santrock12_ch13 socioemosi r4v

7/30/2019 Santrock12_ch13 Socioemosi r4v

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2009 The McGraw-Hill Companies, Inc. All rights reserved.

Slide 1

John W. Santrock

Socioemotional Developmentin Childhood

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Slide 2

What are emotion?

Emotion : feeling, or affect that occurs

when people are engaged in an

interaction that is important to them,

especially one that influence their

well_being.

Pada masa bayi emosi adalah bentuk

komunikasi

Emosi, positif dan negatif


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Slide 3

Emosi positif : antusiasme, bahagia,

dan cinta

Emosi negatif: cemas, takut, rasa

bersalah, dan kesedihan


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Slide 4

PANDANGAN FUNGSIONALIST

TENTANG EMOSI Penyesuaian pada tuntutan lingkungan

Fungsi relasional Berhubungan dengan tujuan


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Slide 5

Kompetensi emosi

EI: I nvolve perceiving and expressing

emotion accurately, understanding

emotional knowledge, using feeling to

facilitate thought, and managing

emotions effectively.


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Slide 6

Development of Emotion

FANCY

Primary emotions: emosi dasar padamanusia dan binatang : surprise,

interest, joy, anger, sadnes, fea and

disgust

Self concious emotions: yg

mensyaratkan ada kesadaran tentang

Aku : cemburu, empati, pride, shame,

guilt


7/57 2009 The McGraw-Hill Companies, Inc. All rights reserved.

Slide 7

Ekspresi emosi pada bayi

Menagis

Basic cry

Anger cry

Pain cry

Senyum

Revlexive smile

Social smie



Slide 8

Fear

6-18 bulan

Stranger anxiety

Separation protest



Slide 9



Slide 10

Socioemotional Development

in Middle and Late Childhood What Is the Nature of Emotional and Personality

Development in Middle and Late Childhood?

What Are Some Changes in Parenting and

Families in Middle and Late Childhood?

What Changes Characterize Peer Relationships

in Middle and Late Childhood?

What Are Some Important Aspects of Schools?



Slide 11

The Self

Development of self-understanding

Children increasingly describe themselveswith physiological characteristics and traits

Self-understanding includes social

references and comparisons

What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?


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Slide 12

The Self

Understanding others

Perspective taking increases with age Judging others intentions, purposes, actions

Important in social attitudes and behaviors

Increased skepticism of others claims with age



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Slide 13

The Self

Self-esteem

Global evaluationsof the self

Self-worth

Self-image


Self-concept

Domain-specificevaluations of the

self


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Slide 14

The Self

Self-esteem and self-concept

Variations related to development High self-esteem linked to higher initiative

Concerns: too much or undeserved praises

inflated self-esteem Inability to accept criticism and competition

Most research is correlational



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Slide 15

The Self

Increasing Childrens Self-Esteem

Identify causes of low self-esteem

Provide emotional support and socialapproval

Help children to achieve

Encourage coping skills



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Slide 16

The Self

Self-regulation

Increased capacity with age, development

Eriksons Industry versus Inferiority

Encouragement increases childs sense of

industry; criticism results in inferiority

Develop sense of competence orincompetence in attempt to master skills



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Slide 17

Emotional Development

Increased ability to

understand complex

emotions

Increased understanding

that more than one emotion

can be experienced in a

situation Self-initiated strategies for

redirecting feelings

More fully take into

account events leading

to emotional reactions

Improved ability to

suppress or conceal

negative emotional

reactions



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Slide 18


Emotional intelligence

Ability to monitor feelings and emotions of

oneself and others

Four main areas

Developing emotional self-awareness

Managing emotions (self-control)

Reading emotions (perspective taking)

Handling emotions (resolve problems)



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Slide 19


Coping with Stress

Use of alternative cognitive strategiesincrease with age, maturity

Intentional thought shifting

Reframing or changing ones view

Context or environment may overwhelm coping


C ?


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Slide 20


Helping children cope with stress

Reassure safety and securityAllow retelling of events; be patient listener

Encourage discussion of disturbing feelings

Help make sense of what has happened

Protect child from re-exposure and trauma


Wh I h N f E i l d P li D l i Middl d L Childh d?


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Slide 21

Moral Development

Piagets morality

Heteronomous: unchangeable rules

Autonomous: consider intentions andconsequences of people

Kohlbergs theory

Three levels, six stages of moral reasoning Stage change based on perspective taking

opportunities and experienced conflict


Wh t I th N t f E ti l d P lit D l t i Middl d L t Childh d?


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Slide 22

Moral Development

Kohlbergs theory

Based primarily on

moral reasoning;


Level Stage Description

PreconventionalReasoning:

external rewardsor punishment

1 Heteronomous morality: moral thinking tiedto punishment

2 Individualism, instrumental purpose, andexchange: persons pursue own interests

ConventionalReasoning:intermediate

internalization

3 Mutual interpersonal expectations,relationships, and interpersonal conformity:moral standards seen as good or bad

4 Social systems morality: based onunderstanding of social order, law, etc.

PostconventionalReasoning:morality fullyinternalized

5 Social contract: individual and human rights

6 Universal ethical principles: conscience

Wh t I th N t f E ti l d P lit D l t i Middl d L t Childh d?


