![Friends and Family:
The social lives of preschoolers
Increased interactions with the world
at large.
~ 3 children begin to develop
real friendships; individuals with
special qualities.
Friendship is focused on the
carrying out of shared activities
[as opposed to?]
8-9](https://image.slidesharecdn.com/lifespan-chapter-6-online-stud-1205192529119861-5/85/Lifespan-Chapter-6-Online-Stud-9-320.jpg)
Lifespan Chapter 6 Online Stud
- 1. Chapter 6 Social and Personality Development in the Preschool Years © 2006 Pearson Education/Prentice-Hall Publishing 1
- 2. Self-Understanding and Forming a Sense of Self Psychosocial Development 8-2
- 3. Erikson: Initiative vs. guilt ~3 to 6: Conflict b/t independence of action and sometimes negative results of that action. 8-3
- 4. Discipline 8-4
- 5. Self Concept in the School Years: Thinking About the Self What is self? Children typically overestimate their skills and knowledge 8-5
- 6. Developing racial, ethnic and gender awareness Gender is well established Gender > ethnicity 8-6
- 7. What are some possible explanations? 8-7
- 8. Theoretical explanations for gender related attitudes Biological perspectives Psychoanalytic perspectives Social-learning/Cognitive approaches Includes parental/cutlural influences 8-8
- 9. Friends and Family: The social lives of preschoolers Increased interactions with the world at large. ~ 3 children begin to develop real friendships; individuals with special qualities. Friendship is focused on the carrying out of shared activities [as opposed to?] 8-9
- 10. Playing by Rules Parallel play Associative play Cooperative play Sensorimotor play practice play pretense/symbolic play social play constructive play games 8-10
- 11. Fantasy Play Play becomes increasingly unrealistic during the preschool period What would Vygotsky say about the increase in pretend play? 8-11
- 12. Effective Parenting: Teaching Desired Behaviors Diana Baumrind (1971, 1980); parenting styles: • Authoritarian • Authoritative • Permissive/Indulgent • Neglectful Democratic 8-12
- 13. 8-13
- 14. Lower SES parents children conform to society’s expectations home atmosphere > authority Inc physical punishment more directive, less conversational As opposed to… 8-14
- 15. Higher-SES parents more concerned with developing initiative and delay of gratification atmosphere in which children are more nearly equal participants rules are discussed less directive; more conversational 8-15
- 16. Child Abuse and Maltreatment What kinds of abuse? 8-16
- 17. Types of Child Abuse 8-17
- 18. Child Abuse Occurs in any home, though most frequent in stressful family environments: Poverty Single-parent homes Families with high levels of marital discord 70% DO NOT grow up to abuse 8-18
- 19. Moral Development and Aggression Piaget Social Learning Kohlberg Gilligan 8-19
- 20. Piaget’s View of Moral Development Heteronomous Morality: Initial stage, ~4 to 7 years old. Rules are invariant and unchangeable. Immanent Justice: Immediate punishment. 8-20
- 21. Piaget’s View of Moral Development Incipient Cooperation ~ 7 to 10. Children are more social and learn the rules. Play is according to a shared conception of the rules. 8-21
- 22. Piaget’s View of Moral Development ~ 10: Autonomous Cooperation aware that game rules can be modified if players agree. Critics: He underestimated the age at which children's moral skills develop. 8-22
- 23. Moral Development in Children: Social-learning approaches How environment influences children's moral behavior. • Children model prosocial (helping) behavior Reinforcement and modeling. 8-23
- 24. Viewing Violence on TV Conducting a true experiment nearly impossible Correlational studies difficult Does television viewing cause violence? 8-24