Unit Ii & Iii Early Childhood

COMMON INTERESTS IN EARLY CHILDHOOD
Interest in Religion:
Meaningless to children although show interest in religious observances
The religious concepts are realistic in the sense that they interpret Ex: God
image
Interest in religion is egocentric
 Prayer is the way of gaining one’s desires
 God is a person who can and will do things for others
Fairy-tale stage of religious belief
Interest in the Human Body:
Interested in exterior than interior. At the end of the stage they will focus on
interior organs such as hearts, brains, lungs etc.
When they recognize the anatomical differences between boys and girls, they
want to know what these differences mean and what cause them
When a person dies, they are curious how body goes to heaven
They examine different parts of the body
Interest in self:
Egocentrism is especially pronounced in the first year or two before children
began to play with other children – the age of parallel play.
Once the children began to play with their peers, interest in self gradually
lower
Many parents, caretakers and other adults encourage egocentrism
Most common way are looking in mirror, examining body parts, clothes,
possessions and achievements
Boys tend to be more egocentric than girls
Many children firmly established by the time
Interest in Sex
Interest in clothes:
Strong interest in clothes and little in appearances. Admire or envy others
 Especially interested in clothes that others will see. Newness, colour,
ornaments.
Sex-appropriateness. Boys have high interest
SEX-ROLE TYPING:
Two important aspects:
1) Learning how to play appropriate sex-role
2) Accepting the fact that they must adopt and conform to the
approved sex-role stereotype for favorable social judgements and
acceptance
Learning sex-role stereotypes:
Constellation of meaning associated with members of the male and
female sex
Approved appearance, body build; approved type of clothing, speech
and behavior; behave in relation to members of other sex; approved
way to earn a living
 Each generation found that behavior conforming to these stereotypes
brought good and the greatest satisfaction to members of the two
sexes as well as to society. Called as Traditional sex-role stereotypes.
 At the end of the WWII stereotypes have been changed. Modifications
have made the two-roles more similar than different.
 Members of two sexes were more similar than different called Egalitarian
sex-role stereotypes.
 Whether tradition or Egalitarian, it depends on pressure and
opportunities given in the home
 Present models of traditional sex-roles
 Do not learn all aspects of stereotypes at one time.
 Built-up gradually
Usual pattern is predictable:
• Difference between girls and boys
• Accept themselves as a girl / boy
• Toys and equipment possession
• Personality development
• Sex-roles
Agencies of Sex-role typing:
• Learn to be in accordance with sex-role typing
• Imitate a model
• Sex-inappropriate behaviour
• Teachers and other care takers will
play important role
• Mass media influence
• Shows their approval and disapproval
• Most children are well typed
• Girls already learned that boys are stronger
• Boys tend to be better typed than girls
• Stereotype of the male is more clearly defined
• More stigmas are associated with “sissy”
Family relationships in Early Childhood
Parent-child Relationships:
Changes in relationship begin during
Second year of babyhood, usually more rapid
Depends on parents for feelings of security
and for happiness
Poor relationship leads to devastating effect
Deprived of the parent leads to Trauma
Trauma can be eased if the child is adopted
into a two-parent family where a satisfactory
relationship can be established.
Conditions contributing to changed parent-child
relationships
 Changes in the child
 Changes in the Parental attitudes
 Parental concept of a “Good” Child
 Childish concept of a “Good” Parent
 Parental preferences
 Preferences for outsiders

