Chapter 8 Socioemotional Development in Early Childhood_1

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Indian River State College *

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Feb 20, 2024

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Students need to read through areas of the ebook to summarize parts of the reading. Items deemed necessary are boldfaced lettering, key concepts, statistics (if available), processes, and research findings. Be prepared to discuss any of the figures or charts for these sections. Noncompliance is a zero for the activity. Absent students must complete all items on the worksheets in this folder before uploading for a grade. Grades are affected if you are not in class to present. Section 4: Chapter 8 - Socioemotional Development in Early Childhood Part 1 The Self List the first two stages of Erickson’s Psychosocial stages of development. How are they different? What does Erickson mean when saying the great governor of initiative is conscience. o Erickson’s first two Psychosocial stages of development  Trust versus Mistrust  Physical comfort and sensitive care  Foundation for lifelong expectations that the world will be a good and pleasant place  Autonomy versus Shame and doubt  Discover their behaviors are their own  Establish their own independence (autonomy)  Realize their will is their own  Restraint or forcefulness leads to shame and doubt  Identify with their parent  Children begin to use their perceptual, motor, cognitive, language skills to perform tasks on their own.  Surplus of energy and forget failures quickly  Through their own initiative children move out into the wider social world o Great Governor of initiative is consciousness  A young child’s initiative and enthusiasm may bring them rewards and or guilt  Contributes to a lower self-esteem Self-Understanding Define self-understanding. Provide context with the example from Sandra and Ralph, who are four, to explain this concept. o Self-understanding:  a child’s cognitive representation of self, the substance and content of the child’s self- conceptions.  Young children think the self and differences can be described by material or physical characteristics (size, shape, color, etc.) o Sandra and Ralph  Sandra  Sandra describes her differences from Jennifer due to her having brown hair unlike Jennifers blond hair.

 Ralph  Ralph describes his differences from Hank based on him being taller  Ralph describes his differences from his sister due to him having a bicycle What type of self-descriptions would children use to describe themselves during early childhood? o Children’s descriptive words include:  Activities they play Bodily Attributes  Material Possessions  Physical Activities At what age do they begin to describe themselves regarding psychological traits? How so? Why is optimism mentioned in this context when children cannot distinguish between desired and actual competence? Could this overestimation provide some psychological protection? How? o Psychological Traits used  4-5-year-old o Why?  As children are exposed to others using psychological traits and emotions, they begin to include them within their own self-descriptions. o Optimism  Due to not understanding the difference between desired and actual competence, young children instead express their optimism.  Confuse ability and effort (believe that differences in both can easily be changes)  Do not engage in spontaneous social comparison of their abilities with those of others  Tend to compare their present abilities with what they could do at an earlier age (usually makes their abilities quite good) o Overestimation connected to psychological protection  Attributes to protecting young children from negative self-evaluation There is increasing evidence that children are vulnerable to negative self-attributions. Provide the example associated with this statement. o increasing evidence that children are vulnerable to negative self-attributions  Insecurely attached preschool children with mothers who reported high levels of parenting stress and depressive symptoms had a lower self-concept compared to those with positive family circumstances.  Young children’s generally optimistic self-ascriptions do not buffer them from adverse, stressful family conditions. Understanding Others Explain the Theory of mind. Why is this Theory of mind important for a 4- or 5-year-old? Example. o Theory of mind  Understanding that other people have emotions and desires o Importance for 4-or-5-year-olds  Attain the ability to perceive others in terms of psychological traits

 Example  A 4-year-old may describe their teacher as being nice When does a child start becoming skeptical? Example. o Age  4-year-olds start to understand that people may make false statements in order to obtain something they want o Example  Study revealed that 4-5-year-olds were increasingly skeptical of another child’s claim to be sick when the children were informed that the child wanted to avoid going to camp. Why is the example about cheating important from a text perspective? Why is Piaget’s concept of egocentrism discussed along with the Theory of mind? o Example about cheating important from a text perspective  The example is child being rewarded for their confession of cheating demonstrating to others to be honest in the future and a reward will be gained.  This example is important in understanding how one’s behaviors can be influenced through observing another’s behavior. o Piaget’s concept of egocentrism compared to Theory of mind  The theory of mind research has provided evidence that children are not as egocentric as Piaget claimed  Research has shown that young children are more socially sensitive and perceptive than originally thought  A child’s interactions (parent or teacher) can influence how they develop and whether they are able to better understand (mental and emotional states) and navigate their world. Students need to read through areas of the ebook to summarize parts of the reading. Items deemed necessary are boldfaced lettering, key concepts, statistics (if available), processes, and research findings.

