Early Childhood Psychosocial Development幼儿心理社会发展.pptx

10-Early Childhood: Psychosocial Development Emotional development Emotional regulation The main psychosocial accomplishment Development of limbic system and prefrontal cortex Erikson’s third stage Initiative vs. guilt (Shame and doubt) Emotional development Self-concept Appearance, personality, gender Connected to parents’ confirmation Motivation Intrinsic = Internal (e.g. personal enjoyment) Extrinsic = Outside (e.g. praise or paycheck) Seeking emotional balance Externalizing problems = Physical or verbal outbursts Male aggression Internalizing problems = guilt, shame, worthlessness Female anxiety Play Universal timeless Best playmates are peers (Which children prefer) Types of play Solitary Child plays alone Onlooker Child watches others play Parallel Children play side-by-side No interaction Associative Interact, share material Not reciprocal Cooperative Interactive Taking turns Sociodramatic play Cooperative play Act out roles, themes stories E.g. playing house or dress-up Cops robbers Helps Rehearse social roles Regulate emotions by pretending Develop self-concept Challenges for parents Parenting styles Baumrind’s 3 parenting styles Authoritarian Parent expects unquestioning obedience Often in low income families Children are often: Obedient (but not happy), guilty, depressed, leave home before age 20 Permissive Never disciplines Children are often: Unhappy (lack self control), immature, continue living at home Authoritative Parent listens to child, sets limits, and enforces rules Children are often: Successful, articulate, happy, generous Neglectful/uninvolved parenting Parents don’t care Not quite the same as being permissive Children are often: Immature, sad, lonely Social cognitive problems Moral development Empathy Antipathy Parental discipline Physical punishment Psychological control Exclusion conversation Moral emotions Empathy Leads to pro-social behavior Helping others Antipathy Leads to antisocial behavior Intentional desire to