1 / 26

Emotional Development Young Children

Emotional Development Young Children . Child Psychology Dennis Karpowitz. Erikson’s Theory Initiative versus Guilt. Conscience Play. Freud’s Phallic Stage. Phallic stage Oedipus conflict Electra conflict Superego and conscience Identification. Self-Development. Self-concept

aira
Download Presentation

Emotional Development Young Children

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Emotional DevelopmentYoung Children • Child Psychology • Dennis Karpowitz

  2. Erikson’s TheoryInitiative versus Guilt • Conscience • Play

  3. Freud’s Phallic Stage • Phallic stage • Oedipus conflict • Electra conflict • Superego and conscience • Identification

  4. Self-Development • Self-concept • Self-esteem, Self-worth • Rate own abilities highly • Underestimate task difficulty • Allows initiative

  5. Emotional Development • Gains in representation and language • Rise of self-conscious emotions • Shame • Embarrassment • Guilt • Envy • Pride

  6. Understanding Emotion • Ability to interpret, predict & change other’s feelings • Focus on the most obvious • Talking about feelings brings emotional control • Make-believe play, well developed • Emotional knowledge increased ability to get along with others.

  7. Emotion and Self-Regulation • Language & emotional self-regulation • Emotional blunting, socially helpful • Communicate positive feeling • Temperament makes a difference • Fears are common because of vivid imaginations.

  8. Self-Conscious Emotions • Injury or enhancement to sense of self • Audience necessary • Related to achievement and moral behavior • Success and failure • Good and bad • Often defined by parents and teachers

  9. Empathy • Why is empathy socially important? • More likely to help others • Rely more on words than toddlers • Parental modeling effects their reaction to other’s suffering.

  10. Peer Relations • Play • Nonsocial activity, common in 3-4 year olds* • Parallel play • Associative play • Cooperative play • All types of play typical at this age • First friendships - pleasurable play, 4-7 • Parental influence on peer relationships

  11. Foundations of Morality • Age 2, concerned with how one should act • 1. Morality is externally, adult controlled • 2. Gradual development of inner standards • 3. Develop principles of good conduct • Freud and the superego - harsh standards • Induction - looking at consequences • Prosocial - altruistic behavior

  12. Foundations of Morality Cont. • Behaviorism and social learning theory • “Good” behavior followed by rewards • Modeling is powerful

  13. Harsh Punishment • Promotes momentary compliance • Provides children with an aggressive model • Teaches children to avoid punishing adults • Offers immediate relief to adults who are then reinforced for using coercive discipline

  14. Mild Punishment • Helpful when used as follows: • In a warm parent-child relationship • When used with consistency • When accompanied by explanation • When the adult is in control of him/her-self • When positive interactions predominate

  15. Alternative of Physical Punishment • Redirection • Time out • Withdrawal of privileges • Onerous tasks • Talking about it • Reward good behavior Catch’em be’n good

  16. Cognition and Morality • Children are active thinkers • Social conventions > moral rules • Social experiences leads to ideas about justice and fairness • Aggressive children show poor moral reasoning.

  17. Aggression • Instrumental vs. hostile aggression • Overt vs. relational aggression • Boys more aggressive than girls • Girls tend to use relational aggression • By 2 aggression decreases in girls

  18. Families Model Aggression • Anger and Punitiveness • Commands and physical punishment (boys) • Parents overlook fighting among boys • Boys less guilty about fighting than girls • High aggressors rejected by peers • Television and aggression • Social Problem Solving • Shure & Spivack

  19. Gender Typing • Role and Preferences • Strong among preschoolers • Maccoby - hormonal influences • Environmental influences • The family • Teachers • Peers • Television.

  20. Gender Identity • Masculine • Feminine • Androgynous • Learned by • Modeling and reinforcement • Gender Constancy • Gender schema theory • Reducing unhelpful gender stereotyping

  21. Child Rearing • Variables • Warmth, responsiveness • Verbal explanation • Limit setting • Physical or non physical punishment • Styles of Parenting • Authoritative • Coercive (authoritarian) • Permissive • Uninvolved

  22. Parenting Styles WarmthReasoningLimitsPhys. Pun. Hi Coercive Authoritative Permissive Low Uninvolved

  23. Child Abuse • Physical Abuse • Sexual Abuse • Physical or Emotional Neglect • Emotional, Verbal or Psychological Abuse

  24. Child Abuse Statistics • 1,460 child fatalities in 2005 • Children under 3 years of age are most at risk

  25. Child Abuse Statistics Cont. • 13.1 Million Cases Reported in 1998 • 132 % increase in one decade • 200,000 Reported Cases of Child Sexual Abuse • Approximately 68 % of the cases studied confirmed the abuse.

  26. Child Abuse Cont. • What signs do you look for? • Consistency • Regularity • Lack of logical explanation..

More Related