Deck 10: Seciton 1: Early Childhood: Psychosocial Development

Question 1

Discuss the long-term outcomes that are associated with the four parenting styles.

Answer 1

Children who are raised by authoritative parents tend to be popular with their peers, confident, and exploratory. Their behavior seems more mature than their peers, as they are less likely to act out or to rebel. As adults, they tend to be successful, articulate, happy with themselves, and generous with others.
Children who have authoritarian parents tend to be well-behaved when adults are present but may act out when alone or with peers. Rebellion is common, and these children tend to be less self-confident than their peers. As adults, they are conscientious, obedient, and quiet but not especially happy.
Children who have permissive parents tend to be less mature than their peers. They display poorer self-regulation, and often act out in an attempt to solicit parental or adult control. They continue to display dependent behaviors into adulthood. As adults, they lack emotional regulation and self-control. This immaturity impedes relationships, which is the main reason for their unhappiness.
Children with neglectful/uninvolved parents tend to be immature, sad, lonely, and at risk of injury and abuse not only during childhood but throughout their life span.

Question 2

Discuss the role of emotional regulation in the psychosocial development of the child. What are two signs of emotional regulation in children?

Answer 2

Emotional regulation, which is the ability to know how and when to express emotions, helps the child control impulsive behavior and appropriately display emotions. Emotional regulation is part neurological and part social awareness. This ability to curtail the expression of negative emotions allows a child greater success in peer relations as well as in his home and school environments. It also aids in the child's ability to learn.
Signs of emotional regulation include 1) self-control in social interactions, 2) a reduction in impulsive behaviors, 3) thinking something through before taking action, and 4) the ability to distract oneself when the situation warrants it.

Question 3

Define intrinsic and extrinsic motivation. How might parents and teachers help children become intrinsically motivated? Identify three outcomes for a person who is extrinsically motivated.

Answer 3

Intrinsic motivation comes from within a person who does something for the joy of doing it without the need for payment, praise, or other external reward. Extrinsic motivation comes from outside a person, and entices the person to behave in a certain way in order to earn praise, money, rewards, or to avoid punishment.
Parents and teachers can help children become intrinsically motivated by acknowledging their effort when engaged in activities, instead of the product or outcome of their effort. The potential outcomes for an extrinsically motivated person include: 1) needing a reward, 2) needing a payoff, 3) requiring praise, or 4) responding to a threat as motivation to act.

Question 4

Describe neglectful/uninvolved parenting and compare it to the permissive parenting style.

Question 5

Describe the three parenting styles identified by Baumrind.

Question 6

Explain the difference between sex and gender as described in the text. Give three examples of gender schema.

Question 7

Name and describe the three different types of play. Explain why each type is important for a child's psychosocial development.

Question 8

Who was the most influential researcher on parenting styles? When and with whom did this researcher conduct research? Explain the limitations of this research.

Question 9

According to Freud, what emotions occur during the phallic stage? What behaviors does a child exhibit by the end of this stage?

Question 10

Briefly describe what happens during Erikson's initiative versus guilt stage.