 |  A Child's World: Infancy through Adolescence, 9/e Diane E. Papalia,
University of Wisconsin-Madison
Sally Wendkos Olds
Ruth Duskin Feldman
Psychosocial Development in Early Childhood
Learning Objectives
LEARNING OBJECTIVES FOR SECTION IAfter reading and reviewing this section of Chapter 11, you should be able to
do the following.
Explain the shift in self-awareness that occurs around age 4.
Describe two steps in self-definition that occur between ages 4 and
6, according to neo-Piagetian theory.
Describe four levels of understanding of emotions directed toward the
self that children typically undergo between ages 4 and 8.
Describe five levels of understanding of simultaneous emotions that
children typically undergo between ages 4 and 12.
Identify the conflict involved in Erikson's third "crisis"--initiative
versus guilt--and summarize the outcome of a successful or unsuccessful resolution
of that crisis.
Explain how self-esteem in early childhood differs from self-esteem
in middle childhood, and identify sources of self-esteem in early childhood.
Tell how the "helpless" pattern can arise, and what its consequences
may be.
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(See After reading and reviewing this section of Chapter 11, you should be able to)
do the following.
Assess the extent of physical, cognitive, and personality differences
between boys and girls.
Explain the importance of gender roles and gender-typing and the danger
of gender stereotypes.
Assess the evidence for biological influences on behavioral differences
between males and females.
Discuss the influence of parents (especially fathers) on gender-typing.
Discuss the influences of television and children's books on gender
stereotypes.
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| | | LEARNING OBJECTIVES FOR SECTION IIIAfter reading and reviewing this section of Chapter 11, you should be able to
do the following.
Name six types of social and nonsocial play identified by Mildred Parten;
summarize research on the types of play that occur in day care centers, and
on the value of nonsocial play.
Name four types of cognitive play identified by Piaget, trace the development
of pretend play, and explain its significance.
Discuss how culture influences forms of play, and give an example.
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| | | LEARNING OBJECTIVES FOR SECTION IVAfter reading and reviewing this section of Chapter 11, you should be able to
do the following.
Compare the effectiveness of reinforcement and punishment.
Differentiate between internal and external rewards, giving an example
of each.
Cite at least three dangers of harsh punishment, and list four factors
that influence the effectiveness of punishment.
Compare power assertion, induction, and withdrawal of love, and discuss
factors affecting the choice among these strategies.
Compare authoritarian, permissive, and authoritative styles of parenting
as identified by Baumrind, and evaluate Baumrind's research.
Discuss how parents and preschool children negotiate and resolve conflicts,
and how such negotiations can contribute to internalization and other goals
of parenting.
Compare the long-term effects of specific child-rearing practices with
the effect of loving treatment.
Identify factors in the child, the family, the school, and the culture
that contribute to altruism, or prosocial behavior.
Distinguish between instrumental and hostile aggression, and trace shifts
in aggressive behavior in early childhood.
Identify factors that can trigger aggression.
Discuss sources of young children's fears and methods of prevention
and treatment.
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| | | LEARNING OBJECTIVES FOR SECTION VAfter reading and reviewing this section of Chapter 11, you should be able to
do the following.
Describe typical sibling interactions in early childhood, and how siblings
resolve disputes.
Summarize research, especially in China, on characteristics of only
children, and discuss implications of China's "one-child" policy.
Give reasons for the tendency toward sex segregation in play among preschoolers.
Identify important features of early friendships and behavior patterns
that affect the choice of playmates and friends.
List several benefits of friendship during the preschool years.
Discuss ways in which behavior patterns in sibling relationships may
carry over to peer relationships, and vice versa.
Discuss how parenting style and practices influence popularity, and
suggest ways adults can help children find playmates and friends.
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2002 McGraw-Hill Higher Education