1

Chapter 6Social and Personality Development

in the Preschool Years

© 2006 Pearson Education/Prentice-Hall Publishing

8-2

Self-Understanding and Forming a Sense of Self

Psychosocial Development

8-3

Erikson:

Initiative vs. guilt

~3 to 6: Conflict b/t

independence of action and sometimes negative results of that action.

8-4

Discipline

8-5

Self Concept in the School Years: Thinking About the Self

Children typically overestimate their skills and knowledge

What is self?

8-6

Developing racial, ethnic and gender awareness

                                                                        

Gender is well established

Gender > ethnicity

8-7

What are some possible explanations?

8-8

Theoretical explanations for gender related attitudes

Biological perspectives Psychoanalytic perspectives Social-learning/Cognitive approaches

Includes parental/cutlural influences

8-9

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?]

Friends and Family: The social lives of preschoolers

8-10

Playing by Rules

Parallel play Associative play Cooperative play

Sensorimotor play practice play pretense/symbolic play social play constructive play games

8-11

Fantasy Play

Play becomes increasingly unrealistic during the preschool period

What would Vygotsky say about the increase in pretend play?

8-12

Effective Parenting: Teaching Desired Behaviors Diana Baumrind (1971, 1980); parenting

styles:• Authoritarian• Authoritative• Permissive/Indulgent• Neglectful

Democratic

8-13

8-14

children conform to society’s expectations home atmosphere > authority Inc physical punishment more directive, less conversational As opposed to…

Lower SES parents

8-15

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

Higher-SES parents

8-16

Child Abuse and Maltreatment

What kinds of abuse?

8-17

Types of Child Abuse

8-18

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

8-19

Moral Development and Aggression

Piaget

Social Learning

Kohlberg

Gilligan

8-20

Piaget’s View of Moral Development

Heteronomous Morality: Initial stage, ~4 to 7 years old.

Rules are invariant and unchangeable. Immanent Justice: Immediate punishment.

8-21

Incipient Cooperation ~ 7 to 10. Children are more social and learn the rules. Play is according to a shared conception of

the rules.

Piaget’s View of Moral Development

8-22

~ 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.

Piaget’s View of Moral Development

8-23

Moral Development in Children:

Social-learning approaches

How environment influences children's moral behavior.

• Children model prosocial (helping) behavior

Reinforcement and modeling.

8-24

Viewing Violence on TV

Conducting a true experiment nearly impossible

Correlational studies difficult

Does television viewing cause violence?