{"id":3813,"date":"2018-07-21T20:55:28","date_gmt":"2018-07-22T00:55:28","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3813"},"modified":"2019-05-25T22:11:57","modified_gmt":"2019-05-26T02:11:57","slug":"10-forming-a-sense-of-self","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/10-forming-a-sense-of-self\/","title":{"rendered":"Forming a Sense of Self"},"content":{"rendered":"<h2>A. Psychosocial Development<\/h2>\n<ul>\n<li>Changes in understandings we have of ourselves as members of society; comprehension of meanings of behaviors of others<\/li>\n<li>Erik Erikson believed that people pass through eight stages that necessitate resolution of a crisis or conflict that lead us to develop long\u00adlasting ideas about the self.<\/li>\n<li>The preschool years largely encompass the <u>initiative\u00adversus\u00adguilt stage<\/u>, lasting from about ages 3 to 6.<\/li>\n<li>kids are in conflict<\/li>\n<\/ul>\n<p>cooking breakfast for Mom on Mother\u2019s Day kids need to try things themselves<\/p>\n<p>will make them more confident in own abilities<\/p>\n<p>Parents should reinforce idea that decisions have consequences<\/p>\n<ul>\n<li>Successful resolution of this conflict leads children to realize that they are persons in their own<\/li>\n<\/ul>\n<p>right, and they then begin to make decisions that will shape their lives.<\/p>\n<h2>B. Self\u00ad Concept in the Preschool Years<\/h2>\n<ul>\n<li>Sense of identity; beliefs about what we are like<\/li>\n<li>overestimates skills\/knowledge EX: thinking they can remember 100 words Will fade as they compare themselves to peers b. Culture affects view of self<\/li>\n<\/ul>\n<p>1) collectivistic orientation= interdependence, blending in, interconnectedness individual expected to sacrifice for good of group<\/p>\n<ul>\n<li>Individualistic orientation= personal identity, uniqueness, competition<\/li>\n<\/ul>\n<p>focus on what sets individual apart and makes them special<\/p>\n<p>Have we overdone the whole \u201cyou\u2019re special\u201d thing?<\/p>\n<h3>C. <u>Developmental Diversity and Your Life<\/u><\/h3>\n<p>By 3 or 4, most kids distinguish different races<\/p>\n<p>Starting to understand significance of race in culture<\/p>\n<p>My experience <u>race dissonance=<\/u> minority kids preferring majority values, people<\/p>\n<p>Reinforced by negative depictions of minorities in media<\/p>\n<ul>\n<li><u> Gender Identity <\/u>1. Gender vs. Sex gender differences emerge early<\/li>\n<\/ul>\n<p>kids form stereotypical expectations re: gender boys= rough, more competitive Girls= are organized\/ role\u00adplaying games<\/p>\n<p>More time spend time with own sex<\/p>\n<p>Expectations tend to be conservative on what girls should do and what boys should do 2. Biological perspectives= physical characteristics, hormone differences, brain structure differences lead to gender differences<\/p>\n<p>girls who are exposed in unusually high male hormones in utero= more masculine behaviors boys exposed to unusually high female hormones in utero= more feminine behaviors<\/p>\n<p>Evolution of gender differences<\/p>\n<p>Aggression in males= more mates (bread more)<\/p>\n<p>Nurturing in females= more babies survive<\/p>\n<p>Cross\u00adcultural differences<\/p>\n<ul>\n<li>Psychoanalytic Perspective= identification kids emulate same sex parent<\/li>\n<\/ul>\n<p>Problem: see gender\u00adtyped behaviors before phallic stages of development<\/p>\n<ul>\n<li>Social Learning Approaches= kids learn gender\u00adrelated behaviors\/ expectations from direct training, observation of others<\/li>\n<\/ul>\n<p>Parents\/ authority figures us clear messages<\/p>\n<p>Gender info from various media sources<\/p>\n<p>Can use TV shows\/ movies as teachable moments<\/p>\n<ul>\n<li>Cognitive Approaches= kids establish gender identity\u00ad perception of self as male or female<\/li>\n<\/ul>\n<p>Gender Schema= specialized schema for gender info<\/p>\n<p>Develop rules for what is appropriate\/ inappropriate<\/p>\n<p>Young kids think gender is based on appearances (such as if boy puts on a dress he will be a girl) 4\u00ad5 years old gender constancy= understanding they are permanently male or female<\/p>\n<ul>\n<li>Friends and Family<\/li>\n<li>The Development of Friendships<\/li>\n<li>Age 3 start to develop real friendships<\/li>\n<\/ul>\n<p>based on companionship\/play\/entertainment\/shared activities<\/p>\n<ul>\n<li>Older Preschoolers= see friendship as a stable relationship beyond immediate momenttrust\/ support\/ shared interests<\/li>\n<li>Categorizing Play<\/li>\n<li>Functional play= beginning of preschool years= simple, repetitive activities<\/li>\n<li>Age 4 constructive play= manipulating objects to produce\/ build something cognitive skills\/motor skills\/ problem solving\/cooperation<\/li>\n<li>Social Aspects of Play<\/li>\n<li>Parallel play= similar toys, but play separately<\/li>\n<li>Onlooker play= watching others play<\/li>\n<li>Associative play= interaction limited to sharing\/borrowing materials, ect.<\/li>\n<li>Cooperative play= playing together\u00ad taking turns, negotiating rules, ect. younger preschoolers= more functional, parallel, and on looker play older preschoolers= more constructive, associate, and cooperative play<\/li>\n<li>Effective Parenting: Teaching Children Desired Behaviors<\/li>\n<li>Diana Baumrind (1980) noted three types of parenting, and these were updated by Maccoby and colleagues. You can think of these parenting styles as different mixtures of demandingness and responsiveness.