PSY2033 Ch08 Lecture Notes
PSY2033 Developmental Psychology
Ch08 Psychosocial Development in Early Childhood
Psychosocial Development in Early Childhood (Ages 3-6) 早期儿童的心理社会发展 (3-6岁)
中英双语笔记
Outline 大纲
- The Developing Self 自我发展
- Gender Development 性别发展
- Play: The Business of Early Childhood 游戏：早期儿童的业务
- Parenting 教养
- Relationships with Other Children 与其他儿童的关系
The Developing Self 自我发展
Self Concept 自我概念
- Definition 定义: Total picture of our abilities and traits; a cognitive construction
- 我们能力和特征的总体图景；一种认知建构
- Components 组成部分:
- Descriptive Representations 描述性表征: How we describe ourselves
- Evaluative Representations 评价性表征: How we evaluate ourselves
- Social Aspect 社会方面: Incorporate understanding of how others see them
- 融入对他人如何看待自己的理解
Changes in Self-definition 自我定义的变化
Age 4: Single Representations 单一表征
- One-dimensional without logical connections
- 单一维度，没有逻辑连接
- Cannot imagine two emotions at once
- 无法同时想象两种情感
- Cannot differentiate real self from ideal self
- 无法区分真实自我与理想自我
Age 5-6: Representational Mappings 表征映射
- Make logical connections between one aspect of self and another
- 在自我的一个方面和另一个方面之间建立逻辑联系
- Statements are still completely positive, all-or-nothing
- 陈述仍然完全是积极的，非黑即白
Middle Childhood: Representational Systems 表征系统
- Integrate specific features into a general, multidimensional concept
- 将特定特征整合为一般的、多维的概念
- More balanced and realistic
- 更加平衡和现实
Self-esteem 自尊
- Definition 定义: Evaluative part of self-concept; a child’s judgment of their overall worth
- 自我概念的评价部分；儿童对自身整体价值的判断
- Developmental Changes 发展变化:
- Initially overestimated and unidimensional
- 最初被高估且单维度
- Based on feedback from others
- 基于他人的反馈
The “Helpless” Pattern “无助”模式
- High self-esteem motivates success 高自尊激励成功
- When self-esteem is contingent on success, failure can lead to feeling helpless
- 当自尊依赖于成功时，失败会导致无助感
- Belief in whether traits are fixed or changeable impacts response to failure
- 相信特质是固定的还是可变的会影响对失败的反应
Emotions 情感
Understanding Emotions 理解情感
- Preschool Children 学龄前儿童: Experiences elicit emotions based on desires
- 经验引发的情感基于欲望
- Age 5-7: More complex emotional understanding
- 更复杂的情感理解
- Simultaneous Emotions 同时情感: Young children struggle to recognize multiple emotions simultaneously
- 年幼的儿童难以同时识别多种情感
Emotions toward Self 自我情感
- Develop around age 3 在3岁左右发展:
- Guilt, Shame, Pride 内疚、羞愧、自豪
- Become more complex with age
- 随着年龄增长变得更复杂
Erikson: Initiative vs. Guilt 埃里克森：主动性与内疚
- Conflict 冲突: Growing sense of purpose vs. desire for approval
- 不断增长的目标感与对认可的渴望之间的冲突
- Virtue of Purpose 目标的美德: Courage to pursue goals without fear of punishment
- 在不惧惩罚的情况下追求目标的勇气
Gender Development 性别发展
Gender Identity 性别认同
- Awareness of being male or female 对性别的认知
- Develops within societal context 在社会背景下发展
- Influences behavior: Toy choices, play activities, playmates 影响行为：玩具选择、游戏活动、玩伴
Gender Differences 性别差异
- Behavioral Differences 行为差异:
- Boys: Superior motor performance and more active physical activity
- 男孩：运动表现优越，体力活动更多
- Girls: Better attention and inhibition of inappropriate behavior
- 女孩：注意力更好，抑制不当行为
- Cognitive Differences 认知差异: Few measurable differences
- 可测量的差异很少
