Early Childhood Development: Social World and Emotional Regulation, Study notes of Creativity Development

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Chapter 6: Early

Childhood-The

Social World

Top Ten Topics

Controlling Emotions Punishment

Motivation Becoming Boys & Girls

History of Play Right vs. Wrong

Social Play

Styles of Caregiving

Injury

Abuse & Neglect

https://www.youtube.com/watch?v=JsQMdECFnUQ

The

Marshmallow

Test

Marshmallow Test-

● Avg child waits ~6 mins (rather than 15 mins) ● Children that delayed: looked away, closed their eyes, sang to themselves (distraction) ○ Became successful as teens, young adults, and even middle-aged adults ○ Higher SES families were able to wait longer in one replication; children of Nso people in Cameroon ● Variation on experiment–Art Supplies. ○ Child given paper and a sealed container of crayons ○ Adults says to wait while they get more art supplies ○ After 2 mins the adult came back to tell (half) the children they made a mistake; no extra supplies; use the provided ones instead. ○ The other half of the children were provided the extra multi-colored crayons and other supplies

Self-Assessment: The

Marshmallow Test

If you participated in this test yesterday, would you have eaten the marshmallow immediately, or waited for more marshmallows?

What about as a child? Why do you think that would have been the case?

Does money “burn a hole in your pocket” so you spend it when you get it? Why?

Emotional

Intelligence

https://www.youtube.com/watch?v=LgUCy WhJf6s

https://www.youtube.com/watch?v=ajugpbs bIjw

Erikson’s Initiative vs. Guilt

Encourages children to keep trying new things.

Initiative Starting or saying something new, expressing an idea. Leads to pride or guilt

Guilt Negative feeling a child may feel when they don’t succeed at a new activity

Protective Optimism Exaggerated Skills

Over -exaggerated abilities, memories, skills, social standing, stronger, etc.

Between child and significant adults

Reciprocity

Emotional Connections

Growth Prefrontal cortex, amygdala, hippocampus

Sleep More consistent and sufficient

Impediments to Growth Adverse Childhood Experiences

Play

(-) conversation, imagination, & exercise; (+) obesity & emotional immaturity, & (-) intellectual growth

Mildred Parten (1932)

Play is intrinsic; 5

stages of social play

Timeless, Universal

Productive & Enjoyable

Essential or just fun? Screen Time

Higher level play matures social skills

P. 177

Act out roles and themes in their creative stories

Sociodramatic

Social Play

Rough & Tumble

Mimics aggression through wrestling, chasin, or hitting with no intention to harm

Males; advances social understanding

Positively impacts the connection between the limbic system & prefrontal cortex

Helps children: -explore and rehearse social roles -test ability to explain -practice regulating emotions -Develop a self-concept

p. 179-

Baumrind’s Styles of Caregiving

Authoritarian

Rigid laws Strict punishment High standards of behavior Little communication

Permissive

High nurturance High communication Little discipline, guidance, or control

Authoritative

Set limits Enforce Rules Flexible Listen to children “Love & Logic”

p. 182

4th Style of Caregiving

Neglectful/Uninvolved

Child’s behavior ignored or not noticed Parents act similar to permissive parents, but parents don’t care

p. 183

Spanking

● Spanking → aggression. ● Children who arenot spanked are more likely t o develop self-control. ● Correlated with later depression, low achievement, aggression, & crime ● “Children who were physically disciplined were more likely to use corporal punishment on others-first on their classmates, later on their partners, and then on their children.” ○ Angry spankers may become abusive.

p. 184-

Alternatives to Spanking

Psychological Control: ● Threatening to withdraw love and support ● Relies on a child’s feelings of shame,guilt and gratitude to the parents ● Covert aggression→ (-) empathy and understanding of the child

Induction:

● Parent explains right vs. wrong andwhy. ● Listening, not lecturing, is crucial.

Time-outs: ● Child is separated from social interaction ● One minute per child’s age

p. 185-