g & d ch. 8
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Socioemotional Development in Middle and Late ChildhoodTRANSCRIPT
Chapter 8Chapter 8Socioemotional Socioemotional Development inDevelopment in
Middle ChildhoodMiddle Childhood
Self-DevelopmentIndustry v. Industry v. InferiorityInferiorityThe focus is on competence in meeting The focus is on competence in meeting challenges presented by parents, peers, challenges presented by parents, peers, school, etc.school, etc.
Understanding Understanding One’s SelfOne’s SelfOne’s self-concept is divided into One’s self-concept is divided into personal & academic areaspersonal & academic areas
Social ComparisonSocial Comparison
Evaluating one’s behavior, Evaluating one’s behavior, abilities, expertise, & opinions abilities, expertise, & opinions by comparing them with others’by comparing them with others’
Emotional Emotional IntelligenceIntelligence
Set of skills that help regulate self- & other-awarenessUnderlie the accurate assessment, evaluation, expression, & regulation of emotionsThey increase empathy, self-awareness, & social skillsMost feel it is the family’s responsibility
Self-esteemSelf-esteemOverall & Specific + & - Self-evaluationThe self-concept reflects beliefs & thoughts about oneself; self-esteem is more emotionally orientedSelf-esteem becomes more diversified at this time
High in some areas, low in others
Change & Stability in Self-esteemIncreases during this time with a brief decline around 12 yearsParenting needs to become more authoritative
Race & Self-Race & Self-esteemesteem
Racial DifferencesAfrican Americans show slightly higher self-esteem around age 11 than WhitesHispanics show increase in self-esteem toward the end of middle childhoodAsian self-esteem is higher in elementary school but lower than Whites by the end of childhoodSocial identity theory
Members of a minority group are likely to accept the negative views of the majority group only
if they perceive that there is little realistic possibility of changing the power & status differences between the groups
Self-efficacySelf-efficacyThe belief that one can master a situation & produce favorable outcomesThose with low self-efficacy may avoid challenging tasks
Those with high self-efficacy are eager to take on the task and spend more time at it
Moral DevelopmentMoral DevelopmentKohlberg’s Stages
Level I: Level I: Preconventional LevelPreconventional Level(Ages 4-10)(Ages 4-10)
Stage 1 – Fear of PunishmentStage 1 – Fear of PunishmentStage 2 – Self-interest and RewardStage 2 – Self-interest and Reward
Level II: Level II: Conventional Level Conventional Level (Ages 10-13)(Ages 10-13)Stage 3 – Desire to Please OthersStage 3 – Desire to Please OthersStage 4 – Respect for Authority & Stage 4 – Respect for Authority & Social OrderSocial Order
Level III: Level III: Postconventional Level Postconventional Level (After Age 13 at Young (After Age 13 at Young Adulthood or Never)Adulthood or Never)Stage 5 – Respect for Individual Stage 5 – Respect for Individual Rights & LawsRights & LawsStage 6 – Universal Ethical Stage 6 – Universal Ethical PrinciplesPrinciples
Moral DevelopmentMoral DevelopmentCarol GilliganBoys see morality in terms of justice & fairness; girls see it in Boys see morality in terms of justice & fairness; girls see it in terms of responsibility & compassionterms of responsibility & compassion
Three Stages of development in girls1. Orientation toward individual survival1. Orientation toward individual survival
Concentration on what is best for one’s selfConcentration on what is best for one’s self2. Goodness as self-sacrifice2. Goodness as self-sacrifice
Must sacrifice one’s wishes for others’ wantsMust sacrifice one’s wishes for others’ wants3. Morality of nonviolence3. Morality of nonviolence
Hurting others & one’s self is immoralHurting others & one’s self is immoral
DivorceDivorceDivorce Rate: 50%Divorce Rate: 50%
Reaction to DivorceReaction to DivorceDepends on the age at divorceDepends on the age at divorce
From 6 months to 2 years after it can From 6 months to 2 years after it can show maladjustment problemsshow maladjustment problems
The quality of mother & child The quality of mother & child relationship declinesrelationship declines
2X as many children of divorced 2X as many children of divorced parents enter psychological parents enter psychological counseling as children from intact counseling as children from intact familiesfamilies
RemarriageRemarriageBlended FamiliesRemarried couples with at least 1 step-child living with them17% of children live in blended families in U.S.Role ambiguity
