Unit 4: Chapter 6 Emotion Regulation & Initiative in Early Childhood PDF

Preview

Summary

Unit 4: Chapter 6 Emotion Regulation & Initiative in Early Childhood lecture notes...

Description

Unit 4: Chapter 6 Emotion Regulation & Initiative in Early Childhood Erikson’s Psychosocial Theory (p. 206) I. Crisis: 

Initiative: undertaking trying to obtain new skills and abilities. Planning how to carry out goals.



 Self-concept  Intrinsic motivation Guilt: feeling like you have disappointed others

 Positive: when we realize own mistakes, repair, resolve, & move back to initiative OR  Negative: when we blame self and question own abilities. II. What helps initiative develop? A. Protective Optimism (p. 206) 

Self-concept: Person’s understanding of who he or she is, incorporating (Option for #2 Reality Assignment):

 Self-esteem  Physical appearance  Personality  Other personal traits such as gender Children need adults to give children choices & recognize effort. Activity + Motivation = Satisfaction; http://www.youtube.com/watch?v=ln9yN8aGQFM (2 min)

B. Motivation (p. 207-208) 

Preschool children tend to be intrinsically motivated and pursue activities out of enjoyment.  Intrinsic: drive or reason to pursue a goal that comes from within the person.  Extrinsic: drive or reason to pursue a goal that comes from need to have achievement's rewarded from outside.

Activity + Motivation = Satisfaction http://www.youtube.com/watch?v=ln9yN8aGQFM (2 min) Emotion Regulation I. Emotion Regulation (p. 206 - 207). (Marshmallow test & delayed gratification) 

Ability to control when and how emotions are expressed.  Most important psychosocial task for 2-6 year old children.  2-6 years is a sensitive period.

 Brain maturation and social expectations lead to a decrease in temper tantrums and unrealistic fears, and increased self-control. II. How is the Brain Maturing? A. Prefrontal Cortex(p. 177) 

Prefrontal cortex: front of the brain specializing in planning, and impulse control.



Myelination: the process through which axons are coated with a fatty substance (myelin) speeds transmission of nerve impulses between neurons.

B. Limbic System (p. 180) 

Brain system crucial to developing emotional expression and regulation.  Amygdala: A tiny brain structure that registers emotions, particularly fear and anxiety (nightmares & phobias).  Hippocampus: A brain structure that is a central processor of memory, especially memory to location (summons anxiety provoking memories)  Hypothalamus: A brain area that responds to the amygdala and the hippocampus to produce hormones that activate other prats of the brain and body (cortisol)

C. Connection between prefrontal cortext & limbic system is becoming stronger & more Integrated. D. Dan Siegel hand model of the brain & mindfulness (5 minutes) http://www.youtube.com/watch?

v=vESKrzvgA40 III. What helps Emotion Regulation Develop? Relationships, & Expectations (p. 206 - 207). 

Marshmallow Test revised: http://www.youtube.com/watch?v=JsQMdECFnUQ

Play (p. 212-216) 

Most productive and enjoyable activity that all children in the world undertake.



Play becomes more social during preschool. o Rough & Tumble play: Is universal, mimics aggression through wrestling, chasing, or hitting, but in which there is no intent of harm. o Sociodramatic play: Is universal, pretend play in which children act out various roles and themes in stories that they create....