Social Development

• prosocial behavior: behavior that helps others or contributes to society
• prosocial behavior is motivated by image, reciprocity, and altruism
• functional play: repeating muscle movements

  ages birth-2 years
• constructive play: use objects (ex: blocks) to make something
• pretend/ imaginative play (fantasy): children pretend to be different people, animals, or objects

  • helps build imagination
  • ages 18 months- preschool
• rough-and-tumble play: physical play that involves physical contact

  ex: tag, chasing, wrestling

  ages: early childhood- middle childhood
• games with rules play: 1. players are given a set of rules to follow 2. players are given a set of objectives to achieve

  declines around age 12 and replaced by practice play and organized sports
• play helps physical, social, and emotional develpment
• five main types of play:

  • functional
  • constructive
  • pretend/ imaginative (fantasy)
  • rough-and-tumble
  • games with rules
• stages of play:

  1. unoccupied play
  2. solitary play
  3. spectator/ onlooker play
  4. parallel play
  5. associative play
  6. cooperative play
• unoccupied play: children play with toys and other objects without a specific purpose in mind

  ages birth-3 months
• solitary play: plays alone with limited interaction

  ages 3 months- 2 years
• spectator/ onlooker play: watches others play, but doesn't engage with them

  ages 2-2.5 years
• parallel play: plays alongside others, but not in cooperation

  ages 2.5-3 years
• associative play: plays with others in a loose manner

  develops preferences for playing with certain children

  ages 3-4 years
• cooperative play: cooperatively play actively with others

  play becomes more organized

  ages 4+ years
• identity development is affected by temperament, environment, and character (learned patterns that influence thoughts, emotions, and behaviors)
• temperament: a collective set of inborn traits that help construct a child's approach to the world
• three basic temperament types

  • easy
  • slow-to-warm-up
  • difficult
• temperament is based on mood, environment, activity, and threshold for reacting to stimulation
• Mary Ainsworth expanded on Bowlby's ideas of attachment styles
• Attachment styles

  • critical period by 2.5 years and a sensitive period by 5 years
• secure attachment

  • infants and children feel safe and secure to explore and build relationships
  • ability to form relationships and express emotions
• classical conditioning: behavior that is learned based upon repetition, association, and anticipation
• Pavlov conducted stimulus-response experiments in which dogs involuntarily salivated when they heard a bell.
• Watson used stimulus-response experiments on children, claiming their behavior is easily conditioned
• teachers can use classical conditioning by establishing routines and repetition , making school orderly and predictable
• operant conditioning: children learn from operating in the environment, where their behavior is either rewarded or punnished
• operant conditioning can be used for behavior management
• B.F. Skinner used operant conditionig to study learning and behavior in animals.
• Classical vs Operant conditioning

  A) Classical

  B) Operant

  
• personality: the unique characteristics of a person's thoughts, emotions, and behavior
• Erikson's Psychosocial Stages of Development: 8 age-specific crises are solved, with stages 1-5 in childhood and 6-8 in adulthood, to form personality
• early childhood experiences help permanently shape personality
• Erikson's Psychosocial Development Theory stages

  1. basic trust vs mistrust
  2. autonomy vs shame and doubt
  3. initiative vs guilt
  4. industry vs inferiority
  5. identity and role confusion
• basic trust vs mistrust

  • ages 1- 1.5 years
  • virtue: Hope
  • the infant sees the world as safe and secure
  • the absence of trust leaves the infant feeling guarded and suspicious
• autonomy vs shame and doubt

  • ages 1.5-3.5 years
  • virtue: will
  • period of exploration and experimentation
  • begins with the "terrible twos" and a period of "self-will"
  • Toddler learns to balance external control with self-control
  • if enabled or harshly punished, toddler becomes inhibited or unwilling to try new activities
• initiative vs guilt

  • 3.5-6 years
  • virtue: purpose
  • willingness to take risks
  • sometimes conflicted because part is enthusiastic and at the same time feels more self-conscious about examining their actions
• industry vs inferiority

  • 6-11 years
  • virtue: competence
  • development of social self and mastering self-assurance
  • child learns to work with others
  • socializing is important and enhances self-esteem
  • unsuccessful resolution may leave children not feeling valued or inferior
• identity vs role confusion

  • 12-18 years
  • virtue: fidelity
  • adolescent builds upon previous experiences to seek the foundation for a sense of self-identity in adult life
  • difficulties during this stage will result in confusion and delay mature life