14Chapter

Chapter ObjectivesAfter completing this chapter, you will be able to:

Identify a single characteristic that marks the emotional development of four- to six-year-olds.List five ways to help children reduce worry and tension.Describe how to help children develop self-confidence.List three social skills children must learn as they begin school.Identify seven guidelines for encouraging moral development in children.Describe three ways to encourage conflict resolution and cooperation in children.

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Character Analysis

Looking Back One way to describe a person is by writing a character analysis. A character analysis is a look at a person’s traits, feelings, and behaviors. Write a 60- to 80-word character analysis of yourself when you were five years old. It might help to remember a specific event or occasion from your youth.

Writing Tips Begin by spending a few minutes thinking about what you were like when you were five. Then use these tips to write your character analysis:

Be specific in describing physical characteristics such as curly hair or big feet.Describe emotional and social characteristics. Did you feel you were not good at soccer? Were you shy or outgoing?Try to make the character analysis interesting. List facts that the reader might not expect.

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Emotional and Social Development from Four to Six

402

Emotional Development from Four to Six

Social and Moral Development from Four to Six

Section 14.1Section 14.1

Section 14.2Section 14.2

Explore the PhotoFamily members have a great impact on a child’s emotional and social development. How do you think this parent is aiding in the emotional development of his children?

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Reading Guide

Section 14.1

Before You ReadIdentifying Main Points Identifying an author’s main points keeps your thinking on-track. As you read, write down the main points for each head or subhead.

Read to LearnKey Concepts

Identify a single characteristic that marks the emotional development of four- to six-year-olds.List five ways to help children reduce worry and tension.Describe how to help children develop self-confidence.

Main IdeaBetween the ages of four and six, children grow more independent and express a wide range of emotions. These children become more self-confident as they learn new skills and learn how to make decisions.

Content Vocabularytensionself-confidenceinitiative

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Academic VocabularyYou will find these words in your reading and on your tests. Use the glossary to look up their definitions if necessary.

impulsiveturmoil

Graphic OrganizerAs you read, look for ways that parents can help children handle fears. Use a chart like the one shown to help organize your information.

English Language Arts

NCTE 2 Read literature to build an understand-ing of the human experience.

Science

NSES A Develop abilities necessary to do sci-entific inquiry, understanding about scientific inquiry.

Social Studies

NCSS I C Culture Apply an understanding of culture as an integrated whole that explains the functions and interactions of traditions, beliefs and values, and behavior patterns.NCSS V D Individuals, Groups, and Institutions

Apply concepts such as role, status, and social class in describing the connections and interactions of individuals and groups in society.

Graphic Organizer Go to this book’s Online Learning Center at glencoe.comto print out this graphic organizer.

Academic Standards

NCTE National Council of Teachers of English NSES National Science Education StandardsNCTM National Council of Teachers of Mathematics NCSS National Council for the Social Studies

Emotional Development from Four to Six

Problem

Possible Ways of Handling Problem

Being Fearful

Chapter 14 Emotional and Social Development from Four to Six404

Emotional PatternsJustin was unusually quiet as he walked to

school with his mother. It was his first day. He was both excited and fearful. His new teacher was there to greet them. As his mother talked with the teacher, Justin peered into the class-room and saw two of his friends from pre-school. “Can I go and play with Scott and Dakota?” he asked. When the teacher said yes, he walked off. Justin was proud to be old enough for school. He was also glad to share the experience with familiar freinds.

Justin’s behavior shows the increase in inde-pendence that is common for four- to six-year-olds. This independence is one characteristic that marks most clearly the emotional devel-opment for this age group. It is at this age that many children venture out of the home envi-ronment to attend preschool, daycare, or kin-dergarten. Perhaps for the first time, they find themselves with unfamiliar adults and large groups of other children. Each child responds to these challenges differently. There are, how-ever, certain milestones that children in this age group generally attain.

Four YearsMost four-year-olds are still very self-

centered. They can be defiant, impatient, loud, and boastful. They might argue and be bossy with other children and even with adults. At other times, four-year-olds may be very loving and affectionate. This is because they still need and seek the approval of parents and other caregivers.

Four-year-olds want to see themselves as separate from their parents or other main care-givers. They want to do things for themselves, such as washing and dressing. They enjoy the feeling of independence that they get from doing these tasks.

The vocabulary and language skills of four-year-olds show clear improvements from the skills of toddlers. At this age, children enjoy testing out the sounds of language and mak-ing up nonsense words. Four-year-old Martin, for example, goes around chanting phrases like “Antsy, wantsy, pantsy,” and then breaks into hysterical laughter. Children of this age might also try using rude words, just to see how adults will react.

Young Children at Play Six-year-olds are hurt easily and often disagree with other children. What can caregivers do to help children manage these feelings?

Section 14.1 Emotional Development from Four to Six 405

New SituationsBeginning school and separating from parents or caregivers can be difficult for some children. How can a teacher help put a child at ease?

Four-year-olds have an active imagina-tion. This allows them to enjoy a rich fantasy life. A four-year-old mind often cannot sepa-rate fantasy from reality. For example, Owen’s teacher read the class a story about a superhero that could fly. Owen was very excited when he went home to tell his dad about it. Owen saw no reason why he would not be able to learn how to fly, too. This lack of separation, com-bined with an active imagination, can lead to fears. Shadows in a dark bedroom, for exam-ple, can become a monster in the child’s mind. Parents can help a child get over these fears by acknowledging them and talking about them.

