the play years: psychosocial development slides prepared by kate byerwalter, ph.d., grand rapids...

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