Week 10 — Readings & Resources

Your primary reading is Chapter 10 (in this module). Everything below is the optional, go-deeper layer — pick what helps, skip the rest.

How to use this page

This page has 10 items (4 readings and 6 videos). Allow 39–47 minutes for everything. Each group points back to the matching chapter section and class-session segment, so use the full menu when you want more, or take the quick path below.

Every video here has captions: turn them on with the CC button in the player. The chapter covers the same ideas in text.

Pick-one quick path (19–21 min total)

• Teaching Developmental Psychology - Aggression in Early Childhood — Sara Sohr-Preston
• Aggressive Behavior in Toddlers — ZERO TO THREE
• Diana Baumrind - Four Parenting Styles — Psychology on Demand

① Starting things, and knowing who you are

Chapter 10, Section “Climb to Erikson's third stage: initiative vs. guilt” · Session 1, Segment 1, “Initiative and the young self” · Remember: initiative vs. guilt is Erikson's third stage, at about 3 to 6, and its ages are approximate.

• Teaching Developmental Psychology - Initiative versus Guilt — Sara Sohr-Preston — a short talk that places initiative vs. guilt after trust vs. mistrust and autonomy vs. shame and doubt, defines initiative as the confidence to try new things, and uses a young child's messy first try at making a sandwich to show where guilt can come in. Its age band begins earlier than the chapter's about 3 to 6, and its advice to praise effort and the term it uses for young children's sunny view of themselves are the speaker's own; read that second part as an example of early self-concept. Use it while completing the Week-10 module overview. (video, 5 min) (captions: automatic)
• 5 Kohlberg's theory of gender development — TRS Psychology — a screencast that walks through gender labelling, gender stability, and gender constancy in order, with picture examples of a child reading gender from clothing or hair. It gives each step a fixed age band; read those bands as approximate, the way the chapter does, and notice that it uses "gender labelling" for the step the chapter calls gender identity. (video, 3 min) (captions: automatic)

② Big feelings, helping, and hurting

Chapter 10, Section “Name the feeling: emotion regulation and how adults help” · Session 1, Segment 3, “Emotion regulation and aggression” · Remember: adults help young children manage feelings by naming the feeling, staying calm, and offering a way to cope.

• Managing big feelings together - The Centre for Early Childhood’s Explainer series — Centre for Early Childhood — an animated explainer on how a calm adult helps a young child understand and manage big feelings, which it calls co-regulation, from rocking a baby to talking a young child through a feeling. Listen for its point that helping a child calm down builds independence rather than dependence. (video, 2 min) (captions: creator)
• Aggressive Behavior in Toddlers — ZERO TO THREE — an early-childhood nonprofit's guide to hitting, biting, and meltdowns from birth to age 3, describing them as big feelings without the words or self-control to express them yet. Read the three-step section on responding, where staying calm and naming the feeling come first; its strategies are the page's own suggestions, not guidance this course pins. (reading, 6–8 min)
• Being Kind Makes Kids Happy — Greater Good Science Center — a short magazine article on a study in which toddlers seemed happier giving a treat to a puppet than receiving one, and happiest when they gave away one of their own. Read it for the idea that prosocial behavior can feel rewarding to very young children; its numbers and its point about rewards for kindness belong to that one study. (reading, 3–5 min)
• Teaching Developmental Psychology - Aggression in Early Childhood — Sara Sohr-Preston — an instructor's lecture on aggression from about age 2 to 7 that separates physical from verbal aggression and then describes instrumental, reactive, and relational aggression and bullying. Its "reactive" type is close to what the chapter calls hostile aggression, and its claims that girls use more relational aggression and boys more physical aggression are the video's own, not findings this course pins. Stop when it turns to bullying; Week 12 takes that up with the federal definition. (video, 9 min) (captions: automatic)

③ Two questions, four styles

Chapter 10, Section “Sort parenting responses on two dimensions” · Session 2, Segment 5, “Parenting dimensions and styles” · Remember: authoritative and authoritarian share high demandingness and differ on responsiveness.

• Diana Baumrind - Four Parenting Styles — Psychology on Demand — a narrated explainer that defines responsiveness and demandingness and places the authoritative, authoritarian, and permissive styles on those two dimensions, then adds a fourth, neglectful category. Watch it as an attribution check: it credits the two dimensions to Baumrind and does not say who added the fourth style, while the chapter credits the dimensions and the neglectful style to Maccoby and Martin (1983). Its lines about what children raised one way "tend to" become are correlational findings, not proof that a style causes an outcome. (video, 4 min) (captions: automatic)

④ What the pediatricians' group says

Chapter 10, Section “Quote the American Academy of Pediatrics on discipline and media” · Session 2, Segment 7, “Discipline and media guidance” · Remember: the course states the American Academy of Pediatrics' positions as that body's positions, with the year.

• A Child-Friendly Digital World: AAP Releases New Media Recommendations — HealthyChildren.org — the American Academy of Pediatrics' family-facing summary of its policy statement "Digital Ecosystems, Children, and Adolescents", which replaced its earlier media guidance and calls for a systems-wide approach and support for families. This builds on Week 1's ecological systems model: the summary places the child at the center, inside family, school, and neighborhood, with culture, laws, and the media industry around them. Read the recommendations for parents. (reading, 4–6 min)
• Crafting a Family Media Plan: Building Healthy Digital Habits | AAP — American Academy of Pediatrics — the AAP's own one-minute video on making a family media plan built on a family's own values, with screen-free times and places and adults as role models. A family media plan is one of the supports the AAP's summary above recommends. (video, 1 min) (captions: creator)

Optional one-stop reference (free online reference)

• Where We Stand: Spanking — HealthyChildren.org — the American Academy of Pediatrics' short family-facing statement of the position in its 2018 policy statement, Effective Discipline to Raise Healthy Children; read the position and the alternatives it names, and keep in mind that the course states it as the AAP's position, not as advice for one family. (reading, 2–4 min)

Heads-up (links rot): these point to outside sites that occasionally move or rename pages. If a link ever fails, tell your instructor and use the reference above in the meantime.

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