Five YearsBy the age of five, children have begun to view

themselves as whole persons, with a body, mind, and feelings. They are eager to explore the larger world, but at the same time they may be fearful of unfamiliar people, places, and experiences.

Five is the age at which a child typically begins kindergarten. Not all children wel-come that first day of school. When Katrina’s mother brought her to the kindergarten class-room, Katrina clung to her mother’s legs and begged not to be left there. Katrina, like many five-year-olds, was afraid of being left alone in an unfamiliar situation. Chelsea, though, was excited about her first day of school. She could barely sit still long enough to eat her breakfast. When they got to the school, she was jump-ing up and down to try and find her friends to play with and to see who her new friends would be.

Children this age may experience anxiety, or stress, about the strangeness of the school set-ting and about unfamiliar routines. It is impor-tant to help children cope with their anxieties by listening to their concerns and offering love and support. Children who have already attended a child care center or preschool may adapt more easily.

Five-year-olds are still emotionally impul-sive. Impulsive means to act spontaneously, without considering the consequences. They try to wander around, talk, and play whenever they want. In school, though, they must sit still,

listen, and focus on a task. This is when they start learning to control their impulses.

At this age, children also begin to feel more empathy for others. Recall that empathy is the ability to understsand how someone else feels. This empathy makes them better able to play together and cooperate. They are able to see another person’s point of view.

Six YearsAs children turn six, they are likely to go

through a period of emotional turmoil. Turmoilis a state of extreme confusion or agitation. Some children are in school all day for the first time. They face the task of finding their role outside of the home. At times they long to feel grown-up, but often they feel small and dependent. Six-year-olds crave praise and approval, and are easily hurt and discouraged.

Six-year-olds are often stubborn and quar-relsome. They are the center of their own uni-verse. They try to please others only to win praise for themselves. Six-year-olds are often at their worst with their own parents. They may resent being given direction, and their first response is likely to be “No!”

Chapter 14 Emotional and Social Development from Four to Six406

At six, children experience rapid moodchanges. They love and hate, accept and reject, smile and rage, sometimes for no appar-ent reason. At the same time, a six-year-old is beginning to experience stronger feelings of happiness and joy. This leads to an appre-ciation of more activities. A six-year-old can enjoy music or dance lessons and organized sports. This is a good time to start a child on such activities. Learning new skills builds a child’s sense of competence.

Analyze Why is six such a difficult age emotionally?

Specific EmotionsAs children grow older they become better

able to recognize and express a variety of emo-tions, including anger, jealousy, and worry. At the same time, their growing feeling of compe-tence as they master various tasks helps them to control their emotions. They also continue to experience fears during the ages of four through six. The nature of those fears, though, changes over time.

AngerThe expression of anger changes more dur-

ing early childhood than the expression of any other emotion. Toddlers show anger freely and without restraint, sometimes biting, kicking, and hitting. Preschoolers are less likely than toddlers to express their anger with physical violence. A four-year-old who is upset because her mother will not let her play outside is more likely to scream, “I hate you, Mommy!” than to try and hit her mother.

As children grow from four to six years old, they use increasingly subtle ways to express their anger:

Four Years An angry episode lasts longer in a four-year-old than in a younger child. Four-year-olds may still use physical violence, or they may threaten and attempt to get even.Five Years Five-year-olds are more likely to try to hurt other children’s feelings than to hurt them physically.Six Years Six-year-olds are even more hurtful with words. They tease, insult, nag, and make fun of others.

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Attention deficit hyperactivity disorder (ADHD) is a condition that becomes apparent in some children in the preschool and early school years. It is estimated that between 3 and 5 percent of children have ADHD. This is about 2 million children in the United States. The most common characteristics are the inability to pay attention, hyperactivity, and acting on impulses. Because many children may have these symptoms, but at a low level, or the symptoms may be caused by another disorder, it is important that the child receive a thorough examination and appropriate diagnosis by a well-qualified professional. Parents can ask their pediatrician to refer them to a child psychiatrist who can diagnose

ADHD

and treat this condition. Although medication is often used as treatment, there has been recent concern about over-diagnosis and over-medication. Children with ADHD need guidance and understanding from parents, therapists, and school in order to achieve their full potential.

Critical Thinking Conduct research to learn about two different methods of treating ADHD. Write a report summariz-ing each method. Be sure to discuss the advantages and disadvantages of each method.

Critical Thinking Conduct research to learn about two different methods of treating ADHD. Write a report summariz-ing each method. Be sure to discuss the advantages and disadvantages of each method.

Section 14.1 Emotional Development from Four to Six 407

Do?What WouldThere are many reasons for these changes

in the expression of anger. Frustration is a major cause of anger, and a child’s tolerance for frustration generally increases with age. Also, some sources of earlier frustration are eliminated as the child’s skills improve. Finally, by age six, children have better social skills, which can help them deal with situations thatlead to anger. They can usually work in groups, for example, and recognize that some things belong to other people.

Disagreements with other children are the most common cause of anger. Although quar-rels are still loud and verbal, five- and six-year-old children begin to conceal and disguise their feelings. Sometimes their methods of revenge are indirect. They may pretend indif-ference, sneer, or make sly remarks. Often they make exaggerated threats. Occasionally, they take their anger out on a scapegoat, such as a younger sibling, a pet, or even a toy. A scape-goat is one that takes the blame for others.

Criticism can also be a cause of anger. Six-year-olds do not like to be criticized. Children who are scolded for doing something wrong may try to punish a parent by breaking yet another rule.