<\/li>\n<\/ul>\n<p><u>Demandingness <\/u>\u2013 rules, expectations; how strict parents are<\/p>\n<p><u>Responsiveness <\/u>\u2013 warmth, emotional connection; how emotionally attached parents are<\/p>\n<ul>\n<li><u>Authoritarian parents<\/u>\u00adhigh in demandingness, low in responsiveness. Want unquestioning<\/li>\n<\/ul>\n<p>obedience from their kids. Many rules and not willing to discuss rules.<\/p>\n<p><u>Kids<\/u>\u00ad become more withdrawn, social difficulties, unfriendly<\/p>\n<ul>\n<li><u>Permissive parents<\/u> \u2013low in demandingness, high in responsiveness. Not a lot of rules but a lot of love. No responsibility for kids<\/li>\n<\/ul>\n<p><u>Kids<\/u>\u00ad become dependent on other people, moody, lack of self\u00adcontrol and social skills<\/p>\n<ul>\n<li><u>Authoritative parents<\/u> \u2013high in demandingness and responsiveness. Strict but have a lot of love. Later willing to discuss rules; encourage independence <u>Kids<\/u>\u00ad become independent, friendly, self\u00adassertive, cooperative<\/li>\n<li><u>Uninvolved parents<\/u> \u2013low demandingness and responsiveness. Emotionally detached from children. They do only main jobs which is to provide food and shelter.<\/li>\n<\/ul>\n<p><u>Kids<\/u>\u00ad worst off. Feel unloved, low self\u00adesteem, low achievement levels. Physical and cognitive development affected<\/p>\n<p>III. Moral Development and Aggression<\/p>\n<h2>A. Developing Morality: Following Society\u2019s Rights and Wrongs<\/h2>\n<ul>\n<li><u> Moral development<\/u> refers to changes in people\u2019s sense of justice and of what is right and wrong, and in their behavior related to moral issues.<\/li>\n<\/ul>\n<h3><u>2. Piaget\u2019s View of Moral Development<\/u><\/h3>\n<ul>\n<li>a) <u>Heteronomous morality<\/u>\u00ad4\u00ad7, rules are unbreakable, beyond influence of people 1) Youngsters in this stage do not take intention into account. You could tell them the story about 2 children who both broke a plate.\u00a0 Steve accidentally broke a plate while washing dishes.\u00a0 Jake accidentally broke a plate while trying to steal a cookie.\u00a0 Someone in this stage would think both boys are wrong. They cant take into account the intentions of each boy<\/li>\n<\/ul>\n<p>2)\u00a0\u00a0\u00a0\u00a0 Children in the heteronomous stage also believe in <u>immanent justice<\/u>\u00adbroken rules earn immediate punishment<\/p>\n<ul>\n<li><u>Incipient cooperation stage <\/u>(from age 7 to 10) \u2013 becoming more social, learning rules of games. Still see rules as largely unchangeable<\/li>\n<li><u>Autonomous cooperation stage<\/u> (beginning at age 10) \u2013rules can be modified if everyone agrees<\/li>\n<\/ul>\n<h3><u>3. Social Learning Approaches to Morality<\/u><\/h3>\n<ol>\n<li>a) Social\u00adlearning approaches to morality focus on how the environment influences children\u2019s moral behavior, in particular, <u>prosocial behavior<\/u>\u00adhelping behaviors that benefit others 1) In this view, moral conduct is learned through reinforcement and modeling. 2) Children do more than simply mimic modeled behavior.<\/li>\n<\/ol>\n<ul>\n<li>By observing others\u2019 behavior, they begin to learn society\u2019s norms.<\/li>\n<li>This leads to <u>abstract modeling\u00ad<\/u>developing more general rules that underlies behaviors. They can then apply the underlying rules to new situations; don\u2019t have to be explicitly shown what to do<\/li>\n<\/ul>\n<h2>B. Aggression and Violence in Preschoolers: Sources and Consequences<\/h2>\n<ul>\n<li><u>Aggression<\/u>\u00adintentional harm to others<\/li>\n<li>As children age and improve their language skills, acts of aggression typically decline in frequency and duration. Infants do not aggress\u00ad they have no intentions to hurt another person.<\/li>\n<\/ul>\n<p>By preschool though\u00ad there will be true aggression. Often related to desired goal<\/p>\n<ul>\n<li>Advances in personality and social development contribute to the decline in aggression.Throughout the preschool years, children are increasingly able to engage in <u>emotional selfregulation<\/u>\u00adcapability to adjust emotions to desired state, level of intensity.<\/li>\n<\/ul>\n<p>\u00adAggression is a relatively stable characteristic<\/p>\n<ul>\n<li>There are gender\u00adrelated differences in aggression.\n<ul>\n<li>Boys typically show higher levels of overt aggression than girls<u>. Instrumental aggression<\/u> \u2013 motivated by desire to obtain concrete goal<\/li>\n<li>Girls show lower levels of physical aggression, but they engage in <u>relational aggression <\/u>\u2013 non\u00adphysical aggression intended to hurt someone\u2019s well\u00adbeing<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>A. Psychosocial Development Changes in understandings we have of ourselves as members of society; comprehension of meanings of behaviors of others Erik Erikson believed that people pass through eight&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/10-forming-a-sense-of-self\/\">Continue Reading<span> Forming a Sense of Self<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[97],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3813"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3813"}],"version-history":[{"count":2,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3813\/revisions"}],"predecessor-version":[{"id":4771,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3813\/revisions\/4771"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3813"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3813"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3813"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}