Week Six, Post 1

Week 6, Post 1

Children have difficulty understanding sex differences, while they comprehend and understand the differences of gender (Berger, p. 284). Behaviorists believe that gender distinctions are learned from continuous punishment and reinforcement, and social learning.

The social learning theory states that children learn roles, and expectations of the gender according to what they notice about men and women’s actions. They observe what behavior is acceptable for both genders. Children copy nurturing, powerful, and similar to themselves people in their lives.

The cognitive theory emphasizes that children reach full gender identity that becomes apparent at about the age of 5. Under the cognitive theory, gender schema is the realization of gender differences. This is formed by gender-related experiences, nuances, complexities, exceptions, and gradations about genders (Berger, p. 287) Just as well customs, taboos, and terminology contribute as well (p. 287).

Children’s internalize how their parents regard them as, and they seek parental confirmation from their caretakers, as a spring board, or foundation. Parents are encouraged to provide positive reminders of their children’s accomplishments. This encouragement contributes confirmation about the child’s worth. In addition, children start to develop their self-concept by the age of two years old. Their outlook in life is normally that they can accomplish anything, and current negative traits will subside. Erickson stated that an increased attention span, and “neurological maturity” enables them to begin having social competence (Berger, p. 266). In addition, ethnic and cultural pride is a large contributing factor to the children’s identity. Self-awareness is gained by experiencing guilt when they realize their own mistakes (Berger, p. 266).

Lack of emotional regulation, like a parent doesn't set the child to have consequences, The process of internalizing problems means distressing inwardly, and having too much self-control. This would probably cause the child to not seek help when they need it in school. Externalizing problems means children outwardly express negative emotion in violence and outbursts. Prefrontal cortex is the executive area of the brain where the limbic system regulates emotions. This area matures at age 4-5, which allows emotional temper tantrums to be regulated.