Understanding Success

Danielle and her five-year-old daughter Lori are enrolled in a parent-child art class at the park district. Each week, the teacher intro-duces them to new materials and techniques to use in their artwork. The first week focused on drawing. Lori likes to draw and works very hard to stay within the lines when color-ing her drawings. This is something she has observed her mother do. The next week they began to make little clay pots. Lori had trou-ble with the process. She could not smooth out the walls of her pot the same way the teacher did. She pushed it away and said she did not like art anymore. Danielle knew that Lori was just frustrated. Danielle wanted to help Lori enjoy the class again.

Write About It Many children Lori’s age feel that there is a right and a wrong way to perform tasks. They are afraid to continue if they think they are doing a task wrong. Write a scenario explaining how you might help Lori feel she is succeeding in her art class.

Childhood Fears Fear of the dark can be common at this age. What can parents do to help a child with this fear?

Chapter 14 Emotional and Social Development from Four to Six408

Children vary greatly in how much anger they show and how they show it. Variations depend on a child’s temperament and the child’s environment. Children tend to imitate the behavior of adults. Parents and other caregiv-ers can teach children self-control by express-ing their own anger in appropriate ways.

FearImagination is a major emotional force in

children from four to six, and many of their fears center on imaginary dangers. They may be afraid of ghosts or monsters. Many chil-dren of this age are afraid of the dark. Some may worry about being left alone or aban-doned. Fear of thunder and lightening is also common at this age. Many children fear situa-tions related to school. They may be afraid of being criticized by a teacher or teased by other children. They may even fear that they will not perform as well as the other children.

Here are some ways that caregivers can helpchildren deal with fears:

Accept the fear. Just listening and saying you understand can greatly help a fearful child. Never say that what the child fears does not exist. It is very real to the child.Let the child express the fear without ridicule. Children this age fear being made fun of. If they worry that they mightbe ridiculed, they may not be open about their fears.Help the child feel able to face the fear. Use talking and acting out to help the child learn to face the fearful situation. Reading a book together about another child who dealt with a similar fear might also help.Sometimes, of course, a child’s fear about a

certain situation is justified. A bully at school, for example, could be a cause for real concern. In such cases, parents need to take action to deal with the source of the fear and give support and reassurance.

JealousySibling rivalry is jealousy of brothers and

sisters. It is common during this period. Some parents unintentionally make the problem

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worse. They may try to improve behavior by comparing one child to another. One father, for example, asked his daughter, “Why can’t you be neat like your sister Selena? I never have to tell her to put her toys away.” Comparisons such as this are rarely effective. They can actually dam-age a child’s self-esteem and undermine family relationships.

Children at this age sometimes express their feelings of jealousy by tattling, criticiz-ing, or lying. Some may feel jealous and react by boasting.

Parents and other caregivers can help chil-dren work through jealous feelings by encour-aging cooperation and empathy. It is best to avoid taking sides and to give children a chance to practice working out their own problems. Sibling rivalry tends to fade as children mature and find interests outside the home.

WorryChildren, like people of all ages, experience

tension. Tension is another word for emo-tional stress. Children may worry about every-thing from a fire in their home, to a stranger taking them, to a bully in the neighborhood. Their active imagination contributes to the stress that they experience.

Fear of the Dark

Children’s fears of the dark, nighttime monsters, and other perceived threats may be “hard-wired” in the brain. These fears are probably inherited from our early human ancestors, who genuinely had things to worry about when the light faded each day, such as nocturnal predators. Psychologist Steven Pinker says that irrational fears in adulthood are likely to be childhood fears that never went away.

Science Inquiry Fear of the dark may come from early humans’ concern about being attacked at night. Why do you think claustro-phobia, a fear of closed places, is common?

Section 14.1 Emotional Development from Four to Six 409

In addition to the emotional strain of ten-sion, children may also develop physical symp-toms, such as stomachaches, headaches, and sleeping difficulties. Children may cry, scream, or throw temper tantrums. Many preschool-ers express tension by biting their nails, swing-ing their legs, or grinding their teeth. Here are some ways to help preschoolers and kindergar-teners reduce worry and tension:

Look for the cause. Ask children showing signs of stress to draw pictures of them-selves. One preschooler whose parentshad just divorced drew a picture of herself split in two. Another option is to use a puppet or stuffed animal. Explain that the toy is not feeling happy, and then ask the child what the problem is. The child may describe his or her own problems.Give children time to calm down. If ten-sion turns into a tantrum or uncontrollable crying, call for time out. Send the child to a quiet room for a brief time to be alone and calm down. This is not for punishment.Provide chances to get rid of tension. Give children a physical way of releasing stress. Have them jump up and down or

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Worry and Your Health Larisa was concerned about her six-year-old son, Aaron. Several times a week he had such bad headaches that he was sent home from school early. Aaron finally admitted to his mother that he was worried because he was in the lowest reading group in his class. This worry was causing his headaches. He had literally worried himself sick.

ProcedureWorry can affect our health in many ways. Con-duct research using print or online resources to find out how worry can make us sick and the physical symptoms it causes.

AnalysisCreate a presentation explaining how worry can make people sick. In your presentation, mention specific health problems that can be caused by worrying.

NSES A Develop abilities necessary to do scientific inquiry, understanding about scientific inquiry.

NSES A Develop abilities necessary to do scientific inquiry, understanding about scientific inquiry.

Children and WorryHabits such as biting nails or grinding teeth may be signs of stress and tension. What kinds of things might this child be worrying about?

