CHAPTER 7 - Social-Emotional Development

Chapter 7: Socioemotional
Development in Early Childhood
© 2019, University of Cyberjaya. Please do not reproduce, redistribute or share without the prior express permission of the author.
Emerging Sense of Self
Psychosocial Development in Early Childhood
• Initiative versus Guilt: Young children develop a sense of
purpose and take pride in their accomplishments.
• Erikson’s Third Psychosocial Stage
• During play, young children experiment and practice new skills and
learn to work cooperatively to achieve common goals.
Self-Concept
• Children’s conceptions are influenced by their interactions with
parents, teachers, peers, and the cultural context.
• American children described their personal attributes and inner traits
positively.
• Chinese children were modest. -unassuming in the estimation of
one's abilities or achievements.
• Japanese children displayed few negative emotions in response to
failure.
Self-esteem
• Young children tend to have a high sense of self-esteem
because they do not engage in social comparison.
• Sensitive parenting and self-esteem.
Emotional Development
• Emotional development includes:
• Increasing awareness and management of emotion.
• The ability to recognize emotions and infer causes and
consequences of others’ emotions.
Emotional Understanding
• Due to the emergence of theory of mind, children can
understand emotions.
• Interactions with others play an important role in
children’s understanding of emotions.
Empathy and Prosocial Behavior
• Empathy: The ability to understand someone’s feelings.
• Prosocial Behavior: Voluntary behavior intended to benefit
another.
• With development, children become less egocentric and more
aware of others’ perspectives.
• Children display prosocial behavior by sharing.
• thinking only of oneself, without regard for the

feelings or desires of others; self-centred.
Empathy and Prosocial Behavior: Influences on Prosocial
Behavior
• Prosocial behavior is influenced by:
• Biological influences including genetic factors.
• Self-conscious emotions, such as guilt and pride.
• Parental encouragement of prosocial activity shared with
adults.
• Contextual influences such as society and cultural norms.
Empathy and Prosocial Behavior: Aggression
• Aggressive Behavior: Behavior that harms or violates the
rights of others.
• Instrumental, verbal, and relational aggression.
• Young children with high levels of aggression may have
experienced coercive parenting, family dysfunction, and
low income.
Families
Parenting Styles
• Enduring sets of parenting behaviors that occur across
situations to form childrearing climates.
• Authoritarian Parenting: Behavioral control and obedience.
• Permissive Parenting: Warm and indulgent.
• Uninvolved Parenting: Provides little support or warmth.
• Authoritative Parenting: Warm and sensitive.
Families
Discipline
• The methods a parent uses to teach and socialize children
toward acceptable behavior.
• Reinforcement and good behavior.
Families
Physical Punishment
• Tends to increase compliance only temporarily and results
in behavior problems.
• It become less effective with repeated use and as children
grow older.
• Wrongly models the use of aggression as an effective way
of resolving conflict.
• Effective Punishment: Should occur immediately and be
accompanied by an explanation.
Families
Inductive Disciplinary Methods
• Methods that use reasoning and are effective
alternatives to change a child’s behavior.
• Inductive techniques model effective conflict resolution.
• When someone hits you, you feel hurt. Therefore, when
you hit someone else, that person must feel hurt, too.
Even though you are not absolutely sure that is the
case, induction allows you to draw a general conclusion
with some confidence
Families
Culture, Context, and Parenting
• Cultural variations in parenting.
• Children evaluate parental behavior in light of their
culture and the emotional tone of the relationship.
• Parental perceptions of danger, considered within a cultural
and environmental context, and their own distress influence
how they parent.
Families
Siblings
• Through interactions with siblings, children
practice displaying positive and negative
emotions.
• Positive relationships with siblings are associated
with healthy adjustment.
• Siblings scaffold each other’s learning as they
play.
• Interactions with siblings offer young children
opportunities to advance theory of mind.
Gender Stereotypes, Gender Differences,
and Gender Development
Gender Role Norms and Gender Stereotypes
• Gender Role Norms: Expectations for males
and females that are applied to everyday
behavior.
• Gender Stereotypes
• Generalized judgment of the activities, attitudes,
skills, and characteristics deemed appropriate for
males or females in a given culture.
Gender Stereotypes, Gender Differences,
and Gender Development
Sex Differences
• The difference: Socioemotional functioning.
• There is a greater number and variety of differences
within each sex than between boys and girls.
Gender Stereotypes, Gender
Differences, and Gender Development
Biological Influences on Gender Role Development
• As most cultures have similar gender roles, sex differences
may be a result of evolution and hormones.
• Males are more active and aggressive, and females are more
nurturing.
• High levels of testosterone promotes male-typical behavior
development, with higher aggression.
Cognitive Influences on Gender Role
Development
• Children label gender groups and use in
speech at around 18–24 months.
• Gender identity occurs at about age 2.
• Gender schema:
• A concept that embodies the child’s understanding
of what it means to be male or female.
Reducing Gender Stereotyping
• Parents can model gender neutral attitudes
and beliefs by engaging in nontraditional
activities.
• Teachers can refrain from using gendered
language and counteract gender stereotypes.
• Parents and teachers can help children
recognize sexism and correct stereotypes .
Play and Peer Relationships in Early
Childhood
• Play helps children:
• To understand others’ viewpoints.
• Manage challenging situations.
• Regulate emotions.
• Play and Development
• Running, jumping, and balancing games help young children
develop their motor skills and strengthen their muscles and
bones.
Play and Peer Relationships in
Early Childhood
Sociodramatic Play
• The most advanced form of play: Children interact with
other children, taking on roles and acting out stories.
• Sociodramatic play helps children:
• Explore social rules and conventions.
• Promotes language skills.
• Associated with social competence.
Play and Peer Relationships in Early
Childhood
Rough-and-Tumble Play
• Characterized by vigorous physical activity.
• Children learn how to assert(confident) themselves,
interact with other children, and engage in physical play
without hurting other children.
• Rough-and-tumble play often accompanies superhero play.
Play and Peer Relationships in
Early Childhood
Pretend Playmates
• Imaginary companions who may represent
• Extensions of real people known to the child.
• Those who the child admires.
• Characters from stories, television, or movies.
• By interacting with imaginary companions
children practice social interactions and
social roles.
Thank you
Address Telephone Website

University of Cyberjaya 03 - 8313 7000 www.cyberjaya.edu.my
Persiaran Bestari,
Cyber 11, 63000 Cyberjaya, Facsimile Email
Selangor Darul Ehsan, Malaysia. 03 – 8313 7001 inquiry@cyberjaya.edu.my

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Chapter 7: Socioemotional

Development in Early Childhood

• thinking only of oneself, without regard for the

Address Telephone Website

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