1. Gender Identification
2. Moral Development
3. Self-Theory
4. Peer Play

GENDER IDENTIFICATION

1. Sex:  biological (fe)maleness determined by chromosomal info
2. Gender:  integrative cog, soc, emot, beh patterns assoc w/ being a boy/girl or man/woman in one's culture
3. Sexual Orientation: one's preference for & attraction to intimate partners

1. dimension of self-concept
2. organizing principle of social life
3. guide to behaviors

Gender

1. Links a child to others of their same group (boys or girls)
2. Influences their interests, preferences, and social interactions

Attractor States

1. emotionally and behaviorally satisfying
2. draw on cognitive and motor skills that are well-developed
3. socially encouraged
4. become increasingly more likely to be replicated
5. draw child into a pattern of gendered interpersonal interactions, play, and learning activities

1. Biological Factors
2. Socialization Norms
3. Situational Demands

1. Concept of Gender
2. Gender Role Standards & Stereotypes
3. Identification with Parents
4. Gender Preference Formation

Gender Permanence

Gender Constancy

Genital Basis of Gender

Attributes held by the culture (cultural expectations of behavior) for males and females. These attributes can include both precepts and sanctions.

Sex Stereotypes

Gender Role Standards

By age 7, most children make perfect scores on tests of ________, illustrating they know how their society links a person's sex to activities or occupations.

Knowledge of _______, such as gentle and affectionate or adventurous and self-confident, emerges somewhat later.

• Sex-Role Learning
• Gender-Typed Personality Traits

An early school age knowledge about gender tole standards shapes a child's: (2)

ex) choice of toys

1. Preferences
2. Behaviors

One consequence of this gender-typed thinking is that it....

and therefore...

• limits a child's willingness to play w/ certain toys and games
• reduces the child's opportunities to learn from a variety of play experiences

As the cognitive underpinnings related to the concept of gender mature, children form ________, or personal theories about cultural expectations and stereotypes related to gender.

• Plays a role in recollection of behavior
• children look for clues about gender, seeking info from their social environment about what activities they should/should not engage in

Gender Schemes

The word boy or girl. First component of gender identity, in which children learn to referr to themselves as a boy or girl and to identify other children by applying the word correctly.

• earliest component of gender identification to be achieved.

Gender Label

Process through which a child incorporates the values and beliefs of the parent(s), not to become exactly like them, but to increase one's sense of allegiance and closeness with them.

Through this process, ideals, values, and standards of the family and/or community are internalized so that they become a part of the individual's own belief system.

Parental Identification

Internalized Cultural Scripts

Many studies focus on how parents talk to their children, illustrating how stronlgy internalized the standards about gender distinctions can be. The results have shown that

mothers are generally (2)

fathers are generally: (2)

children are: (1)

1) both more supportive & more negative w/ their children (expressive)

2) provide more verbal interaction w/ daughters than sons

1) more directive and task-oriented w/ children

2) more assertive than mothers

1) more assertive w/ mothers than w/ fathers

gendered

1. process of gender role socialization
2. development of sexual orientation

1. gender identification
2. future sexual orientation

1. sensitive prenting
2. egalitarian role relationships

1. Open disclosure of lesbian relationship
2. ability to maintain ties with the rest of child's family
3. perception that partners share equally in tasks assoc w/ household and child care

1. no diff btw these children and those from heterosexual families
2. gender role preferences are similar to those of children from heterosexual families

Gender Preference

1) the more closely one's strengths & competencies approximate gender-role standards, the more one will prefer being a member of that sex

2) the more one likes the same-sex parent, the more one will prefer being a member of that sex

3) environmental cues as to the value of one sex or the other

Gender Typicality

Contentedness

Gender Dysphoria

Early Moral Development

1. Emotions
2. Knowledge
3. Actions

(a) Experiencing the array of emotions that foster caring about others and that produce anxiety, guilt, and remorse when moral standard has been violated; and

 (b) recognizing these in others

Emotions

Knowledge

Action

1. Learning Theories
2. Cognitive Developmental Theory
3. Psychoanalytic Theory
4. Object Relations Theory
5. Evolutionary Theory

Active Construction of Moral Reasoning

• Heteronomous Morality
• Autonomous Morality

A child's moral perspective, in which rules are viewed as fixed and unchangeable.

Moral judgments reflect a sense of subordination to authority figures; an act is right or wrong accoring to letter of the law

Heteronomous Morality

A relatively mature moral perspective, in which rules are viewed as a product of cooperative agreements.

Moral Judgments reflect a child's participation in a variety of social roles and in egalitarian relationships with friends

Autonomous Morality

Situational Factors

• expectations
• values
• goals

Level 1:  Preconventional Morality 

Level 2:  Conventional Morality

Level 3:  Postconventional Morality

Preconventional Morality

Level I: Preconventional Morality includes stages 1 & 2 in which judgments are based on

Stage 1:

Stage 2: 

1.  whether behavior is reqarded or punished

2.  whether the consequences result in benefits for self or loved ones

Conventional Morality

Level II: Conventional Morality includes stages 3 & 4 in which judgments are based on

Stage 3: 

Stage 4:   

3:  whether authorities approve or disapprove

4:  whether the behavior upholds or violates the laws of society

Postconventional Morality

Level II: Postcconventional Morality includes stages 5 & 6 in which judgments are based on

Stage 5: 

Stage 6:   

5:  preserving social contracts based on cooperative collaboration

6:  ethical principles that apply across time and cultures

Empathy

1. Global Empathy
2. Egocentric Empathy
3. Empathy for Another's Feelings
4. Empathy for Another's Life Conditions

When you experience and express distress as a result of witnessing someone else in distress.

ex.) baby cries when hears other babies cry

Global Empathy

When you recognize distress in another and respond to it in same way you would respond if distress were your own.

ex.) toddler offers own cuddle blanket to another child who is crying

Egocentric Empathy

When you show empathy for a wide range of feelings and anticipate the kinds of reactions that might really comfort someone else.

ex.) child see another child crying over broken toy, offers to help fix it

Empathy for Another's Feelings

When you experience empathy when you understand the life conditions or personal circumstances of a person or group.

ex.)  child learns of children in onother town who are now homeless after a flood, asks mother if he can send some of his clothes to them

Empathy for Another's Life Conditions

1. Coordination of Rhythmic Interactions
2. Creation of Joint Attention
3. Achievement of Intersubjectivity through early Gestures & Words

External Events

• Internal States that may produce strong emotions

1. justify someone's morla behavior
2. forgive a transgression

Moral Teachings

Sympathy

Principle of Care

1. Cognitive Evaluation of the Other Person's Sutuation
2. Action Component - the desire/intention to do something to help

An ancient game played around the world which symbolizes the perils of early childhood, as children take a leadp of faith, hopping from box to box, facign perils, and overcoming some, failing sometimes, and starting over.

Provides opportunity to exercise mastery as children are creators of its world, and have skills to conquer it be being careful, agile, and having a bit of luck.

Hopscotch