Chapter 14 Emotional and Social Development from Four to Six410

take them to a park or playground where they can run around. Teaching appropriate ways to reduce stress now will be helpful throughout life.Read a book about the issue causing stress. There are children’s books that deal with stressful issues, from moving to a new home to facing someone’s death. Reading a book together can help the child learn ways to handle the situation.Maintain normal limits on behavior. Some parents ease up on rules because they want to make life easier for a child. This approach can actually confuse the child and cause added stress and tension.

List What are some ways that children this age might express jealousy?

Self-ConfidenceAs children become preschoolers, they

learn new skills and deal with unfamiliar sit-uations. This learning increases their self-confidence. Self-confidence is belief in one’s

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own abilities. Preschoolers also start taking initiative and making decisions on their own. Initiative is the motivation to accomplish more. According to psychologist Erik Erikson, those who are encouraged in these efforts gain self-confidence. Repeated discouragement or pun-ishment, on the other hand, can lead to feelings of inferiority or inadequacy. Children who feel self-confident will develop intiative.

The best way to help preschoolers develop self-confidence is to give them opportunities to perform well. Children need to feel goodabout what they do. Internal satisfaction will go farther than praise from others in helping them develop self-esteem. Self-esteem will helpthem develop self-control.

One complicating factor at this age is the tendency of children ages five and six to see their world in terms of all or nothing. If a proj-ect does not go the way a six-year-old intends, the child may think, “I can’t do anything right.” The child’s self-esteem and self-confidence are lowered. It is important to help children this age experience more successes than failures. The saying “success breeds success” is espe-cially true when applied to six-year-olds.

In Austria, the government encourages parents to stay home to raise their children. By law, women cannot work eight weeks before or after giving birth. This leave from work is fully paid. Families receive financial support that allows one parent to stay home, often for years. Weekends are reserved for family time. During this time, adults relax and play, showing children how to relieve the stress of the work week.

Until they are in the sixth grade, Austrian children come home from school, eat lunch, and then may spend the rest of the afternoon playing with friends, practicing sports, or learning an instrument.

Build Connections Do you think people in the United States would enjoy the Austrian way of life? Why or why not?

NCSS I C Culture Apply an understanding of culture as an integrated whole that explains the functions and interactions of traditions, beliefs and values, and behavior patterns.

NCSS I C Culture Apply an understanding of culture as an integrated whole that explains the functions and interactions of traditions, beliefs and values, and behavior patterns.

Raising a Child in Austria

Section 14.1 Emotional Development from Four to Six 411

Parents and other caregivers can helppreschoolers and kindergartners develop self-confidence in many ways. Four of the best ways to help build self-confidence are showing respect, offering praise, planning activities, and encouraging individuality.

Show RespectExpress confidence in the child’s abilities.

Offer the child choices whenever possible. Then show respect by going along with the child’s decisions. When you make a decision, show respect by explaining your reasons rather than saying, “Because I said so.”

Give Praise and Encouragement

Try to catch the child doing something right, and then praise the action or accomplishment.

Be specific, such as “I really appreciate it when you help clear the table after dinner.” Children might not know what you are referring to when you use general comments such as, “Good job.”

Plan ActivitiesSelect activities that are challenging, but not

overwhelming. Be sure the child has the ability to perform a given task to help avoid frustra-tion and failure. Then give the child plenty of time and opportunity to practice. Be sure not to plan too many activities though. Children need downtime to relax and play.

Encourage IndividualityGive boys and girls opportunities to develop

a wide range of skills. This can include skills such as making breakfast or learning how to drive screws or pound nails.

Section 14.1

Review Key Concepts1. Identify three main emotional differences in children ages four, five,

and six.2. Explain the relationship between imagination and fear in the mind

of a preschooler.3. Describe how initiative and self-confidence are related.

Practice Academic Skills English Language Arts

4. Carefully read the classic children’s book Where the Wild Things Are by Maurice Sendak. Write an essay discussing how the book deals with common childhood emotions such as anger and fear. Also discuss how the book might build a child’s self-confidence.

Social Studies

5. Follow your teacher’s instructions to form into groups. Work with your group to create a skit that shows the emotional behavior of four-, five-, or six-year-old children. As you develop your skit, keep in mind the emotional characteristics of children in your chosen age group. Be sure to use appropriate language in your skit.

Check Your Answers Check your answers at this book’s Online Learning Center at glencoe.com.

NCTE 2 Read litera-ture to build an under-standing of the human experience.

NCTE 2 Read litera-ture to build an under-standing of the human experience.

NCSS V D Applyconcepts such as role, status, and social class in describing the con-nections and interac-tions of individuals and groups in society.

NCSS V D Applyconcepts such as role, status, and social class in describing the con-nections and interac-tions of individuals and groups in society.

After You Read

Chapter 14 Emotional and Social Development from Four to Six412

Reading Guide

Section 14.2

Before You ReadHelpful Memory Tools Successful readers use tricks to help them remember. For example, the acronym HOMES is a memory aid where each letters stands for one of the five Great Lakes. As you read the section, look for opportunities to make up your own memory aids.

Read to LearnKey Concepts

List three social skills children must learn as they begin school.Identify seven guidelines for encouraging moral development in children.Describe three ways to encourage conflict resolution and cooperation in children.

Main IdeaFrom four to six, children become increas-ingly involved in the outside world. Friends become important and moral values begin to develop. Children learn about teamwork and competition.

