ED PSYCH 320 Lecture Notes - Lecture 23: Sex Organ, Stereotype
16 May 2018
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05/01/18 lecture 23: Socio-Emotional Development in Early Childhood: Forming Sense of Self
• Self-concept in early childhood
o Self-concept: set of attributes, abilities, attitudes, & values that individual
believes defines who he or she is
o Preshoolers’ self-concepts largely consist of observable characteristics:
▪ Appearance
▪ Possessions
▪ Preferences
▪ Behavior and skills
o Descriptions are absolute and very positive
▪ positivity bias: a bias by young children to view themselves in a positive
light
o Social and cultural development affect content of self-concept (Mead,1934)
▪ Influenced by cultural context
• independent cultures: personal preferences, personal attributes
o parents value independence & self-assertion
• interdependent cultures: social interaction, group membership &
relationship
o parents value harmonious interdependence
• Gender Identity
o “e: Oe’s seual aato ad seual ehaior.
o Geder idetit: Oe’s sese of oeself as ale or feale or oth or either.
o Gender-role behavior: The extent to which an individual behaves in tradi;onally
asulie or feiie as.
o Development of Gender Identity
▪ Gender labeling: by age 2.5, consistently label themselves and those
around them as male or female
▪ Gender stability: (over time) understand girls become women & boys
become men (preschool years)
• Focus on things like appearance, occupation, & toys, not biology
▪ Gender Constancy: (constancy over situation) gender does not change
across situations (4-7 years)
• Does not depend on appearance, occupation, etc.
• e.g., if I change my hair, clothes, occupation– still a girl
o Gender Differences
▪ Boys spend more time in rough-and-tumble play; girls spend more time in
organized games and role-playing
▪ During this time boys begin to play more with boys, and girls play more
with girls
o Increase during middle childhood
o girls begin to prefer same-sex playmates a little earlier
▪ Around age 4-7, lear atiities appropriate for o geder
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