Roles & expectations unclear
Gay & Lesbian ParentsChildren develop similarly to heterosexual households
Shaping a Child’s Shaping a Child’s BehaviorBehavior
CoregulationCoregulationPeriod when both parents & children jointly control children’s behavior
Includes siblings which can have an influence on a particular child
Sibling rivalry may occur
Self-care Self-care ChildrenChildren“Latchkey children”
Let themselves in & wait for the parents to come home
OrphanagesOrphanages“Group Home” or “Residential Treatment Center”300,000 removed from homes each year
¾ return home
Other ¼ so psychologically damage due to abuse, etc. they are left in group care & remain there
PopularityPopularityCharacteristicsCharacteristicsSocial competenceSocial competence
Collection of individual Collection of individual social skills that permit social skills that permit individuals to perform individuals to perform successfully in social successfully in social settingssettings
Popular children are high in social Popular children are high in social competencecompetence
Social problem-solvingSocial problem-solving
Use of strategies for Use of strategies for solving social conflicts in solving social conflicts in ways that are ways that are
satisfactory satisfactory both to oneself both to oneself & others& others
Better at interpreting the Better at interpreting the meaning of others’ behaviorsmeaning of others’ behaviors
Peer StatusPeer Status5 StatusesPopular childrenFrequently nominated as best friend & rarely disliked
Average childrenAverage number of positive & negative nominations from peers
Neglected childrenInfrequently nominated as a best friend but not disliked by peers
Rejected childrenInfrequently nominated as a best friend & are actively disliked by peers
Controversial children
Frequently nominated both as someone’s best friend and as being disliked
Schoolyard Schoolyard BulliesBullies
Torment from BulliesTorment from Bullies160000 stay home due to bullying160000 stay home due to bullying
90% of middle school students report being 90% of middle school students report being bulliedbullied
15% are bullies15% are bullies
VictimsVictims½ of bullies come from abusive homes½ of bullies come from abusive homes
Prefer violent TV programs/moviesPrefer violent TV programs/movies
Misbehave at home more than othersMisbehave at home more than others
Show little remorse for lyingShow little remorse for lying
More likely to break laws as adultsMore likely to break laws as adults
Education of the BullyEducation of the BullyNeed to learn the importance of caring, a Need to learn the importance of caring, a warm environment & better social skillswarm environment & better social skills
Stages of FriendshipStage 1 (4 – 7 years)Friendship is based on others’ behavior
Friends are those who like them & who share toys, games, etc.
Stage 2 (8 – 10 years)Friendship is based on a mutual share of trust
Stage 3 (11 – 15 years)Friendship is based on feelings of closeness through sharing personal thoughts & feelings
Gender & Race Gender & Race FriendshipsFriendships
Gender FriendshipsGender FriendshipsDominance hierarchy
Rankings that present the relative social power of those in the groupMiddle childhood friendships tend to be restricted to the same sexBoys tend to be concerned with placement in the groupGirls tend to have 1 or 2 “best friends” of relatively equal statusConflicts are resolved through compromise
Cross-race FriendshipsCross-race FriendshipsClosest friends tend to be of the same raceClosest friends tend to be of the same raceThere are more cross-race best friends around 3There are more cross-race best friends around 3rdrd grade than 10thgrade than 10th
School Success & Failure
Attributions TheoryDispositional factors (I’m not so smart) or situational factor contribute (I didn’t get enough sleep)
Cultural ComparisonsDifferent experiences give different perceptions of how things should be
Subcultural differences in behaviors related to
achievement & what it isAsian performance
In U.S. attribute school performance to stable, internal causesIn Asia, it is temporary, situational factors
Teacher Expectancy
EffectSelf-fulfilling ProphecyCycle of behavior where a teacher transmits an expectation about a child & thereby bringing about the expected behavior
Verbal & Nonverbal CuesSmiling & warmth
More positive feedback, contact & opportunities to perform, more difficult material, & more opportunities to respond to high expectation children; more criticism, less contact, & less opportunity to perform to low expectation children