Content Vocabulary peer moral development aggressive behavior competition

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Academic VocabularyYou will find these words in your reading and on your tests. Use the glossary to look up their definitions if necessary.

refine resort

Graphic OrganizerAs you read, look for reasons to encourage and discourage competition. Use a chart like the one shown to organize your information.

Graphic Organizer Go to this book’s Online Learning Center at glencoe.comto print out this graphic organizer.

English Language Arts

NCTE 11 Participate as members of literacy communities.

Social Studies

NCSS V B Individuals, Groups, and Institutions

Analyze group and institutional influences on people, events, and elements of culture.

Academic Standards ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

NCTE National Council of Teachers of English NSES National Science Education StandardsNCTM National Council of Teachers of Mathematics NCSS National Council for the Social Studies

Competition

Encourage Discourage

Social and Moral Development from Four to Six

Section 14.2 Social and Moral Development from Four to Six 413

General Social PatternsChildren four through six years of age find

themselves in an expanding world. As they begin preschool, kindergarten, and elemen-tary school, they must learn three important social skills: how to interact with new people, how to make friends, and how to work and play in organized groups. Children must also learn how to take direction and accept author-ity from adults outside the home. Increasingly, young children must determine right and wrong and act accordingly.

A major task of the preschool, kindergarten, and early elementary school years is to develop social skills. As children spend more time out-side the home, they need to refine, or improve, their skills at getting along with their peers. A peer is someone close to one’s own age.

Adult authority figures other than parents and main caregivers also gain more impor-tance. Although the rate at which individual children learn social skills varies, there are general patterns common at each age.

Four YearsFour-year-olds form friendships with their

playmates. Unlike toddlers, who tend to engage in parallel play, four-year-olds spend more time in cooperative play. They can play in groups ofthree or four, sharing toys and taking turns. Four-year-olds are often bossy and inconsider-ate, however, so fighting may occur.

Although friends are important to four-year-olds, the family is still more important. Children this age actively seek approval by making such remarks as “I’m good at draw-ing pictures, aren’t I?” or “Look how high I can climb!” If things go wrong, they look to parents and other caregivers for comfort.

Five YearsFive-year-olds tend to be more outgoing and

talkative than four-year-olds. They can play in groups of five or six, and their play is more complicated. Fights break out less frequently. When they do quarrel, five-year-olds typically resort to name-calling and wild threats.

Cooperation Four-year-olds often engage in cooperative play. What skills do you think these children are learning while playing together?

Chapter 14 Emotional and Social Development from Four to Six414

Do?What WouldBy age five, children have developed more

respect for others’ belongings. A five-year-old may still try to grab another child’s toy, but such behavior is less common.

When children begin school, social accep-tance by peers becomes more important. Five-year-olds are concerned about what their friends say and do. They do not want to be thought of as different, and they fear ridicule.

At about this age, some children begin to gossip about other children. Typically they talk about which children they consider to be friends or who has what toys. Gossip indicates what behaviors the children as a group value, and what actions they consider undesirable.

Six YearsThe social relations of six-year-olds are

often characterized by friction, threats, and stubbornness. Children this age want every-thing, and they want to do things their own way. They may not want to share their toys. They may be jealous of other children’s toys.

Best friends at this age are usually children of the same sex, though six-year-olds play read-ily in mixed groups. They enjoy group play and organized teams for games. If they tire of play-ing, however, they will simply drop out of a game. They have no regard for team effort.

New FriendshipsBy the age of six, children make distinctions between types of friends. Why are friendships at this age often marked by friction?

Handling Family Conflict

The relationship between six-year-old Pam and her family was strained. Nothing seemed to please her. When she screamed and pro-tested after her parents took her television privileges away, they relented. After her par-ents gave in to her demands, her behavior grew worse. At their wits’ end, Pam’s parents went to see the school counselor. “Pam is acting out all the time. How can we get her to change?” they asked. “Perhaps you need to ask what you can do to change the situation,” the counselor advised. “Let’s begin by looking at your expectations. It is reasonable to expect a six-year-old to follow the family rules or face the consequences. It is not realistic to expect her to be happy about the consequences. You want Pam to learn self-control by accepting the conse-quences of her actions.”

Write About It Imagine that you are one of Pam’s parents the day after this meeting. Pam is throwing a temper tantrum because you will not let her go to a friend’s house until she has cleaned her room. Write a dialog between you and Pam showing how you would respond to this situation.

Section 14.2 Social and Moral Development from Four to Six 415

Family RelationshipsRelationships within a family change as a

child advances from age four to age six. Four-year-olds feel close ties to home and want to feel important in the family. They are proud that they can help with chores. However, they often quarrel and bicker with their siblings.

Five-year-olds also delight in helping out at home. They now play much better with their brothers and sisters. They are usually protec-tive and kind toward younger siblings.

Six-year-olds do not get along as well with other family members. This is in part because they are more self-centered. Their own feelings and needs come first. Six-year-olds commonly argue with adult family members. They can be rough and impatient with younger brothers and sisters, and may fight with older siblings.

Compare How are six-year-olds’ relationships with their families different from those of five-year-olds?

Moral DevelopmentThe process of learning to base one’s behav-

ior on beliefs about what is right and wrong is called moral development. Moral develop-ment begins early in life. Toddlers learn the

rules their parents and other caregivers set. At that stage, however, they do not understand the reasons for the rules. They just learn that some actions, such as hitting another person, make their caregivers unhappy with them. They do not want to lose love and approval, so they learn to avoid those behaviors.

