PSY 2410 Chapter 10

The ability to control when and how emotions are expressed. Precursor for later success and ideally occurs by age 6

Controlling expression of feelings (emotional regulation)

Maturation, learning, and culture

Decreases cortisol and increases endorphins. Emotions are infectious therefore children and adults need to catch the good ones and manage the challenging ones

The ability to regulate one's emotions and actions through efforts, not simply through natural inclination. Easier with good sleep habits and more difficult when in pain, tired, or hungry

Much overlap. Executive function emphasizes cognition, effortful control emphasizes temperament, and both undergrid emotional regulation

Continuously studied. Maturation, culture, past experience, adult reliability, ethnicity, and possibly household income matter

Erikson's third psychosocial crisis, in which young children undertake new skills and activities and feel guilty when they do not succeed at them

Children and adults appreciate modesty more than boasting. Evidence of emotional regulation includes children keeping quiet about how wonderful they are

Many children believe that whatever they are is good and better than other children; therefore, they need help appreciating differences (pride on oneself can lead to rejections of others)

The impulse that propels someone to act. Comes from either a person's own desires or from the social context

A drive, or reason to pursue a goal, that comes from inside a person, such as the joy of reading a good book. Thought to advance creativity, innovation, and emotional well-being

are intrinsic. A child feels inwardly compelled to act, even when adults forbid it

A drive, or reason to pursue a goal, that arises from the wish to have external rewards, perhaps by earning money or praise

If an extrinsic reward is removed, the behavior may stop unless it has become a habit, and it can sometimes undercut intrinsic motivation, where they will only do it if they get praise

Is timeless and universal; develeopmentalists belive it is a child's most productive and enjoyable activity, as without it, psychosocial development slows

People of the same age and social status; children play best with them; requires some social maturation. Sometimes parents try to compensate for a lack of this but it is not the same

Solitary, onlooker (watches others play), parallel (plays in similar ways but not together), associative (they interact but do not take turns), and finally cooperative (together, creating dramas or taking turns)

Solitary and social. If social play is prevented, children are less happy and less able to learn

Any play that may cause injury to the child. It includes rough and tumble play, wrestling, climbing trees, sledding, etc. Often forbidden by adults and done by children together.

Play that seems to be rough, as in play wrestling or chasing, but in which there is no intent to harm. Happens in every mammal species.

The limbic system connects more strongly with the prefrontal cortex, and it allows for the practice of complex social skills (bargaining, role-reversal, manipulating, etc)

Pretend play in which children act out verious roles and themes in plots or roles that they create. Occurs by age 5 and arises from intrinsic motivation and imagination

Anything that has a child looking at an electronic display. Young children have been experiencing more of this and less play every year since 1980

Childhood obesity, emotional immaturity, attention deficit/hyperactivity disorder, slow language development, reduced sleep, and impaired emotion regulation. However it is often, but not always, harmful

Expressions of warmth, strategies for discipline, expectations for maturity, and communication patterns

An approach to child rearing that is characterized by high behavioral standards, strict punishment of misconduct, and little communication from child to parent.

An approach to child rearing that is characterized by high nurturance and communication but little discipline, guidance, or control

An approach to child rearing in which the parents set limits and enforce rules, but are flexible and listen to their children

An approach to child rearing in which the parents seem indifferent toward their children. not knowing or caring about their children's lives

Authoritarian: children tend to be conscientious, obedient, and quiet, but unhappy
Permissive: children lack self-control and have inadequate emotional regulation, so they are often unhappy and might depend on parents
Authoritative: children are successful, articulate, and happy, and usually liked by teachers and peers
Neglectful: children are immature, sad, and lonely, with high rates of injury and abuse lifelong

Developmentalists recognize that successful adults experience a variety of parenting styles. Familes w/ little money and many kids lean towards authoritarian which can still result in a loving home

Caregivers must respond when children deliberately do something forbidden, dangerous, or mean, but punishment should not threaten life and limb

Affects the body (corpus) and is the most controversial. Most common in low-SES families and less affluent nations, while some countries have laws against it. Children who are not spanked are more likely to develop self control

A disciplinary technique that involves threatening to withdraw love and support, using a child's feelings of guilt and gratitude. It reduces a child's autonomy and initiative and increases shame, doubt, and guilt.

A disciplinary technique in which a person is separated from other people and activities for a specified time. Not to be done in anger or for too long and words if the child enjoys "time-in" and they understand what was wrong

A disciplinary technique that involves explaining why a particular behavior was wrong. To be successful, explanation must be within the child's ability to understand. Causes fewer behavior problems in elementary school

The parent helps the child understand and express emotions in a constructive way, and this is the foundation of good discipline. It is also crucial that children know they are loved, guided, and appreciated

Adults must decide what values to instill, and variation is evident by region, gender, and by generation.

As children gain social understanding, particularly theory of mind, they become better at understanding intentions and realizing that fair does not always mean equal

The ability to understand the emotions and concerns of another person, especially when they differ from one's own. Results more from emotion than intellect and more from intrinsic than extrinsic motivation

Feelings of dislike or even hatred for another person

Actions that are helpful and kind but that are of no obvious benefit to the person doing them

Actions that are deliberately hurtful or destructive to another person

Natural for very young children to get what they want, as they don't know that it's wrong. Early childhood is the prime time for learning to regulate this, and there are four types

Hurtful behavior that is intended to get something that another person has. Common among 2-year-olds. Named because the agression is a tool for getting something

An impulsive retaliation for another person's intentional or accidental hurtful action. Common among young children (2yrs)

Nonphysical acts, such as insults or social rejection, aimed at harming the social connection between the victim and other people.

Unprovoked, repeated physical or verbal attack, especially on victims who are unlikely to defend themselves

Biological differences between males and females, in organs, hormones, and body shape

Differences in male and female roles, behaviors, clothes, and so on that arise from society, not biology

Children usually develop their gender identities in early childhood. By age 2, children use gender labels, and by age 4, they believe that certain roles are reserved for one sex or another, even when their experience is otherwise

A broad term for people whose gender identity and/or gender expression differ from what is typically expected of the sex they were assigned at birth. Children can be this

Freud's psychoanalytic theory stage that occurs from about age 3 to 6. According to him, at age 3 or 4, boys become aware of their male sexual organ. Boys develop the superego.

They believe gender distinctions result from reinforcement, punishment, and social learning, evident in early childhood. Adults are the most gender-typed when raising young children, so children mirror what they see

Children develop a gender schema, which is their own concept of male-female differences. During Piaget's preoperational stage, appearance is stronger than logic

Gender distinctions are pervasive in every culture, so young children are socialized by their culture when it comes to gender

Heterosexual differences are basic because reproduction is needed for the species to continue. Men used to defend against predators and mothers stayed to feed the children but that is not needed today