Children’s social, emotional and cognitive development

Session 1:

Development through the lifespan 6th edition

Assignment 1 :
20%
social ? cognitive? Emotional? One or all ??
at least two articles
stage of the childhood
introduction
discussion

Assignment 2
Three activities social, cognitive or emotional.

The process of changing through the tine in order to become more advanced.

Hanna 3.5
Cognitive : academic skills counting, language (using more complicated seneteces)
Learning skills
Beginning problem sovling -tileteray
Emotional :
Emotional expressions
Emotional management
Self control and maybe appearance of self-esteem

Social : close and vivid attachment to the caregivers , starts adaptive behavior, finding
friends and building up relationships

Session 2:
Development: ongoing- infancy- puberty
The meaning of infancy? (before speaking- before reaching a complex speech)
When we mention development, we don’t mean the physical changes only…. At first it’s
more about the physical changes after they may mention cognitive and emotional and etc
changes.
In general, in development they consider different changes. (maybe quantities and
qualitative).
We are born with some internal factors and external factors always shape them. This fact
always occupies the specialist with the nature and nurture??

 Child development? (explaining)

 Why it is important? 1. We gain abilities and techniques to help the children help
children and parents to nurture. 2. Diagnosis. 3. To gain insight into human nature.
4. to gain insight into the origins of adult’s behavior and etc.
 major domains of child development:
social –emotional and cognitive development:
can we study about them? If yeah, what are the technique about it?
 Observations
 Checklists- Questionnaire
Methodology:
1.self-report: interview and questionnaire / clinical methods (specific situations and in the
clinics)
2.systematic observation: naturalistic observation (no interference)/ structured observation
(in a situation with a control) / case studies (getting files to study) / ethnography (group of
the people about specific culture)
which method is the best??? We can’t say because all of them has different strengths and
limitation. And it depends on the situation and the responsiveness

Interview and Quick Rely solely on

questionnaire Standardized honesty
format allows Depend on the
comparisons ability and
understanding
of respondents

Naturalistic Allow the study Behavior may

observation of the behavior be influence by
as if it actually observer’s
occurs in the presence
natural
environment
Structured Offers a May not always
observation standardized capture the
environment ways children
and behave in the
opportunity to natural
perform target environment
behavior
Case study Offer a broad Differs from
method that case to case
considers many and may be
sources of data inaccurate
Ethnography Rich description Conclusions
of cultural may be biased
beliefs, values, by the
and traditions investigator’s
than is possible values
in observation Cannot be
and interview generalized
beyond the
groups and
 settings that
were studied

The role of theory in the scientific enterprise?

Theory vs. model??
Model is more applicable and more proved in the studies
Good theory??
Parsimonious:
Good explanation over the concepts
Falsifiable:
Predictable
Heuristic value:
Generating testable hypothesis

1. Observation
2. Formulate the theory
3. Purpose the hypothesis
4. Design research to test hypothesis
5. Make new observation (research data)
6. Do the research data confirm your hypothesis? (yes/no)
7. Yes : keep and refine current theory  propose hypothesis and …
8. No: reject the theory: formulate a theory and …

Classical theories of development:

1. Psychoanalytic: (unconsciousness- past –mental abilities)
Driven by motives and conflicts that they are unaware of
Past/ early experiences (first five years can shape us based on the Freud’s)

1.1 Freud’s psychosexual

Biological urges when babies are born and their need of satisfaction
Eros (life instinct- urge for surviving) and Thanatos (death instinct)
ID: basic needs and instinct/ pleasure
Ego: reasoning, learning / reality
Superego: moral standards / morality (after 3 years we will have superego)
Why the name of the theory is called psychosexual theory/? Close relation of the
role of the sex with the mental abilities of the child.
Stuy.com ID, Ego and superego.

Id (pleasure) life instinct

Ego (reality) death instinct
Superego (morality)

1.2 Erikson’s psychosocial

Eight major crises in the life
 It is important how the individual solve the conflict and therefore goes to the next
level.
Biological maturation and social demands are important in his theory

Trust vs. mistrust = Birth-1 The quality of relationship

attachment
Autonomy vs. shame a
doubt
Initiative and the guilt
Industry vs. inferiority
Identity vs. role confusion
Intimacy vs. isolation
is important for infants
development / feeding
18-3 Standing firmly –toilet
training
Asking questions
Imagination expands-
worlds evolve around
imagination
6-12 Learning
Discipline
Sharing with others
Reinforced by Teachers
and parents
12-20 Different types of identity
4 types of personality:
who is the person is
having the main speech in
personality types?????
Peer realtionship

Similarities and differences between Freud’s and Erikson?