Preschoolers, on the other hand, are begin-ning to understand the reasons behind such rules. They are beginning to develop a con-science. A conscience is an inner sense of right and wrong that guides people’s behavior and helps them make judgments about what is good and bad behavior. The rules that they learn in early childhood form the basis of their developing conscience.

Guidelines for Moral Development

Parents and other caregivers have a respon-sibility to help children develop a moral sense that will guide their behavior. Here are some suggestions:

Set clear standards of behavior. Tell children, for example, “We do not hit other people. Hitting will hurt them and make them sad.” Teaching children the reasons for rules helps them understand why the rules are important.

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Play by the RulesPlaying a board game with a four-year-old

can be fun, but at the same time very frustrat-ing. Children delight in playing games, though they often create their own set of rules as they go along. Most preschoolers think the world revolves around them. As a child matures, the world seems to get bigger and include more people. Social rules become more important. Playing games allows a child to follow rules. The child learns to take turns and learns that he or she cannot always be the winner. The child

is able to see the world from another person’s perspective and is able to understand why rules are needed for things to be fair.

Think About It Work with a partner tocreate a skit in which you are playing a board game. One of you should be a four-year-old and the other the parent. The child keeps trying to change the rules so that she can win. Act out how the parent might respond appropriately.

Chapter 14 Emotional and Social Development from Four to Six416

Respond to inappropriate behavior. When rules are broken, deal with the prob-lem immediately and appropriately. Repeat the rule and the reason for the rule.Talk about mistakes in private. Six-year-olds, especially, do not like to be criticized. Correcting their behavior in front of others may make them feel humiliated.Understand that children will test the limits. As children develop a moral awareness, they might try disobeying or refusing to cooperate. This is a sign that they are beginning to understand what is acceptable and what is forbidden behavior.Consider the child’s age and abilities. For example, at preschool, Beth was playing ata shallow table filled with rice and con-tainers. She started tossing the rice into the air and watching it land on the floor. The teacher reminded Beth that she must keep the rice in the table, then handed her

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a broom and a dustpan to sweep up the mess. Beth’s teacher knows that children this age cannot always remember the rules but will learn from the consequences of their actions.It is a lifelong task to learn self-discipline. It is unfair to expect perfection from children. Instead, help children learn from their mistakes. Always recognize and praise their steps in the right direction.Continue to show love despite misbehavior. Children need to know that, although you do not like what they did, you continue to love them. Separate the deed from the doer.

Handling LyingMany children tell tall tales and exaggerate.

Young children often confuse stories with real-ity. These are not deliberate deceptions. Adults can show the child that they know the differ-ence by saying, “I will listen to your story, and then I need to know what really happened.”

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Guide Children’s BehaviorParental guidance makes a major difference in whether children grow up to be happy,

well-adjusted adults. Here are some ways to guide children effectively:Build trust. Respond to their needs lovingly so that they know they can count on you, no matter what.Accentuate the positive. When you accentuate something, you place more emphasis on it. Comment when children show positive behaviors such as kindness and cheerfulness.Build empathy. Remind children that others have feelings, too.Respect fears and feelings. Guide children’s behavior by offering respect and reassurance. Teach actions and consequences. Explain that if children angrily throw a toy, and it breaks, it will not be replaced. They will soon avoid actions that have negative consequences.Encourage responsibility. Assign a daily job. Doing a chore well helps children develop pride in themselves.Guide by example. Model ways to treat siblings, friends, neighbors, and relatives with kindness and respect.

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Take Charge Your child gets angry at the family dog for knocking over his block tower. He kicks the dog, who yelps. What would you say to the child?

Take Charge Your child gets angry at the family dog for knocking over his block tower. He kicks the dog, who yelps. What would you say to the child?

Section 14.2 Social and Moral Development from Four to Six 417

Sometimes a statement that sounds like a lie is really a misunderstanding. The child who says, “I did what you told me,” may believe that a task is done, even though a parent may not agree. Be sure the child understood the instructions. However, sometimes children do tell deliberate lies. Here are a few reasons why:

To get attention from adultsTo avoid punishmentTo please others and not risk losing loveWhen dealing with a child who is lying,

consider these points:Does the child know that what he said is not true?Why might the child be lying?Do you need more information about the situation?Is the child asking for more attention?Help children separate fact from fiction. Do

not punish children when they are being imag-inative. Do, however, teach them that there is a difference between reality and fantasy. Chil-dren need to know that telling the truth is important because people rely on what others say in deciding how to act.

Model Moral BehaviorOne of the best ways to teach children moral

behavior is to model it in everyday actions. Children learn by following an example. If they are told that lying is wrong, but then hear their

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parents telling lies, they will be confused by the mixed message.

Josh’s dad, for example, was eating his din-ner when the telephone rang. Josh’s mother got up to answer the phone. “If that’s for me,” said his dad, “tell them I’m not at home.”

“Dad, didn’t you tell me that it’s wrong to tell a lie?” asked Josh.

“That’s right,” said Josh’s dad as he returned to his dinner.

“But didn’t you just tell a lie?”“Do as I say, not as I do,” came the response.The next time Josh’s parents talked to him

about what is right and wrong, he did not take the message very seriously.

Moral behavior is learned behavior, but parents are not their child’s only teachers. The influence of peers increases as children spend more time away from home. They pick up lan-guage and speech patterns from their friends. They also notice that other families live by dif-ferent rules.