Theories of Gender Development 性别发展的理论
- Biological Approach 生物学方法:
- Genetic, hormonal, and neurological evidence
- 基因、激素和神经证据
- Evolutionary Approach 进化论方法:
- Gender roles are biologically based and have evolutionary purposes
- 性别角色是生物基础的，有进化目的
- Psychoanalytic Approach 精神分析方法:
- Identification with same-sex parent
- 与同性父母的认同
- Cognitive Approach 认知方法:
- Gender knowledge before gendered behavior
- 性别知识先于性别化行为
- Social Learning Approach 社会学习方法:
- Observation and imitation of gender-typed behaviors
- 观察和模仿性别类型化行为
Kohlberg’s Cognitive-developmental Theory 科尔伯格的认知发展理论
- Stages 阶段:
- Gender Identity 性别认同
- Gender Stability 性别稳定
- Gender Consistency 性别一致
Gender-Schema Theory 性别图式理论
- Schema 图式: Mentally organized information influencing behavior
- 精神组织的信息影响行为
- Promotes Gender Stereotypes 促进性别刻板印象
Socialization-Based Approach 社会化方法
- Family, Peer, and Cultural Influences 家庭、同伴和文化的影响
Play 游戏
Types of Play 游戏类型
Functional Play 功能性游戏:
- Simple, repetitive activities with objects or physical movements
- 简单的重复性活动或身体运动
Constructive Play 建构性游戏:
- Using objects to build or create something
- 使用物体建造或创造某物
Dramatic Play 戏剧性游戏:
- Involves imaginary situations and role-playing
- 包含想象情境和角色扮演
Social Dimension of Play 游戏的社会维度
- Solitary Independent Play 独自独立游戏
- Parallel Play 平行游戏
- Associative Play 关联游戏
- Cooperative Play 合作游戏
Gender Influences on Play 性别对游戏的影响
- Gender Segregation 性别隔离:
- Boys: Active, physically aggressive, exploratory
- 男孩：积极、身体上攻击性强、探索性强
- Girls: Structured, nurturing, pretend play
- 女孩：结构化、培育性、假装游戏
Parenting 教养
Discipline 纪律
- Methods 方法:
- Reinforcement 强化:
- External: Tangible (candy, money), Intangible (praise, attention)
- 外部：有形（糖果、金钱），无形（赞美、关注）
- Internal: Sense of accomplishment
- 内部：成就感
- Punishment 惩罚:
- Isolation, denial of privileges, corporal punishment
- 隔离、剥夺特权、体罚
- Reinforcement 强化:
Parenting Styles 教养方式
- Authoritarian 专制型:
- High demand, low responsiveness
- 高要求，低反应
- Authoritative 权威型:
- High demand, high responsiveness
- 高要求，高反应
- Permissive 溺爱型:
- Low demand, high responsiveness
- 低要求，高反应
- Uninvolved 漠不关心型:
- Low demand, low responsiveness
- 低要求，低反应
Support and Criticisms of Baumrind’s Model 对鲍姆林德模型的支持与批评
- Authoritative style has research support 权威型有研究支持
- Cultural differences and parental concerns 文化差异和父母关注
Relationships with Other Children 与其他儿童的关系
Aggression 攻击性
- Types 类型:
- Instrumental Aggression 工具性攻击: Goal-oriented
- 目标导向
- Overt Aggression 公开攻击: Physical force or threats, more common in boys
- 身体力量或威胁，男孩更常见
- Relational Aggression 关系性攻击: Indirect, psychological manipulation, more common in girls
- 间接的，心理操纵，女孩更常见
- Instrumental Aggression 工具性攻击: Goal-oriented
Influences on Aggression 攻击性的影响
- Temperament, Genetics, Environment 气质、基因、环境
- Parental Behaviors 父母行为
- Witnessing Violence 目睹暴力
Altruism 利他行为
- Prosocial behavior often entails cost, self-sacrifice, or risk
- 社会性行为通常包含成本、自我牺牲或风险
Childhood Fears 儿童的恐惧
- Common fears and their developmental impact 常见恐惧及其发展影响
The Only Child 独生子女
- Research findings on only children 独生子女的研究发现:
- Tend to be more mature and motivated to achieve
- 往往更成熟和有成就动机
PSY2033 Ch08 Lecture Notes