Lifespan notes week 8
Lifespan notes week 8 HDFS 2010-002
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Popular in HDFS
This 3 page Class Notes was uploaded by Ashlyn Masters on Thursday October 13, 2016. The Class Notes belongs to HDFS 2010-002 at Auburn University taught by Dr. Rauer in Spring 2016. Since its upload, it has received 15 views. For similar materials see Lifespan Development in HDFS at Auburn University.
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Date Created: 10/13/16
Chapter 8: Socioemotional Development in Early Childhood (cont.) 10/3/16 Forming a sense of Self (cont.) • Gendered self in terms of socialization o Parents tend to be more restrictive of girls than boys o Girls are socialized to be more obedient/responsible than boys o Dads tend to be more rigid about boys’ gender roles and spend more time with sons than daughters o Peer socialization § Boys socialized to rough, physical, dominance-oriented play § Girls socialized to less active, less aggressive play Play • Play helps kids develop socially, cognitively, physically; increased likelihood of a special friend • Social aspects of play o Parallel play: play with similar toys, similar manner without much interaction o Associative play: interact by borrowing and sharing but don’t do the same thing o Cooperative play: genuinely interact, taking turns, etc. • Other types of play o Sensorimotor: play with toys that relate to sensorimotor schemes o Practice play: way new skills are learned o Pretense/symbolic play: involves a lot of imagination, cooperation with other kids, cognitive stuff § See text for benefits § ***Horses can understand symbolic representation o Constructive play: creation or construction of a product Chapter 8: Socioemotional Development in Early Chi ldhood (cont.) 10/5/16 Play (cont.) • Impediments to play o Media and screen time • Group entry into play o Skilled way is to watch others and then become a part of the game o Unskilled attempts include aggressive behavior or interrupting the group o Unskilled preschoolers may be more rejected by peers and lead to more aggression in boys, more parallel in girls o Kids who don’t do it well can be taught Parenting styles • Two different dimensions: warm vs. cold and discipline • Authoritative: rules with reasons and warmth o Outcomes: independent, good peer relations, self-assertive, cooperative • Authoritarian: controlling and cold – do it my way (or the highway) o Outcomes: withdrawn, not very friendly, boys hostile, girls dependent • Permissive/indulgent: few limits, lax but often caring o Outcomes: dependent, moody, low social skills • Uninvolved (permissive - negligent): no interest in kids other than meeting physical needs o Outcomes: worst, feel unloved, emotionally detached, also often behavior problems • Another- high control and high warmth Discipline- teaching our kids appropriate behavior (not the same as punishment) • Spanking is never an appropriate discipline technique according to American Academy of Pediatrics • Why? o Increased aggressiveness in kids § Teaches the kid that when someone does something they don’t want, to hit them o Fear o Less internalization of rules (less likely to obey the rules) • Not as much about behavior as it is about the parent’s lack of control Chapter 8: Socioemotional Development in Early Childhood (cont.) 10/7/16 Discipline- teaching our kids appropriate behavior (not the same as punishment) • What to use instead o Redirection (from unwanted to appropriate behavior) o Explanation o Time-out o Routines Moral Development • Social learning approach o Best adult models are warm, responsive abstractive modeling o Develop generalized principals Aggression • In preschool years, they use it largely to get what they want (toy, space) o For most, tends to decline in preschool years as emotional regulation increases • Why? o Social learning approach (frustration and Bobo) o Youtube link o TV • Cognitive approaches emphasize intent and teaching kids how to interpret it
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