1/16/2014 10 Copyright 9-2002 Edwin L Young, PhD 7. Level 2: Power CHARACTERISTICS of LEVEL 2 Level 2 is typical of early childhood and usually extend
{"Image DocumentName": "Copyright Edwin L Young, PhD", "Image ImageDescription": "7. Level 2: Power. CHARACTERISTICS of LEVEL 2. Level 2 is typical of early childhood and usually extends roughly from age two through seven or eight. Orientation to power is influenced by parenting styles and manner of exposure to peers. Attention and focus of awareness shifts to the \u2018characteristics\u2019 of people in the immediate vicinity. The child begins to notice that avoidance of pain and frustration and access to desired objects has something to do with interactions with the bigger people. Inhibiting some behaviors and exhibiting others in the presence of and at the signals from these bigger people can make life easier and results in more often getting what one wants. Time orientation shifts to expectations of what may come next when one behaves in a certain way and to anticipations of when the bigger people come and go and what they may do next. Other people are differentiated into those who have the power to affect and control one\u2019s life as well as their power over peers and to the manner in which they execute this power. They begin to store this knowledge of who has power and who does not and what influences the actions of these powerful people. They begin to learn how to use this knowledge to manipulate power figures in order to get and avoid what they do and do not want and even to manipulate the power figures in relation to peers. They can hold intentions in check and inhibit behavior and make rudimentary decisions among behavioral possibilities of relative advantage and disadvantage. They can selectively exhibit and inhibit signs of frustration like rage, screaming and crying. They learn to use behavioral and even linguistic signs to produce more favorable results from power figures. Peers become possible rivals, allies, or enemies and they rapidly alternate between which of these possibilities their peers will be for the moment. They learn how to interact with objects to make them more interesting or pleasure-ful or less painful and frustrating. They learn to manipulate objects to elicit desired responses from power figures. They retain this information for future use and even combine behavior patterns and build upon them. They experience intrinsic satisfaction or reward from creating new successful behavioral patterns and this engenders a quest for mastery and its concomitant experience of satisfaction. They begin to learn to induce cooperative strategies from peers and therefore begin to see peers as people with characteristics. Discriminating between and using these peer characteristics leads to a sense of social mastery. 3/25/2017. Copyright Edwin L Young, PhD.", "Image XResolution": "37", "Image YResolution": "37", "Image ResolutionUnit": "Pixels/Centimeter", "Image Software": "SlidePlayer", "Image YCbCrPositioning": "Centered"}