Perkembangan Sosial dan Emosional Pada Masa Kanak-kanak Awal (Early Childhood)
Photo copyright © 2003 www.arttoday.com. Used with permission.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Perkembangan self (diri) Bermain (play) Peran jenis (gender) Hubungan dengan teman sebaya Pengasuhan (parenting)
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Perkembangan Self
Self-concept :pengertian mengenai diri;
gambaran dan evaluasi mental mengenai kemampuan dan sifat-sifat diri. Self-definition: sekelompok karakteristik yang digunakan untuk menggambarkan diri. Tahap perubahan self definition pada usia 5 – 7 tahun (neo-piagetian):
Single representations Representational mappings Representational systems
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Lanjut…….
Memahami emosi Pemahaman emosi membimbing perilaku anak dalam situasi sosial dan untuk membicarakan perasaannya Tahap pemahaman mengenai emosi simultan (Harter):
Level 0: anak belum memahami bahwa dalam dirinya dapat terjadi ada 2 emosi dalam satu waktu Level 1 : anak dapat mengkategorikan emosi negatif dan positif; paham bahwa dalam dirinya dapat terjadi ada 2 emosi dalam satu waktu tetapi masih dalam satu kategori dan terhadap hal yang sama Level 2: anak paham bahwa dalam dirinya dapat terjadi adanya 2 emosi dalam satu kategori mengenai hal yang berbeda level 3 : anak paham bahwa dalam dirinya dapat terjadi adanya 2 emosi dalam kategori yang berbeda mengenai hal yang berbeda Level 4 :anak paham bahwa dalam dirinya dapat terjadi adanya 2 emosi dalam kategori yang berbeda mengenai hal yang sama
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Kepercayaan diri Erikson :Initiative Vs Guilt •Inisiatif adalah perasaan bebas pada diri anak untuk melakukan tujuan tertentu
Kepercayaan diri anak didukung oleh beberapa kemampuan yang sudah dimiliki anak : Ketrampilan motorik seperi memanjat dan memanipulasi obyek. Bahasa dan kemampuan kognitif yang membuat anak mampu berpikir,merencanakan, dan melakukan pemecahan masalah. Tumbuhnya kemampuan anak untuk mentoleransi frustasi dan keterlambatan Munculnya kemampuan berimaginasi dan bermain simbolik Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Kontrol diri & Pengaturan diri
Kontrol diri : Kemampuan untuk menekan beberapa perilaku seperti berlari perlahan-lahan, berbicara perlahan Pengaturan diri (Self-regulation):
Kontrol diri Kemampuan untuk mengatur diri sendiri dalam beraktivitas Melakukan penyesuaian perilaku dan ekspresi emosi yang sesuai dalam suatu situasi.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Gender and the Self Sex-typed behavior: Perilaku mengikuti harapan budaya tentang apa yang sesuai untuk laki-laki atau apa yang sesuai untuk wanita
Gender-role concept: pengetahuan mengenai stereotip budaya mengenai laki-laki dan wanita
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Perubahan dalam Sex-Typed Behavior
Sex-typed behavior berkembang secara bertahap. Sampai umur 2, anak mulai menunjukkan pilihan mainan yang berkaitan dengan jenis kelamin. Pada umur 3 sampai 4, sex-typed behavior meningkat. Orangtua dan teman sebaya secara umum mendukung permainan yang sesuai dengan jenis kelamin dan menunjukkan ketidaksetujuan pada permainan yang tidak sesuai dengan jenis kelamin. Ibu sering menerima “cross-gender” play.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Perkembangan Gender-Role Concepts
Pada usia 4-5, anak-anak mulai belajar kepercayaan budaya secara abstrak tentang peran jenis. Peran laki-laki lebih instrumental dan peran wanita lebih expressive. Pemisahan jenis kelamin tampak di sekolah dan ketika berinteraksi dengan teman sebaya.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Gender constancy:
Pemahaman bahwa jenis kelamin itu permanen/tetap meskipun secara permukaan berubah.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Perspektif teoritis : Sex-Typed Behavior and Gender-Role Development
Teori belajar sosial menjelaskan bahwa perkembangan peran jenis melalui reward dan punishment. Teori kognitif melihat belajar peran jenis sebagai salah contoh timbulnya pemahaman anak mengenai kategori, skrip, dan skema Gender schema theory:
Kombinasi dari elemen teori belajar sosial dan kognitif. Berpendapat bahwa anak membentuk konsep atau skema mengeai karakteristik laki-laki dan wanita dengan didasrkan pada sejarah belajar dan sosial anak.
