http://uppua.org/pdfs/CW%20II%20Handouts/Effects%20of%20Abuse%20and%20Neglect%20on%20Ch ild%20Development/Development_Chart_for_Booklet.pdf Dshs web site ohio Preschool Primitive, stereotypic understanding of gender/race?

Roles Wants to please adults Development of conscience (includes parental prohibitions); simplistic idea of good and bad 18-39 mo can recognize distress in others, beginning of empathy 15 mos learns through imitating behaviors

School aged Begins to understand social roles; regards them as inflexible? Self esteem based on what other tell them Understands concepts of right and wrong Self esteem based on an abilty to preform and produce 5-8 Can recognize other perspectives; cant assume role of other 5-6 believe rules can be changed 7-8 strict adherence to rules 8-10 recognize difference between behavior and intent 9-10 rules can be negotialted 10-11 can accurately reconized and consider others view points Adolecents Young 12-14 identify with peer group over parents Social acceptance depends on comformity to observiable traits or roles

Think hypothetically, abstractly, and locigally Insight, perspective taking:understand and consider others perspectives and perspectives of social systems(?) Middle 15-17 examintation of others values and belifes Forms identity by orgainizing perceptions of ones attitudes, behaviors and values into coherent whole. (This says cripticly) additional struggles with identity formation include minority or biracial status, being adopted , gay/lesbian identity

http://www.devon.gov.uk/fostering-info-cdc0to11.pdf 1-3 link cause and effect Begin self idenity (positive or negative) autonomy vs shame and doubt 4-5 not capable of sustained systematic thought 4-6 Begin to assert power and control though directing play practicing balancing power 7-11 think logically, solve problems Sense of compency or non comptancy in skills begins to develop Developing sense of self-worth from others reactions to their accomplishments and abilities www.futureofchildren.org The multiple contexts of middle childhood 6-12 Develop sense of competency, forming ideas about their abilities the domines of accoplishments they value and the likelihood they will do well in these domains

Children of color may get first time direct experience with exclusion, devaluation, invisibility, discrimination, and racismas they begin to interact with the white/dominant culture based intuitions like school Development influenced by insitutions not just family

Perceive the presence of racism in their environment 8-13 most avid media consumers; meida has more pronounced effect during middle childhood Start to negociate psychologiacal, social, and academic pathways through mainstream instutions on a daily basis. Positive or negative experiences can have long term consequences.

Roots and wings newer

White children: 6mos can start to notice skin color Learn and use racial lables at a young age Preschool kids can differentiate race based on hair, physical features and skin color White kids prefer dolls of own race White childrens self esteem seem s to be connect to race ie they use race as one way to feel good about themselves In doll play white kids use white for good anf black for bad White children who wated a lot of TV shared 3 common beliefes about black people, unfairadvantages, crime and violence, taking over Children of color: Preschool aged kids who has been raised in thei racial community with little direct contact with whites prefreeeed dolls that looked like them Preschool aged kids who had direct experience within white communities tended to prefer white dolls. Kids with negative feeling about their black racial idenity tended to also have negative attitudes about white people By 5 or kids of color can correctly identify their own race By 7 kids demonstrate more attachment to their own racial group but unlike white children posivte attitures about their own race are not accompied by negative attitudes about other races.

Preschoolers all:

Who am I? What amI?

Nurture shock Why white parents dont talk to their kids about race

Preschoolers see race make explanations for the world In one study 1st graders who did after school mix race study groups increased their interracial play The same study activity in 3rd graders did not increase interracial play

Their point there may be windows of openness and flexabillity that close at points in development.