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The Play Years: Psychosocial DevelopmentSlides prepared by Kate Byerwalter, Ph.D.,
Grand Rapids Community College
The Developing Person Through Childhood and Adolescence by Kathleen Stassen Berger
Chapter 10
Seventh Edition
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Emotional Development
“Overall, emotional development is the foundation that enables all the other forms of development.…”
(Campos et al, 2004, cited on p. 285 in textbook)
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Initiative Versus Guilt Erik Erikson’s third stage (3-6 yrs)
A child wants to complete things successfully, and feels guilt at failure.
Example: A child tries to pour juice into a cup and spills.
Some guilt is desirable.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Pride Young children generally have a very
positive self-concept and self-esteem.
They overestimate their abilities.
Example: Every preschooler believes he/she is the brightest, smartest, fastest, most liked, best at games, etc.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
So proud!
JULIA SMITH / GETTY IMAGES
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Intrinsic Motivation
Intrinsic motivation comes from within the individual; it is the joy of personal accomplishment.
Adults can encourage this by not promising rewards for a task that is already enjoyable; instead, praise a job well done.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Emotional Regulation
Emotional regulation is learning to cope with and direct one’s emotions.
It develops as a result of brain maturation and experiences.
PHOTODISC
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
The development of emotional regulation is influenced by:
GenesEarly experiences (especially stressors)CultureOngoing careBrain maturationGender Attachment
Emotional Regulation
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Externalizing and Internalizing Problems
Externalizing problems occur when a child turns emotional distress outward (e.g., attacking others in anger).
Internalizing problems occur when a child turns emotional distress inward (e.g., becoming anxious or withdrawn).
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Emotional Intelligence Emotional Intelligence involves learning
how to interpret and express emotions.
As the prefrontal cortex develops, children’s ability to regulate emotions improves.
Caregivers also play a role in teaching emotional intelligence.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Empathy and Antipathy Empathy: a true understanding of the
feelings and concerns of another
This results in prosocial behavior (e.g., helpful, kind) and is helped by theory of mind.
Antipathy: a dislike or hatred of people
Results in antisocial behavior (e.g., aggressive).
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Brotherly Love
JEFF GREENBERG / THE IMAGE WORKS
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Make it Real: Empathy
In what ways can caregivers help children learn empathy? Think of specific ideas.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Preference and Prejudice
Young children are able to show pride in their own “group” while avoiding prejudice of others.
KATE BYERWALTER
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
The Importance of Play
It is natural and beneficial for young children to PLAY!
Jean Piaget said “Play is the work of the child.”
Children LEARN through play (and also relieve stress).
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Types of Play
Solitary = play alone
Onlooker = watch others
Parallel = play with similar toys in similar ways, but don’t interact
Associative = interact and share emotions, but not in same game (e.g., outdoor play)
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Types of Play (cont.)
Cooperative = play together, with common goal, taking turns (e.g., Checkers)
Rough and tumble = mimics aggression, but is in fun (“play face”)
It usually requires social experience among participants, and enough physical space to play.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Quiz: How do you know this isn’t an aggressive encounter?
LAURA DWIGHT
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Importance of Play: Part II
It is imperative that society continues to value the importance of all types of play among young children.
Intellectual development is certainly important in early childhood, but so is ample time for free, unstructured play!
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Types of Play (cont.) Sociodramatic Play = Pretend play in
which children act out self-created roles and themes
Examples: Playing house, doctor, superheroes, or school
Think: why might children enjoy this type of play? What benefits might there be?
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Sociodramatic play helps children:
Explore and rehearse social roles they have observed (e.g., playing the “Dad”)
Regulate emotions through imagination (e.g., the powerful feeling of being a superhero)
Learn to negotiate and cooperate with others
Types of Play (cont.)
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Quiz: What type of play is this?
FELICIA MARTINEZ / PHOTOEDIT, INC.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Make it Real: Coping with Anger
What can caregivers do to help children cope with anger, and lessen the amount of aggression children display?
LAURA DWIGHT
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Aggression
All children experience the emotion of anger, but aggression involves hostile attitudes and hurtful, destructive behavior towards others.
Some types of aggression are more troublesome and long-lasting than others (see next slide).
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Types of Aggression
Instrumental: Used to obtain an object such as a toyThis is common among young children, and
becomes less prevalent with age.
Reactive: Retaliation for an act, whether or not it was intentionalThis indicates a lack of emotional regulation.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Types of Aggression (cont.)
Relational: Insults or social rejection intended to hurt anotherExample: “You can’t come to my party.”
