Ch.10: Social Development in Early Childhood
Terms
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- social development
- a two sided process in which children simultaneously become integrated into the larger social community and differentiated as distinctive individuals.
- socialization
- the process by which children acquire the standards, values, and knowledge of their society.
- personality formation
- the process through which children develop their own unique patterns of feeling, thinking, and behaving in a wide variety of circumstances.
- social roles
- categories that reflect adult expectations about the child's rights, duties, and obligations, as well as appropriate forms of behavior.
- personality
- the unique pattern of temperament, emotions, interests, and intellectual abilities that a child develops as the child's innate propensities and capacities are shaped by his or her social interactions w/ kin and community.
- self-concept
- the way in which children come to conceive of themselves in relation to other people.
- identification
- a psychological process in which children try to look, act, feel, and be like significant people in their social environment.
- gender segregation
- the term for the preference of girls to play with other girls, and boys to play w/ other boys.
- phallic stage.
- in freudian theory, the period around the fourth year when children begin to regard their own genitals as a major source of pleasure.
- modeling
- the process by which children observe and imitate individuals of the same sex as themselves.
- differential reinforcement
- the process by which girls and boys are differently rewarded for engaging in gender-appropriate behavior.
- gender schema
- a mental model containing information about males and females that is used to process gender-relevant information.
- racial socialization
- the race-related messages communicated to children by their parents.
- autobiographical memory
- a personal narrative that helps children acquire an enduring sense of themselves
- social domain theory
- the moral domain, the social conventional domain, and the personal domain have distinct rules that vary in how broadly the rules apply, and what happens when they are broken.
- internalization
- the process by which external, culturally organized experience becomes transformed into internal psychological processes that, in turn, organize how people behave.
- id
- in freudian theory, the mental structure present at birth that is the main source of psychological energy. it is unconscious and pleasure-seeking and demands that bodily drives be satisfied.
- ego
- in freudian theory, this is the mental structure that develops out of the id as the infant is forced by reality to cope w/ the social world. the ego's primary task is self-preservation, which it accomplishes through voluntary movement, perception, logical thought, adaptation, and problem solving.
- superego
- in freudian terms, the conscience. it represents the authority of the social group and sits in stern judgment of the ego's efforts to hold the id in check. it becomes a major force in the personality in middle childhood.
- effortful control
- the inhibition of an action that is already underway.
- sociodramatic play
- make-believe play in which two or more participants enact a variety of related social roles.
- socioemotional competence
- the ability to behave appropriately in social situations that evoke strong emotions.
- aggresion
- the committing of an act intended to hurt another.
- instrumental aggression
- aggression that is directed at obtaining something.
- hostile aggression
- aggression that is aimed at hurting another person as a way of establishing dominance, which may gain the aggressor advantages in the long run.
- catharsis
- a general term for the release of fear, tension, or other intense negative emotions.
- prosocial behavior
- behavior such as sharing, helping, caregiving, and showing compassion.
- explicit modeling
- the kind of modeling in which adults behave in ways they desire the child to imitate
- induction
- a means of promoting children's prosocial behavior in which adults give explanations of what needs to be done and why children should behave in a prosocial manner.