Class 5: Early Childhood Socioemotional Development
 
I.
Review
A. Last class…
B. In todays class we will do one and only one of the below.
1. Second child demonstration of preoperational thinking
a. Depends on Henry and his father
2. OR Magical Thinking
a. Why put children through the shrinking room experiment?
3. OR Change of Mind
a. How do researchers test prefrontal lobe inhibition?
II. Demonstration: Not Confirmed. We may two more children performing typically applied tasks.
III.
Video: The Journey through Childhood: Module on Early Childhood---LANGUAGE AND Social Relations
A. Language
1. Will review
a. Children learn grammars in highly similar ways and make highly similar errors strongly suggesting that there are built-in language learning patterns
b. Fast mapping: Durbrow provide an example!
B. Parenting and Play
1. According to the video, ______________ style of parenting is more associated with children that lack self-control and are fearful. (Do you think this type of parenting is appropriate in all contexts? Do you see a cause-and-effect fallacy here?)
2. What is parallel play?
3. How does play differ among preschool-age boys and girls?
IV.
Discussion
A. Here are ten or so learning objectives for today’s class. Be prepared to answer each using your notes on the readings, video, and class discussion.
1. Jenn: Describe how children develop sex role identity during early childhood.
a. How do they change
(1). identity - are you a girl or a boy?
(2). stability -are you going to be a man when you grow up or a woman
(3). gender constancy - change in clothes--- still the same gender
(4). greater distinction roles
2. Le Ann: Describe how children develop ethnic and personal identity during early childhood.
a. Why the doll preference? or is there still a preference?
3. Tim: Describe how self-regulation (self-control) develops during early childhood
a. inhibition of body
b. inibition of emotions (also see question 6: emotional display)
c. inhibition of conclusions
d. inhibition of choice
4. Veronica: Saarni proposed 8 skills needed for socioemotional competence; which do you think are MOST commonly acquired during early childhood and which do you think are LESS LIKELY to be acquired during early childhood.
5. Melissa: Use gender-schema theory to explain how children develop sex role identity.
6. Lorrie: Compare the tendency of young English, Italian, and Indian (Bombay) children to mask negative emotions; speculate on why these diferences may exist.
7. NEW! Durbrow: Briefly what are the three types of parenting styles and what outcomes are associated with these styles. Do parenting styles cause these outcomes?
8. Everyone/Anyone: Do African American children prefer to play with black dolls or white dolls? What influences their attitudes towards their own ethnic identity and the ethnic identity of others?
a. Would this also be the case for sexual orientation?
9. Sara: Study the Kochanska and Askan study of compliance and analyze the following argument from the perspective of a developmentalist (not a human rights advocate): Children should be tested according to the Kochanska and Askan experiment. Those that do not demonstrate “committed compliance” should be regarded as at-risk of developing later antisocial and criminal behaviors. These at-risk children should be monitored by social workers.
10. Brevney: Children diagnosed with attention-deficit hyperactivity disorder cannot regulate themselves as well as children without this disorder. Aside from medication, can you apply specific practices from the chapter to promote self-regulation in these children?
V.
Assessment
A. Essay 3
VI.
Preview