Psychosocial Development in Early Childhood - Lecture Slides |, Study notes of Developmental Psychology

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Chapter 8

Psychosocial Development in Early Childhood

Erikson’s 3

rd

Stage of Personality

Development

Initiative vs. guilt Conflict arises from a growing sense of purpose, which lets a child plan and carry out activities and the growing pangs of conscience the child may have about such plans. Child needs guidance and consistent limits to attain a healthy balance.

Development of Self-concept

Young child less than 4 cannot decenter. He cannot consider different aspects of himself at the same time. All or nothing thinking. 5 to 7 shift – Starts to link one aspect of himself to another however all positive. He cannot see that he can be good at some things and bad at others. Middle childhood – Begins to see that he can be good at some things and bad at other things.

Helpless Pattern

When self-esteem is high a child is motivated to achieve. However if self- esteem is contingent on success, chldren may view failure or criticism as an indictment of their worth and may develop a helpless pattern. Occurs in 1/3 to ½ of pre-schoolers and kindergarten children.

Gender Differences

Boys and girls more alike than different at age 3. However, some differences appear. As toddlers, both can be difficult Boys more aggressive Girls more empathic, helpful, compliant, seek adult approval By age 4, problem behavior improves, boys still tend to be more aggressive and act out more than girls.

IQ Differences

Males better at spacial abilities, abstract math, and scientific reasoning Girls better in verbal, math computation, fine motor and perceptual skills

Case Study

A 7 month old boy and his penis was severely damaged during circumcision. The decision was made at 17 months to rear the child as a girl. Had reconstructive surgery. Child later rejected female identity and at puberty switched to living as a male. Troubled life and committed suicide in 2004.

Influence on Gender Typing

Parents - Father has a stronger influence. Both parents are more tolerant of girls playing with boy toys than boys playing with girl toys. Siblings - First-born more influenced by parents, 2 nd^ and 3rd^ born children are more influenced by older sibling. Peers and television – Very important influence and becomes more important as children become older.

Functional Play

Begins during infancy, continues into early and middle childhood Involves repetitive muscular movements, rolling ball, running and jumping. Rough and tumble play, chasing, wrestling.

Constructive Play

Using objects or materials to make something. 4 year olds in pre-school spend more than 50% of their day in constructive play. More elaborate by age 5 or 6

Parallel Play

Child plays independently along side other children. As children get older, progress from playing alone, to playing along side, to playing together.

.Do boys and girls play

differently?

Yes they do. Universal across cultures Boys play more rough and tumble or dramatic play that involves danger. Girls play quieter, with one playmate, dramatic play involves relationships. Influence of testosterone

Positive Reinforcement

Use external rewards for good behavior such as candy, money, toys or stickers. Child eventually internalizes the reward after discovering that good behavior brings feelings of pleasure and accomplishment. Prudent punishment that fits the behavior is sometimes appropriate. Needs to be immediate, tied to the offense and used sparingly for the very important misbehavior that could be life-threatening.

Spanking

Very common in early childhood but need to be aware that this can have negative consequences. Child may learn that aggression is OK. Risk injuring child. More often it is used, the less effective it becomes.