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Be prepared to discuss any of the figures or charts for these sections. Noncompliance is a zero for the activity. Absent students must complete all items on the worksheets in this folder before uploading for a grade. Grades are affected if you are not in class to present. Section 4: Chapter 8 Part 2 Emotional Development Define Self-Conscious emotions (definition not in the book, so explain what you think it is). Please provide examples of what we might experience. At what age does self-conscious emerge? Provide an example of why a child might experience shame from an example in the book. o Self-Conscious emotions  The ability to separate oneself from another  They are able to refer and be aware of themselves as distinct from others o Experience Examples  Pride  Shame  Guilt o Emerging Age  Between 15 to 18 months (1 ¼-1 1/2 )  After Self-awareness emerges o Experience Shame  When a parent disciplines a child, like stating they should feel bad for biting their sister Understanding Emotions Explain the significance between 2 and 4 and the next paragraph for ages 4 to 5 about emotion about social standards. o Emotion and Social Standards  Between 2 and 4  Increases in number of terms used to describe emotions  Understanding causes and consequences of feelings  Between 4 and 5  Increase ability to reflect emotions  Events can elicit different feeling in different people  Awareness of monitoring their emotions according to social standards Regulating Emotions

How is social competence important for regulating emotions? What might we expect of a child age ten if they had lower levels of emotional regulation at age 5? What does the text say about externalizing problems in adolescence? o Importance of Social Competence  Manages a child’s ability to demands and their conflicts faced with others o Child aged 10 and lower levels of emotional regulation age 5  Child aged 5-years associated with a lower level of emotional regulation experienced emotional problems at age 10-years. o Externalizing in Adolescence  Higher level externalizing problems in adolescents had been linked to lower levels of emotional regulation in early adulthood. Executive Functioning What types of development advances might we expect in early childhood? What might this mean for school readiness and sexual behavior (not in the text passage)? What do you think? o Types of development advances  Management towards the demands and conflicts faced during interactions  Becoming socially competent  Self-regulation  Executive Functions o School Readiness and Sexual behavior  A child who experienced lower levels of emotional regulation in early childhood may be prone to externalizing behaviors leading to them becoming more aggressive than their counterparts.  For their sexual behavior this can cause males to feel woman as being inferior to them as they age and cause males to show their power towards a female in an aggressive manor leading into adolescence and adulthood.  For their sexual behavior this can become abusive towards the other partner later as they transfer into their adolescence and adult years.  Their school readiness can be impaired, and the child can experience a low-level cognitive functioning leading to them being unprepared for school and its expectations. Emotion-Coaching and Emotion-Dismissing Parents Define emotion-coaching parents and emotion-dismissing parents. Why is this important for regulating negative emotions (anger, frustration, sadness, jealousy)? o Emotion-coaching Parents  Monitor their child’s emotions  Negative emotions are teaching opportunities  Assistance in labeling emotions  Coaches them how to deal effectively with emotions o Emotion-dismissing Parents  Deny, ignore, or change negative emotions

o Importance  Regulating one’s negative emotions is important because if unchecked as the child develops, they can become more prone to negative internal and external behavioral problems and become unable to express their emotions without being negative. Why is scaffolding important to a child’s emotional growth when parents use emotional coaching instead of emotion-dismissing? How does this affect a child’s ability to soothe themselves when upset? o Scaffolding Importance  Allows for stability as a child develops their emotion, but also allows the child to build out independently emotionally.  Emotional-coaching Parents  Provide a foundation for further emotional development  More nurturant  Allows for the child to think positively towards developing their emotions  Emotional-dismissing Parents  Provide no foundation for a child to build from  Negative emotions are reflected  Leads to a negative development of ones’ emotions  Soothing Oneself  Emotional-coaching Parents  Positive for soothing oneself when upset  More effective in regulating negative emotions  Attention focus positive  Fewer behavior problems  Emotional-dismissing Parents  Opposite of emotional-coaching parents What does a recent study (Korner & Others, 2019) say about lower and higher emotional competence? Why is paternal emotion coaching important to children’s emotional development at ages 3 and 4, according to Gerhardt & Others (2020)? o Korner & Others 2019 study  Emotion-dismissing Parents were linked to  Lower emotional competence in toddlers  Emotional-coaching Parents  Higher emotional competence  Social Competence (fathers) o Gerhardt & Others 2020 study  3-4-year-olds indicated that paternal emotional-coaching parents predicted children’s positive expression of emotion one year later.

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Chapter 8 Socioemotional Development in Early Childhood_1

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