Television, movies, and other media also influence what children learn. As children gain independence, they may watch more tele-vision. Some of the shows they see may reflect different values than those of their family. Par-ents should be aware of what their children are seeing. Parents can talk to their children about why their family has the values it does, and why some things they see in movies or televi-sion shows are wrong.

Offer Reassurance Children who have misbehaved need to be reassured that they are still loved. Why is it important to separate the action from the child?

Chapter 14 Emotional and Social Development from Four to Six418

Parents and caregivers are responsible for what children watch and for how much they watch. One way to prevent television from hav-ing a negative effect is to limit television view-ing. If children develop other ways of learning and playing, watching television is less likely to become a habit.

Identify What are some of the reasons that children tell lies?

Resolving ConflictsChildren ages four through six spend a lot

of time with other children. They may have to compete for toys, attention, or a turn on play-ground equipment. Such circumstances can lead to conflict.

Preschoolers might resort to, or choose, aggressive behavior. Aggressive behavior is hostile, and at times destructive, behavior that people display when faced with conflict. Such behavior usually erupts when they are angry or frustrated, and often results from conflicts over objects or control of space. Hitting, biting, push-ing, and forcibly taking objects away from oth-ers are some examples of aggressive behavior.

Children need to learn that aggressive behavior is unacceptable. Through their own example and through their teaching, parentsand other caregivers can guide children in non-aggressive ways to express anger and resolve conflicts with their peers. Here are some sug-gestions for encouraging conflict resolution and cooperation:

Urge children to talk about their feelings. When Carla’s father heard her lash out ather friend Erin, “You’re ugly, and I hate you!” he had the girls sit down and tell what they were feeling. Carla admitted she was angry because Erin had used up all ofher red markers. Erin told Carla how much the angry words had hurt her feelings.Acknowledge the efforts of children toresolve conflicts. Offer specific praise and encouragement, such as “You and Jeremy did the right thing in deciding to take turns playing on the swing.”Model appropriate behavior. In your daily life, show appropriate ways to deal with anger and conflict. Studies show that many children who engage in acts of aggression were exposed to adults who used or allowed aggressive behavior.

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Handle ConflictsCaregivers need to encourage angry preschoolers to talk about their feelings as a start toward resolving conflicts. What is this adult teaching these children about dealing with conflicts?

Section 14.2 Social and Moral Development from Four to Six 419

CompetitionCompetition is rivalry with the goal of win-

ning or outperforming others. Not everyone has the same views about the role that compe-tition should play in children’s lives. Some say that children benefit from competition because it stimulates individual efforts and promotes higher standards. Competition helps children gain a realistic view of their own abilities in relation to others. It helps children excel and prepares them for the adult world.

Others feel that competition is harmful to children because it instills the idea that success depends on the ability to outdo others. This mindset, they say, can lead to hostile relation-ships. In addition, they feel competition can discourage initiative in those who rarely win because it points out their inadequacies and lowers their status and self-esteem.

Teamwork and CooperationMost preschoolers and kindergartners pre-

fer cooperative play to competitive games. Children can actually engage in both kinds of play. They can play cooperatively in com-petitive games by working together with their teammates.

Children not playing at a particular time can cheer for their teammates. When they are playing, children can share in the game. For example, in a ball game, each child can have a turn.

Whatever the game, caregivers need to teach children not to compare themselves with others. Show them, instead, how to compare their skills today with their skills in the past. Is Carlos running faster than last month? Chil-dren can get a feeling of satisfaction from see-ing improvement in their own performance.

14.2Section After You Read

Review Key Concepts1. Describe how the nature of play changes between the ages of two

and four.2. Explain how parents should respond to a child who is lying.3. Identify ways that competitive games can build cooperation among

children.

Practice Academic Skills English Language Arts

4. A fable is not just a story. It is a story with a purpose. Fables are short stories designed to teach moral lessons. Write a fable that a four- to six-year-old could understand. Create simple illustrations for your fable. Read your story to a young child. Ask the child: What lesson did you learn?

Social Studies

5. Suppose you are part of a group of adults setting up a T-ball league for six-year-olds. Prepare a list of six rules of behavior that the children are to follow. All of the rules must concern appropriate behavior, rather than athletic concerns.

Check Your Answers Check your answers at this book’s Online Learning Center at glencoe.com.

NCTE 11 Participate as members of literacy communities.

NCTE 11 Participate as members of literacy communities.

NCSS V B Analyze group and institutional influences on people, events, and elements of culture.

NCSS V B Analyze group and institutional influences on people, events, and elements of culture.

Chapter 14 Emotional and Social Development from Four to Six420

Review and ApplicationsChapter 14Chapter Summary

Children develop increased independence, curiosity, and boldness as they mature from ages four to six. They show emotions such as anger, jealousy, and worry. The rich imagination and fantasy life of preschool-ers can lead to fears of ghosts and monsters. As they mature, children learn to express anger with words rather than physical attacks. Children develop an internal sense of right and wrong. They also learn to play both competitive and cooperative games.

Vocabulary Review 1. Write a sentence using two or more of these content and vocabulary

terms. The sentence should clearly show how the terms are related.

Review Key Concepts 2. Identify a single characteristic that marks the emotional development of

four- to six-year-olds. 3. List five ways to help children reduce worry and tension. 4. Describe how to help children develop self-confidence. 5. List three social skills children must learn as they begin school. 6. Identify seven guidelines for encouraging moral development in

children. 7. Describe three ways to encourage conflict resolution and cooperation

in children.

