PSYC 2010U Lecture Notes - Lecture 7: Prefrontal Cortex, Father Figures, Job Performance
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Lecture 7 - Early Childhood: Social Development
Overview
•Link between social and cognitive development
•The Self
•Identity & Gender Identity
•Freud
•Bandura
•Kohlberg
•Personality & Self-Esteem
•Morality
•Freud
•Piaget
•Self-Control
•Cognitive & Emotional
Questions
•How are cognitive and social-emotional development intertwined?
•How are children in early childhood different from infants in regards to social-emotional
functioning?
Cognitive ↔ Social
•Egocentrism
•To consider only their own viewpoint
•Appearance-Reality
•Ability to understand that object has not changed even if their appearance has
•Theory of Mind
•The ability to think about other’s mental states and form theories on what they
are thinking
•All these deficits have a social component
•Through gaining experience through their social domain these deficits can be
overcome
•Perspective taking helps to overcome these deficits
Social-Emotional Development
•Greater Independence
•A lot more exploration of their environment
•Less proximity seeking towards their caregiver
•Greater Sociability
•Increase in cooperative play
•Time where they will play for hours and hours
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•Increase in more imaginative type play
•Increase in interacting with their peers during playtime
•Greater Self-awareness (“I”)
•Development of self-control
•Better understanding of their abilities
Socialization
•Process by which children acquire the beliefs, values, and behaviours considered
desirable or appropriate by the society to which they belong
•Identification
•Psychological process in which children
try to look, act, feel, and be like significant people in their social environment
Development of Gender Identity/Constancy
•Social roles – cultural guidelines for how a person should behave
•Gender roles & stereotypes (may or may not be true)
•Gendered Labels
•Around age 2-3
•Correctly use words like “mommy” and “daddy”
•Can accurately label their own gender
•Segregated play
•Around age 3
•Have preference for playing with children from the same sex
•2 reasons why these preferences emerge
•Boys play becomes more orientated towards dominance and
aggression
•Boys may not be very response to girl’s supportive interactions
about what to do
•Differences in style of play & toys – dominance vs supportive
•Girls are more likely to stray from this stereotype
•Boys are more restricted when they cross stereotypical gendered labels
•Constancy
•By age 5-7
•Form their gender identity
•Appearance reality deficit is now overcome
•Gender Identity
1. Identification: Freud
•Children become appropriately masculine or feminine by identifying with their same-sex
parent (biological maturation)
•Oedipal (boys) and Elektra (girls) complex
•Boys identify with their fathers
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•Take on father’s beliefs and values
•Girls must identify with their mothers
•Blame mothers for their lack of male genitalia
•Females transfer their love to their father and competes for their father’s
affection
•Criticism
•Aren’t aware of differences between male and female genitalia
•Boys tend to identify more with warm and nurturing father figures
2. Identification: Bandura
Proposes that identification occurs through modeling and differential reinforcement
•Modeling
•Identification through observation, imitation of same-sex models
•Parents, siblings, peers
•Differential reinforcement
•The process by which girls and boys are differently rewarded for engaging in
gender-appropriate behaviour or punishing for engaging in gender inappropriate
behavior
•Parents who use this have children who develop stronger gender stereotyped
behaviors and beliefs
•Cross-gendered siblings – least gender typed behaviour
•Same gender – more gender typed behaviour
•No siblings – somewhere in the middle
•Cultural tolerance
•Children who cross gender stereotype lines they are more likely to be bullied or
ridiculed by peers
•Less likely for girls than for boys
•Criticism – passive role of child
3. Identification: Kohlberg
•Constructivist view
•Has more to do with conceptual development rather than guilt and fear
•Gender-role development depends on cognitive development
•Children are active agents in their own socialization
•Children first identify as one gender then seek out models that match
•Gender Identity THEN Same-sex Models
Basic gender identity/labelling Gender stability/consistency Gender constancy
•At each stage the child think about gender in a different way
•Becomes more complex as they advance
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Ability to understand that object has not changed even if their appearance has. The ability to think about other"s mental states and form theories on what they are thinking. Through gaining experience through their social domain these deficits can be overcome. Less proximity seeking towards their caregiver: greater sociability. Time where they will play for hours and hours. Increase in interacting with their peers during playtime: greater self-awareness ( i , development of self-control. Process by which children acquire the beliefs, values, and behaviours considered desirable or appropriate by the society to which they belong. Psychological process in which children try to look, act, feel, and be like significant people in their social environment. Social roles cultural guidelines for how a person should behave: gender roles & stereotypes (may or may not be true, gendered labels. Around age 3: have preference for playing with children from the same sex. Boys play becomes more orientated towards dominance and aggression.