Bullying: Unprovoked, repeated attack to inflict physical or mental harm
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Make it Real: Parenting
In your opinion, how influential is a parent to a child’s development?
PHOTODISC
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Parenting Styles
Diana Baumrind found that parents differ on four dimensions of parenting:
Expressions of warmth
Strategies for discipline
Quality of communication
Expectations for maturity
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Authoritative Style
High Warmth
High level of communication
Moderate expectations for maturity
Discipline strategies involve much discussion, firm but fair limits
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Authoritarian Style
Little Warmth
Communication is one way (commands of parent)
Very high expectations for maturity
Strict, often physical discipline strategies
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Permissive Style
High warmth
High amount of communication
Few to no expectations
Little to no discipline
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Parenting Styles: Quick Review
Suppose a teenager came in late for curfew…
How would each of Baumrind’s 3 main parenting styles handle the situation?
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Outcomes of Parenting Styles Which parenting style would you guess is
associated with the following outcomes?
Children are obedient, not happyChildren lack self-control, are not happyChildren are successful, articulate, intelligent,
and happy
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Outcomes of Parenting Styles Authoritarian: Children are obedient, not
especially happy
Permissive: Children lack self-control, are the least happy
Authoritative: Children are successful, articulate, intelligent, and happy
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Make it Real: Discipline
Anyone working with young children needs to have a set of tools in mind for discipline.
What discipline strategies have you heard about or used?
LAURA DWIGHT
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Discipline Strategies
No one strategy is a “cure-all.”
Techniques are often rooted in culture (e.g., time-out is popular in the U.S.).
All strategies should consider a child’s emerging self-concept and level of cognitive development.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
The Challenge of Media
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Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Question: The Challenge of Media
Take a guess: How much time a day do you think the
average child under 8 years old spends watching TV or playing video games or computer?
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
The Challenge of Media (cont.) Most U.S. children spend over 3 hours a
day using media.
By age 3, over 25% of children have a TV in their bedroom.
75% of low-income and 83% of higher-income children have cable TV.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Techno Homes–The Typical Child’s Home Contains:
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
The Challenge of Media (cont.) Several U.S. organizations have issued
statements imploring parents to reduce children’s exposure to violent media.
Longitudinal studies have established a link between TV violence in childhood and grades in high school.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
The Challenge of Media (cont.)
Overuse of the media takes away time for imaginative and social play, and reduces time for parent-child interaction.
PHOTODISC
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Question: Boy or Girl─So What?
Are males really from Mars, and females from Venus?
If yes, what makes males and females think, act, and feel differently?
If no, are gender differences simply exaggerated?
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Sex differences = biological differences between males and females
Gender differences = culturally imposed differences in the roles and behaviors of males and females
Boy or Girl: So What?
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Developmental Progression of Gender Awareness By age 2 cognitive awareness of gender; gender-
related preferences and play patterns are apparent
By age 3 rudimentary awareness that gender distinctions are lifelong
By age 4 awareness of “gender-appropriate” toys and roles
By age 6 well-formed ideas and prejudices about own and other sex
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Psychoanalytic Theory (Freud)Phallic stage = third stage of psychosexual
development Identification = defense mechanism that lets a
person symbolically take on behaviors and attitudes of someone more powerful than himself or herself
Superego = personality part that is self-critical and judgmental
Theories of Gender Differences
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Oedipus (boys), Electra (girls) complexes of phallic stageChild develops sexual feelings toward opposite-sex
parent, wants to replace same-sex parent
Child cannot replace same-sex parent, so wants to be like that parent
Guilt and fear are resolved by gender-appropriate behavior
No longer a popular theory–often same-sex parent not present
Theories of Gender Differences (cont.)
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Behaviorist Theory of Gender
Gender roles are learned through observation and imitation.
Examples: Who takes out the garbage? Who writes thank you notes? etc.
RONNIE KAUFMAN / CORBIS
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Gender schemas organize the world into “male” and “female” activities.
This is guided by an internal motivation to conform to sociocultural standards of gender.
Example: “Is this a (boy/girl) thing to do?”
Cognitive Theory of Gender
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Children learn the preferred behavior for men and women in their society.
Androgyny = a healthy balance of male and female psychological characteristics
Is considered a psychologically healthy way to be, and will most fully occur if society supports it
Sociocultural Theory of Gender
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 10
Gender typed behavior is shaped by BOTH genetic differences between male and female brains, and environmental influences
Epigenetic systems theory of gender