmpathy: the understanding of what Empathy: the understanding of what another feelsanother feels

Preschoolers attempts to avoid Preschoolers attempts to avoid negative emotions can lead them to negative emotions can lead them to act in a moral manneract in a moral manner

Aggression & ViolenceAggression & ViolenceAggressionAggressionIntentionally inflicting injury or Intentionally inflicting injury or harm on to another personharm on to another personUsually decreases through Usually decreases through preschool yearspreschool yearsEmotional self-regulationEmotional self-regulation

Capability to adjust Capability to adjust emotions emotions to a desired state & level of to a desired state & level of

intensityintensityInstrumental aggressionInstrumental aggression

Aggression motivated by Aggression motivated by the the desire to obtain a concrete desire to obtain a concrete goalgoalRational aggressionRational aggression

Nonphysical aggression Nonphysical aggression Intended to hurt another’s Intended to hurt another’s feelingsfeelings

Television Television ViolenceViolence

Exposure to ModelsExposure to ModelsAggressive behaviors more Aggressive behaviors more likely with exposurelikely with exposure

TV violence leads to higher TV violence leads to higher levels of aggressionlevels of aggression

Cognitive Cognitive ApproachesApproachesKey to understanding Key to understanding moral development is to moral development is to understand a understand a preschooler’s preschooler’s interpretationinterpretation of others’ of others’ behavior in the behavior in the environmental contextenvironmental context