ATTACHMENT STYLES
Sibling Relationships:
 Pleasant relationship between babies and their
siblings starts to deteriorate during 2nd year of life
 Relationship is often frictional
 This have a detrimental effect on self-concept
 Achievements are criticized and ridiculed by
their older siblings
 Sibling’s relationship aids to child’s personal and
Social development
 All children learn, in a family where there are siblings, play certain roles,
ordinal position, their sex and age difference between them and the
siblings
 Even quarrels provide a valuable learning experience
 Only-child have difficulty in making good social adjustments
during the gang age
Relationship with relatives:
 Frequency of contacts with relatives
 Role of relatives play in the child’s life
Ex: Cousins or Grandparents
 Nowadays it is infrequent
 Off all, maternal grandmother are most
frequently contacted in case of emergency/baby-sit
 If relative given authority in the absence of their
own parents, the relationship would be frictional
Unpleasant relationship with relatives have two effects:
 Parents condition children to want to avoid contacts with these relatives
 When the child have an unpleasant experience with one relative they
conditioned to want to avoid all relatives of the same-age level
PERSONALITY DEVELOPMENT
Conditions shaping the Self-concept in Early childhood:
 Family are responsible for shaping the self-concept of the child
 Parental attitudes about child’s appearances, abilities,
and their achievements
 Child-training method (parenting style)
 Aspirations
 Ordinal position based on the roles used by parents
 Minority-group identification
 Inselberg and Burke pointed out,
“Appropriate sex role identification in boys is associated
with favourable personality characteristics”
 Environmental insecurity
Increase in individuality:
 As the child enters the pre-school their personality will be readily
distinguished
Leaders-followers, show off/centre of attention-shun the limelight and egocentric-conformers
 Thomas et.al identified three personality
syndromes among children
 “Easy children”
 “Difficult children”
 “Slow-to-warm-up children”
 Individuality is greatly experienced by early
social experiences outside the home
 If it is unfavourable they will be unsocial and
compensate in unsocial ways such as spending
their time watching TV/ imagining themselves as
martyrs who are picked on by others
EMOTIONS OF EARLY CHILDHOOD
Intense during early childhood
“Out of Focus” – easily aroused to emotional
outbursts and as a result, are difficult to live with
and guide
Especially true of children aged 2 ½ to 3 ½
and 5 ½ to 6 1/2
Emotions are heightened and are more frequent
Heightened emotions are characterized by temper
tantrums, intense fears, and unreasonable outbursts
of jealousy
Prolonged play, rebellious and eat too little
 Psychological rather than physiological in origin
 Revolt against the restrictions placed upon them
 Angry when they find they are incapable
 Unrealistically high standard expectations from parents
Common Emotional Patterns:
 Experience most normally experienced by adults
 Worry, anxiety and embarrassment not important until late childhood
Variations in Emotional Patterns:
 Intensity and frequency of emotions. Intense at certain ages and less so at
others
 Peak of severity between the ages of two and four
 Jealousy begin around age two and increases as the child grows older
 Vary greatly in the amount of curiosity. Bright children are more active in
exploring
 Sex-differences in emotions come from social pressure to express emotions
 Temper-tantrums are considered more appropriate for boys than girls
 Fear, jealousy and affection are considered less appropriate for boys
than girls
 Family size influences frequency and intensity of jealousy and envy
 Jealousy is common in small families
 Envy is common in large families
 First born children display jealousy more often and violent than their
last-born
 Social environment: Temper tantrums are more frequent when are
many guests
 The child with siblings have more outbursts than the only child
 More authoritarian the parents are the more likely the child to respond
with anger
Common Emotions of Early Childhood
Anger
Fear
Jealousy
Curiosity
Envy
Joy
Grief
Affection
SOCIALIZATION IN EARLY CHILDHOOD
Acquire the preliminary training and experience needed to become a member
of a “gang”. So called “Pre-gang Age”
Number of contacts with their peers increases each year passing
Kind of social contacts is more important than number of contacts
Enjoy contacts if they are only occasional, their attitudes will be more
favourable
Social contacts will be greatly influenced by the past experiences
Social contacts with members of their own sex more pleasurable
Patterns of Early Socialization:
Parallel play
Associative play
Cooperative play
Role of onlooker
At age 4, child have a preliminary social experiences and the rough edges are
polished off in order to accept in a group
Early forms of Behaviour in Social Situations:
 Necessary for successful social adjustment
 Basic social attitudes and patterns of social behaviours are established
 Sociability at 2 ½ years was predictive of sociability at 7 ½ years
Companions in Early Childhood:
 Associates
 Playmates
 Friends
Substitute companions:
 Imaginary playmates and pets
Leaders in Early Childhood:
 More intelligent and older than the others
 Tyrannical boss
 Diplomats
 Girls assume the role of leadership in groups containing boys.
THANK
YOU..)

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COMMON INTERESTS IN EARLY CHILDHOOD

 Changes in the Parental attitudes

 Parental concept of a “Good” Child

 Childish concept of a “Good” Parent

 Preferences for outsiders

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