Chapter 6:
Socioemotional Development

Setting the Challenge

Emotional Regulation

The capacity to manage one’s emotional state

Maturing frontal lobe contributes to development of self-regulation abilities

Important for social and emotional success

Problematic temperamental tendencies

Externalizing

Internalizing

Personality and the Emerging Self

Piaget’s Concrete Operational Stage:

Understand inner states (theory of mind)

Become less egocentric

Become more self-aware

Self-reflect and compare themselves to others


Changes in Self-awareness (Susan Harter’s
Research)

3-year-old self-descriptions focus on external facts

Fourth grader’s self-descriptions are:

Internal and psychological

Anchored in feelings, abilities, and inner traits

Self-esteem develops

Evaluating oneself as good or bad

Declines during early elementary school

A Look at Self-Esteem in relation to
Erikson’s Industry vs. Inferiority Stage

A Deeper Look at Self-Esteem

Erikson’s Industry vs. Inferiority
 work toward a goal

May feel inferior if they do not measure up

Self-esteem: based on the value the child places on a particular dimension or dimensions
 five dimensions:

People skills

Politeness

Intellectual abilities

Appearance

Physical abilities

Self-Esteem Distortions

Low self-esteem—internalizing problems

Overly self-critical

Inflate failures

See failure when it doesn’t exist

Learned helplessness

Feel incapable of affecting the outcome of event

May stop trying

Common in those with internalizing problems


Enhance self-efficacy
 competence

Positive montra

Vygotsky’s zone of proximal development.

Attend to effort.

Aggression

Any hostile or destructive act

Physical aggression peaks at 2½.

Declines with emotional regulation (frontal lobes development)

Types:

Instrumental

Reactive

Relational


Difficult (exuberant) temperament may evoke powerassertion disciplinary techniques.

Feeling of Rejection

Boys more likely than girls to be labeled aggressive

Boys more likely to have externalizing problems


Rough-and-tumble play

Fantasy Play (Pretend Play)

Emerges at end of sensorimotor stage

Age 4, collaborative pretend play starts (maybe theory of mind, or end of egocentrism)


Allows children to practice adult roles

Allows child a sense of control

Furthers understanding of social norms

Offers the adult world insights into what children may be thinking

Girls’ and Boys’ Play Worlds

Gender segregated

Gender differences

Girls

Calm, more subdued play

Nurturing themes

Play collaboratively; relate one-to-one

Boys

Rambunctious play

Superhero, warrior themes

Try to establish dominance; enjoy competition

Rigid gender-specific rules for play

What Contributes to Gender-Stereotyped
Play?

Biological underpinnings
 testosterone

Socialization of genderspecific behaviors

Traditional gender roles

Impact of cognitions

Gender Schema Theory

Friendships

Core Qualities: similarity, trust, emotional support

Friendships stimulate personal development.

Help us learn to manage emotions

Help us to handle conflicts

Friends protect and enhance the developing self.