The Play Years Psychosocial Development

“Overall, emotional development is the foundation that enables all the other forms of development.…”(Campos et al, 2004)

A child wants to complete things successfully, and feels guilt at failure.Example: A child tries to pour juice into a cup and spills.Some guilt is desirable.

Intrinsic motivation comes from within the individual; it is the joy of personal accomplishment.Adults can encourage this by not promising rewards for a task that is already enjoyable; instead, praise a job well done.

Comes from outside, when people do something expecting praise.

Emotional regulation is learning to cope with and direct one’s emotions.It develops as a result of brain maturation and experiences.

GenesEarly experiences (especially stressors)CultureOngoing careBrain maturationGenderAttachment

A dislike or hatred of people

Solitary = play aloneOnlooker = watch othersParallel = play with similar toys in similar ways, but don’t interactAssociative = interact and share emotions, but not in same game

Cooperative = play together, with common goal, taking turns (e.g., Checkers)Rough and tumble = mimics aggression, but is in fun (“play face”)

Pretend play in which children act out self-created roles and theme Explore and rehearse social roles they have observed (e.g., playing the “Dad”)Regulate emotions through imagination (e.g., the powerful feeling of being a superhero)Learn to negotiate and cooperate

Used to obtain an object such as a toyThis is common among young children, and becomes less prevalent with age.

Reactive: Retaliation for an act, whether or not it was intentionalThis indicates a lack of emotional regulation

Insults or social rejection intended to hurt another

Expressions of warmthStrategies for disciplineQuality of communicationExpectations for maturity

High WarmthHigh level of communicationModerate expectations for maturityDiscipline strategies involve much discussion, firm but fair limits