Chapter Notes: Module 6

PSYC 200 Chapter Notes

 

Chapter 4:  Early Childhood (pages 133-146)

This chapter is packed with great information and very practical pointers for application!  The early sections on self-concept, self-esteem and self-control are very interesting.  Regarding the related topic of emotional development, there is good research about emotion-coaching parents and emotion-dismissing parents. I think this area of study is profoundly important in the healthy development of a child’s response to their evolving emotional awareness.  As you think about your childhood experiences, would you say your parents or caregivers encouraged or discouraged honest emotional expressiveness in your life?

A later chapter in the book will address the subject of moral reasoning.  I would note at this point that children develop morality slowly and in stages.  The stages are built on the foundation of secure attachment and trust and build on each other through childhood, adolescence and adulthood.  For now I will offer 6 ideas for rearing moral children that are often noted:  1. Respect children and require respect in return.   2.  Teach by example (I may say this more than once:  values are caught, not just taught!).  3.  Teach by telling (be aware of “teachable moments”; it’s true:  if your children don’t catch your values, they will catch someone else’s).  4.  Help children learn to think.  5. Help children take on real responsibilities.  6.  Balance independence and control (give them roots and wings).

Some thoughts about gender...

Please read carefully the section on gender development and the variety of factors that are influential.  I hope you will take some time to consider the influences on your own gender identity and gender role expectations—for yourself and others.  We learn gender roles very subtlely.   If you were reared in a two-parent heterosexual home, think about your answers to the following simple questions from your childhood and their possible influence on decisions you make now.  Answer each question with “Father” or “Mother”:  When you go out, who drives?  Who fills out the income taxes?  Who writes thank-you notes for gifts received? Who is more likely to ask, “Where are my socks?”  When the car needs repair, who takes it to the shop?  Who does the laundry?  Who dusts and vacuums? Who knows where to find the thermometer?  Who knows where to find the pipe wrench? Who waters the house plants?  Who waters the lawn?  When you went on a trip, who packed the suitcases?  When you went on a trip, who packed the car?   As an adult, do you think you were influenced by some of these parental choices?

Be aware that beyond parental influences and messages sent regarding what it means to be a male or female, there are undeniable influences from television, other media, and even children’s literature.  Think about the classic fairy tales and gender messages that reflect stereotyped masculine and feminine roles, such as:  girls are sweet, pretty, helpless, naïve, dependent while boys are adventurous, bold, brave, and rescuers.  Gender stereotypical roles are constraining to both genders.  Just as girls are trapped in passive and whiny roles, boys and men are rarely described as people demonstrating emotions of sadness and fear.  On television, men are usually more dominant, rational, ambitious, competitive, violent and powerful, while women are often portrayed as sensitive, romantic, attractive, submissive and happy.  For men, the emphasis is on strength, performance and skill; for women, it is on attractiveness and desirability.   By the way, some studies about children without television have shown that the children are less stereotyped in their negative and restrictive gender role attitudes.  It raises the question:  what are our children watching and how is it affecting them?

Again, clearly there are biological differences between men and women, but gender roles are culturally determined.  Stereotyping and sexism are harmful to children.   Let me get specific:  most parents have to make some decisions about gender-specific toys—are there some toys that only boys should play with and some toys that only girls should play with?  Should girls never play with trucks and boys never play with dolls or dishes?  Every parent makes their own decisions about these matters, but here are some thoughts to consider:  1. Accept your child for who they are and encourage them to follow their dreams.  2.  Avoid making stereotypical statements that perpetuate unhealthy gender stereotypes (such as “big boys don’t cry” and “little girls don’t get their pretty clothes dirty”).  3.  Make a conscious decision about what you want your child to play with.  4.  Worry less about what other people think.

One more side-issue, though I’m jumping ahead to a different age bracket:  be aware of the negative messages that are sent through video games (which are primarily designed by males, for males).  One study of almost 30 video games found that many of them promoted unhealthy, untrue and dangerous stereotypes of females—consistent provocative sexuality, high voices,  fainting, etc.   Of serious concern is the way many games combine violence with sexual content.   In one game, the male “shooter” uses X-rated pornography posters for target practice and is awarded bonus points for shooting naked, bound prostitutes and strippers who plead “kill me.”  In Grand Theft Auto 3, which at one time was one of the world’s top-selling games, players are street thugs who can beat prostitutes to death with baseball bats after having sex with them.   These messages clearly permeate our culture in damaging and dangerous ways.

Back to the textbook...

Be sure to note Baumrind’s approach to parenting styles (page 137).   Again, you  may see the primary approach of your own parents in this material.  I often think of authoritarian parenting as over-control or giving orders; authoritative as a good amount of control and giving choices; while neglectful and indulgent (often classified together as permissive parenting)  might be viewed as under-control and giving in.

This chapter also deals briefly with spanking (and it is hard to find any real benefit to spanking--except immediate compliance). Regarding discipline, I would add 4 goals of discipline:  1. Discipline protects your child from danger.  2.  Discipline helps your child learn self-control and self-discipline.  3.  Discipline helps your child develop a sense of responsibility.  4.  Discipline helps instill values.     What helps make discipline effective?  1.  Respect.  2.  Consistency.  3.  Fairness.  4.  You and your unique bond with the child.

The next few pages cover important and engaging topics such as play, imaginary companions, children and media, and child care.   This is a time in life when many children have imaginary playmates and there are practical approaches parents can make to this normal developmental progression. Regarding television and your child, I would offer a few tips: set limits, plan your child’s viewing, watch TV with your child, find the right messages you want to reinforce, help your child resist commercials, look for quality children’s videos, give other, more active options to watching TV (play, read, hobbies, sports, music, etc.), and set a good example yourself!

Be aware of the tragic types of child maltreatment on page 144:  physical abuse, child neglect, sexual abuse, and emotional abuse.  The chapter concludes with a few thoughts about young children and stress. We often think of a child's life as light-hearted and care-free...but that is not often the case. That is why they need attentive, responsive and supportive adults around them to help mediate the stressors that come their way and can take a toll on them.