Critical Thinking 8. Analyze Why might family members experience more friction with a

six-year-old than with a younger child? 9. Hypothesize Is it possible for parents to treat all of their children

equally at all times? Can they always prevent sibling rivalry? Can they reduce it?

10. Judge Some adults who think competition should be encouraged in children say that it prepares them for the adult world. Do you agree with this point of view? Explain your answer.

moral development (p. 416) aggressive behavior (p. 419) competition (p. 420)

Academic Vocabulary impulsive (p. 406) turmoil (p. 406) refine (p. 414) resort (p. 419)

Content Vocabulary tension (p. 409) self-confidence (p. 411) initiative (p. 411) peer (p. 414)

moral development (p. 416) aggressive behavior (p. 419) competition (p. 420)

Academic Vocabulary impulsive (p. 406) turmoil (p. 406) refine (p. 414) resort (p. 419)

Content Vocabulary tension (p. 409) self-confidence (p. 411) initiative (p. 411) peer (p. 414)

Chapter 14 Emotional and Social Development from Four to Six 421

Review and ApplicationsChapter

11. Friendship Write a definition in your own words of the word friend. Then talk with at least two children between the ages of four and five. Ask each child what he or she thinks it means to be a friend. Write a paragraph comparing your definition of the word friend with the children’s defini-tions. Why do you think they are different?

12. Laughter Perhaps you have heard the saying, “Laughter is the best medicine.” Laughing can help us relax and get rid of daily tensions. Science has shown that laughter can even improve our health. Conduct research using print or online resources to learn about the health effects of laughter. Then write a one-page report to share what you learn.

13. Preschoolers and Emotions Preschool-ers quickly shift from one emotion to another, often with little or no apparent reason. Some emotions, such as anger, fear, and worry, are typically seen by adults as undesirable.Procedure Observe two preschool-ers with their parents. Watch for the preschoolers to display anger, fear, or worry. Note how the child expressed the emotion and the parent’s response. Analysis Prepare a written report in which you describe the emotion the child displayed and the parent’s response. Analyze whether the response appeared to have the desired effect.

NSES A Develop abilities necessary to do scientific inquiry, understandings about scientific inquiry.NSES A Develop abilities necessary to do scientific inquiry, understandings about scientific inquiry.

14. Teach Skills You want to design a board game to help your younger nieces and nephews learn social skills. Create an original game out of common materials, such as cardboard and clay. Demonstrate your game to the class and explain the skill it is designed to teach.

15. Design a Web Page A parents’ group is developing a Web site to helpparents cope with common problems associated with four- to five-year-olds. Create a Web page listing at least five reasons that children in this age group often have difficulties with anger.

16. Playing Together One way to reduce stress is by being physically active. Pick an activity that a family of four might enjoy, such as bicycling or joining a recreation center. Research the cost of this activity. Include, if necessary, membership fees, and buying or renting equipment. Create a chart showing your chosen activity’s cost for one year.

Additional Activities For additional activities, go to this book’s Online Learning Center at glencoe.com.

Problem-SolvingProblem-Solving

Technology SkillsTechnology Skills

Financial LiteracyFinancial Literacy

Real-World Skills

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Chapter 14 Emotional and Social Development from Four to Six422

Standardized Test Practice

Review and ApplicationsChapter

Academic SkillsEnglish Language Arts

17. Research what various child development experts think constitutes etiquette, or good manners, in young children. Use this information to create a list of ten etiquette rules that parents can use to guide their preschoolers.

Mathematics 18. Social Development Child psychologist

Erik Erikson believes that four- to six-year-olds learn to cooperate with others, and to lead as well as to follow. A mother is planning a party and wants to encour-age all the kids to get to know each other during a variety of games. If there will be 12 children at the party, what are all the sizes of groups possible if each group is the same size?

Common MultiplesMultiples are the products of a given number and various integers.

Starting Hint Divide 12 by 1, 2, 3, 4, 5, and 6. Any dividend without a remainder is a possible group size.

For math help, go to the Math Appendixat the back of the book.

NCTE 4 Use written language to communicate effectively.NCTE 4 Use written language to communicate effectively.

Math ConceptMath Concept

NCTM Number and Operations Compute fluently and make reasonable estimates.NCTM Number and Operations Compute fluently and make reasonable estimates.

Science 19. Children and Media Many parents

restrict their children’s exposure to tele-vision and movies. For example, parents may limit their children to watching only one hour of television a day, or only allow them to watch movies that are rated G for General Audience.Procedure Ask 10 parents if they limit their young children’s exposure to televi-sion or movies. If so, ask them how. Keep track of the types of restrictions.Analysis Write a report on what you learned. Include a chart summarizing the kinds of restrictions parents placed.

NSES A Develop abilities necessary to do scientific inquiry, understandings about scientific inquiry.NSES A Develop abilities necessary to do scientific inquiry, understandings about scientific inquiry.

TIMED WRITING Because many standardized tests are timed, it is important to develop a good strategy for taking them. Imagine that you have 10 minutes to write an answer to the following question. Read the Test-Taking Tip, and then write your answer.20. What are some ways in which parents and

caregivers can help children deal with sibling rivalry?

Test-Taking Tip Avoid the temptation toimmediately begin writing. Start by thinkingthrough your answer and creating an ordered listof your major points. Then begin writing.

Test-Taking Tip Avoid the temptation toimmediately begin writing. Start by thinkingthrough your answer and creating an ordered listof your major points. Then begin writing.

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