Trust is a similar concept in both Theories
Freud’s is more extreme and dominant by nature
Genitals

1. What is the social, emotional, cognitive aspect of development focused in

the article?
Social= peer relationship
Cognitive= academic
Emotional= behavioral
2. What is the objective of the study? Positive peer relationships have
negative correlation with victimizations in Chinese and south Korean
students
3. What is the theory which guided the study?
3.1 children who manifest aggressive or submissive withdrawn behavior
seem to be especially likely to be persistent victims of peer aggression
3.2 children who are socially skilled and who display assertive-prosocial
behavior rarely emerge as targets of bullying
4. How the data collection was conducted?
269 children form 5th and 6th graders of a primary school in Tianjin.
 5. What is the result of the study?
Friendship : girls
6. What is the major conclusion?
7. What are the implications you draw from the study?
8. What are the strengths and weakness of the stud?

2. Behaviorists: (observation)
2.1 Watson’s behaviorism
2.2 skinner’s operant-learning

components of emotions:
1. feelings
2. physiological changes
3. cognitions
4. goals or desire : ( might be a behavior or just a thought)

emotions : positive and negative

peer relation in early childhood:

it very important in the process of development

Normal development is due a healthy peer relation. (make the mature
and improve their ability).

Play activities:
Is also important in healthy development
Is not serious
Is constructed on the basis of pleasure
Meaningful
Internally motivated (relates to social cognitive and emotional development)
Voluntary
Motor skills and coordinate activities
Obeying rules
Same sex preference in this stage (they want to have a simple playing not a
complicating playing)
Level of aggressiveness is changed and decrease when playing
 Freud & Erikson:
 master anxieties and conflicts
piaget:
 cognitive development advances
Vigotsky:
 cognitive development advances

types of play:
sensorimotor play:
 e.g. playing water / simplest and lower level: sensorimotor schemes (either
sensory or motor)
practice play:
 e.g. Lego and building a house, cycling
pretense and symbolic playing:
 e.g. sword fighting , making tea for the member

social play:
 e.g hide and sick

constructive play:
 combines sensorimotor and symbolic representation (building castle)
games:
 more structures and rules.

Gender typing:

Sex vs. gender : sex : biological based / gender : social roes that we have
Gender identity: the sense of being male or female
Gender roles: expectations from females and males

Type of roles:
Expressive roles : girls
Instrumental roles : boys

Gender typing: a procedure that child know about the gender, roles , expectations , values
of being male and female in the socity

 Biological influence: xx males / Xy girls

 Social influences:
o Social role theory
o Psychoanalytic theory (attraction to an opposite sex parent)
Oedipus vs. Electra complex
o Gender schema theory:
 Schema ? piaget
 Information we have in our mind about a perception
  For gender, we have a schema (values of our gender, cultural
expectation about our gender) how to behave and
communicate
 Organizes the world based on a female and male.
Child-rearing practices:

2 major dimensions:

1. Acceptance / responsiveness (supportiveness)

2. Demanding/ control (supervising)

Parenting model:
 Parents effect model
 Child effects the model


Identity

Different types of identity

Erikson’s view:

12-14 identity vs. role confusion

confusion in identity  withdrawal and isolation

e.g. educational portal

James Marcia (existence and extent of their crisis(exploration) or commitment (personal

investment)

 Occupation
 Ideology (religious /political)
 Identity status :

Diffusion:
have not yet experienced a crisis or made any commitment
 Experience rejection from detached and uncaring parents
 Drop outs, turn to drugs, run away from responsibility
 Unable to have a close relationship
 No idea who u r or what u want
 Boat on the ocean without compass
 Lonely and scared of the world
Foreclosure:
commitment not experienced a crisis

 Accept others’ decisions about what best for them

 They are happy and self-satisfied
 They tend to be authoritarian
 Look for approval
 Accepting without considering too much of options
 Accepting without questioning options

Moratorium:
midst of crisis but weak or absent commitment

 Conflicting values and choices

 Unpredictability
 High anxiety levels
 Explore a lot but never make a commitment
 Consultation without result

Achievement undergone a crisis and commitment

 Balanced feelings toward their parents
 Sailed around of the world and chose a country to live in

Find your true self !!!!!!