Chapter 10: Social Behavior and Personality in Preschool Children

1. Chapter 10: Social Behavior and Personality in Preschool Children • 10.1 Self • 10.2 Relationships with Parents • 10.3 Relationships with Siblings and Peers • 10.4 Moral Development: Learning to Control One’s Behavior

2. 10.1 Self • Gender Roles • Gender Identity • Self-Esteem

3. Gender Roles • In the US, males are seen as instrumental, women as expressive • Not shared worldwide: US views on gender are extreme. • By age 5, US children judge 1/3 of traits as adults do • Preschoolers view stereotypes as binding for all boys and girls 10.1 Self

4. Cross-cultural Data on Gender Stereotypes

5. Gender Identity • Parents (particularly dads), peers, and media reinforce gender-related behavior • Gender identity develops gradually: gender labeling, stability, consistency, and constancy • Some evidence for genetic and hormonal influences 10.1 Self

6. Effects of TV on Gender Stereotyped Views

7. Self-Esteem • Preschoolers must achieve a sense of purpose (balance between individual initiative and cooperation) • Preschoolers have positive views of self across many different domains 10.1 Self

8. 10.2 Relationships with Parents • The Family as a System • Dimensions and Styles • Parental Behavior • Children’s Contributions • Family Configuration

9. The Family as a System • Parents influence children directly and indirectly • Parents influence each other and both are influenced by outside forces (e.g., work) 10.2 Relationships with Parents

10. Family as a System

11. Dimensions and Styles • Two primary dimensions: warmth and control. • Styles: authoritarian, authoritative, indulgent-permissive, and indifferent-uninvolved • Cultural differences in warmth and control 10.2 Relationships with Parents

12. Dimensions of Parenting

13. Parental Behavior • Direct instruction: telling children what to do, when, and why • Observing: children learn from watching others, including parents and their treatment of siblings • Feedback: reinforcement useful but parents often unknowingly reinforce behaviors they want to prevent 10.2 Relationships with Parents

14. Children’s Contributions • Parenting is often influenced by children’s behavior • Parenting varies depending upon individual characteristics of children 10.2 Relationships with Parents

15. Family Configuration • Grandparents have many different styles: formal, fun-seeking, distant, dispensing-family-wisdom, and surrogate-parent • Children of gay and lesbian parents resemble children of heterosexual parents 10.2 Relationships with Parents

16. 10.3 Relationships with Siblings and Peers • Sibling Relationships • Peer Relationships

17. Sibling Relationships • Firstborns and only tend to be more adult- and achievement-oriented; laterborns tend to be more innovative and sociable • Sibs get along best when (1) they are same sex, (2) neither is emotional, (3) younger enters adolescence, (4) parents don’t show favoritism, and (5) parents have warm relationship with each other 10.3 Relationships with Siblings and Peers

18. Peer Relationships • Make believe play: reflects cultural values and promotes cognitive development • Solitary play: common and normal unless children just wander aimlessly. • Parents’ roles include playmate, mediator, and coach 10.3 Relationships with Siblings and Peers

19. 10.4 Moral Development • Beginnings of Self-Control • Parental Influences • Temperamental Influences on Self-Control • Improving Self-Control • Learning About Moral Rules

20. Beginnings of Self-Control • 1 year--aware that others impose demands • 2 years--have internalized some controls • 3 years--have some plans for dealing with controls • Ability to maintain self-control is consistent over development 10.4 Moral Development

21. Parental Influences • Parental models are important • Self-control more likely when parents have control themselves • Giving children more opportunities to regulate own behavior fosters self-control 10.4 Moral Development

22. Temperamental Influences on Self-Control • Children who are naturally fearful respond to parents’ requests to comply with rules • Children who are not naturally fearful respond to parents’ requests to cooperate that are based on the attachment relationship 10.4 Moral Development

23. Temperament, Discipline, and Compliance

24. Improving Self-Control • Remind children of the need to resist temptation (e.g., long-term goals more important than short-term goals) • Make tempting events less attractive 10.4 Moral Development

25. Learning About Moral Rules • By age 3, can distinguish social conventions (e.g., we can eat French fries, but not green beans, with our fingers) and moral rules • Can distinguish lies and mistakes 10.4 Moral Development