Teori psikoanalitik menjelaskan perkembangan peran jenis pada hubungan anak dengan orangtua.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Peran Bermain Bagi Perkembangan Anak Permainan menyajikan bermacammacam fungsi kognitif,emosional, dan sosial.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Tipe Bermain
Functional play
Constructive play
Menggunakan objek atau material untuk membuat sesuatu
Pretend play/fantasy play/dramatic play/imaginative play
Menggerakkan otot
Bermain menggunakan fungsi-fungai simbolik
Formal games with rules
Bermain permainan yang menggunakan aturan
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Dimensi Sosial Bermain Memberi kesempatan pada anak untuk : mencoba peran sosial. Mencoba nilai-nilai Melatih ketrampilan interpersonal Melatih ketrampilan berbahasa
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Hubungan dengan teman sebaya Selama masa prasekolah, anak mulai berinteraksi dengan temannya:
Secara terus-menerus terkoordinasi Lebih kompleks
Social competence = good peer relations.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Persahabatan
Pada umur 4 tahun, anak sudah memiliki kemampuan untuk memelihara persahabatan melalui usahanya. Dengan sahabatnya, anak :
Lebih kooperatif dalam memecahkan masalah. Ketidaksetujuan lebih sering Konflik jarang memanas karena biasanya dihasilkan solusi yang fairdan tidak membawa pada perpisahan.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Pentingnya Hubungan Dengan Teman Sebaya
The peer group helps children learn about concepts of fairness, reciprocity, and cooperation. Learn to manage interpersonal aggression Cultural norms and values Greatly affects self-concept and future interactions.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Emotional Development Young Children’s Understanding of Emotion By age 6, children understand: good sad jealous proud embarrassed miserable Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
The Growth of Emotional Regulation Emotional regulation
Capacities to: control & direct emotional expression maintain organized behavior be guided by emotional experiences Delay of Ability to forego an immediate gratification reward in favor of a better reward at a later time. Ego Ability to modify self-restraint to resiliency adapt to changing circumstances. Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Internalizing Standards
Once the child internalizes standards, he or she will comply with parents’ prohibitions even when parents aren’t present. By age 4, children view moral transgressions (e.g., hitting or not sharing) as more serious than conventional transgressions (e.g., eating ice cream with your fingers).
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
The Self-Evaluative Emotions Guilt and pride involve evaluating the self against internalized standards. Guilt no longer arises only from fear of punishment. True pride is distinguished from toddlers’ joy in mastery because it is based on self-evaluation.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Emotional Development, Aggression, and Prosocial Behavior Aggression: Negative acts intended to harm others or their possessions. Prosocial Behavior: Positive feelings & acts toward others, with intention of benefiting them. Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Developmental Changes in Aggression During late preschool and early elementary school years, overall level of physical aggressiveness declines because of a drop in instrumental aggression.
Instrumental aggression Hostile aggression
Aggression used as a means to get something. Aggression aimed solely at hurting someone else.
Clip art copyright © 2003 www.arttoday.com. Used with permission.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
The Development of Empathy & Altruism
Empathy underlies altruism. When empathy is aroused, children are more willing to be helpful to others.
Empathy
Altruism
Ability to experience the emotions of another person. Acting unselfishly to aid someone else.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
The Development of Empathy & Altruism Phases in empathy & altruism 1. 2. 3.
Primitive capacity for empathy (infancy) More purposeful helping behaviors (toddlerhood) Capacity to take others’ perspectives and respond to others’ needs (early childhood)
Preschool children's prosocial behavior is greatly influenced by their parents' style of caregiving. Considerations include: – Consequences for the victim – Principles and expectations regarding kindness – Conveying the entire message with intensity of feeling about the issues involved Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
The Parents’ Role in Early Childhood Development Important Aspects of Parenting in the Preschool Period:
Consistency in the parents' approach to discipline Agreement between the parents concerning childrearing practices Gradually giving the child more responsibility, while still being available to help if needed Displaying clear roles and values in their own action Showing the flexible self-control they hope to promote in their child
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Authoritative A parenting style in which the parenting parents are nurturant, responsive, and supportive, yet set firm limits for their children. Permissive A parenting style in which parents parenting fail to set firm limits or to require appropriately mature behavior of their children. Authoritarian A parenting style in which parents parenting are unresponsive, inflexible, and harsh in controlling behavior. Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Identification with Parents Identification: The process by which children strive to be like their parents in thoughts and feelings as well as in actions.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Identification with Parents
Psychoanalytic theory holds that children strive to be like their parents in actions, thoughts, and feelings. Allows children to internalize control previously provided by parents, along with parental values and other characteristics. Cannot take place until the child has the cognitive ability to understand parents' feelings and attitudes. Security of attachment during infancy and toddlerhood is important. Coercive techniques may get child to comply, but more positive approaches bring more enthusiastic cooperation.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
The Coherence of Behavior & Development The Coherence of the Self Children's behavior reflects a coherent underlying self. Clusters of characteristics tend to go together in a logical, consistent way.
Self-esteem Self-control Empathy
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
The Coherence of Behavior Over Time
Preschoolers with a history of secure attachment in infancy tend to have certain positive patterns of behavior. Very different, negative behavioral profiles are associated with preschoolers with a history of anxious/resistant attachment. Those with anxious/avoidant attachment are often hostile and aggressive toward others or emotionally isolated.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Explaining Developmental Coherence
Children are becoming consistent forces in their own development. They tend to elicit certain reactions from others. Those reactions reinforce how the child tends to think and act.
Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Explaining Developmental Coherence Preschool teachers tend to:
Respond in ways that reinforce the emerging personalities of young children. Be warm and accepting with well-managed, self-reliant, and sociable children.
They directly promote the acceptance of these children by peers.
Be quite controlling of children who are timid or impulsive, and are more likely to make allowances.
In other words, they tend to reinforce the behavior pattern a child already showed. Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Stability & Change in Individual Behavior Secure attachment promotes self-worth and abiding sense of relatedness or connectedness to others, which Erikson calls basic trust. Subsequently, parents of securely attached children develop a control system for exerting control over their children without stifling exploration and autonomy. Fundamental change in children is always possible. However, it becomes more difficult as personality increasingly stabilizes. Copyright © 2004 The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