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Slide 23

Moral Development

Kohlbergs Beliefs

Levels and stages occurred in sequence

Cognitive development does not ensuremoral reasoning development

Peer interaction stimulates moral reasoning

Universal support found for first four stages


What Is the Nat re of Emotional and Personalit De elopment in Middle and Late Childhood?


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Slide 24

Moral Development

Kohlbergs Critics

Not enough emphasis on moral behavior

Culture and Moral Development

Dismissed family processes importance

Gender-biased: males use justice view,

females use caregiver perspective

Social conventional reasoning; rules forsocial control differ from moral rules




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Slide 25

Moral Development

Prosocial moral behavior

More emphasis on behavior development

Empathy, altruism behaviors

Empathy and adult encouragement fosters

obligation to share

Definitions of fairness change with age

Give-and-take of peer interactions affects most




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Slide 26

Moral Development

Moral personality

Three components Moral identity (view of self)

Moral character (behavior shown to others)

Moral exemplars (model for others)




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Slide 27

Gender

Gender stereotypes

Broad categories of beliefs, impressions

Traditionally: males dominant, females nurturant

Some influence by culture and religion

Some social inequalities have diminished

As sexual equality increases, genderstereotypes and behaviors may diminish




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Slide 28

Gender

Gender difference and similarities

Average differences: not all females or males Even in differences, there is large overlap

Differences may be biological, sociocultural,

or both




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Slide 29What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

Gender

Physical development

Men taller, shorter life expectancy, more

likely to develop physical/mental disorders Females have more fat, hormone growth

stops at puberty

Female brains smaller and more folds,larger corpus callosum

Hypothalamus and area of parietal lobe arelarger in men

Slid 30What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?


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Gender

Cognitive Development

Early research: females had better verbal

skills, males better math and visuospatial

skills

Later research suggests differences slight

Differences persist on standardized test

scores of children; suspect other factors



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Gender


Boys more physically aggressive; affected

by biology and environment

Girls equally or more verbally aggressive

Relational aggression

Communication differs Others talk to boys and girls differently

Rapport and Report Talk



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Slide 32

Gender

Report talk

Favored by males

Provides information

Public speaking

such as jokes and

storytelling

Rapport talk

Favored by females

For conversation,

establishing

connections, and

negotiatingrelationships




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Slide 33

Gender


Communication

Girls use more affiliative speech; boys usemore self-assertive speech

Differences affected by

Group size

Speaking with peers or adults

Familiarity

Age




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Slide 34

Gender

Emotion

Boys hide more negative emotions, girls

show less disappointment Girls experience more intense emotions in

adolescence

Males show less self-regulation, morelikely to have behavior problems

Girls engage in more prosocial behaviorsin childhood and adolescence




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Slide 35

Gender

Gender role classification

Androgyny: possessing both positivefeminine and masculine characteristics

Sandra Bem: androgynous persons

More flexible, competent, mentally healthy

Classification affected by context

Despite societal changes, traditional

raising of boys continues




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Slide 36

androgynous feminine

masculine undifferentiated

MasculineLowHigh

y p

Gender-Role Classification



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Slide 37

Gender

Gender in context

Gender stereotypes usually expressed

as personality traits

Gender behavior affected by context

Gender roles prescribed in many cultures Division of labor

Childrearing and socialization

y p

Slide 38What Are Some Changes in Parenting and Families in Middle and Late Childhood?


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Slide 38

Developmental Changes

in Parenting Parent-child interactions: decrease as

children get older

Autonomy and parental regulation

School-related and out-of-school matters

Discipline

Co-regulation: gradual process

g g



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Slide 39

Stepfamilies

Divorce and remarriage common

Higher divorce rate in remarriages

Remarried parents face unique tasks

Strengthen and define new relationships

Renegotiate divorced biological parental roles

Three common types of stepfamilies Stepfather, stepmother, and blended

g g



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Slide 40

Latchkey Children

Both parents work outside home

Largely unsupervised; experiences vary

2 to 4 hours on school days

Much more during summer months

Risks to child

Grow up too fast, too many responsibilities

Easier to get into trouble, negative behaviors

Out-of-school care exists, more needed



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Slide 41

Gay Male and Lesbian Parents

Families with children created by

Heterosexual parent identifies as gay male

or lesbian after birth of children Donor insemination

Adoption

Custody arrangements can vary Few, if any, differences between children

raised in heterosexual and gay/lesbianfamilies

Slide 42What Changes Characterize Peer Relationships in Middle and Late Childhood?


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Slide 42

Developmental Changes

Peers become more important

Peer interaction increases for recreation,

group identification, and friendships

Peer competence impacts on future

Size of group increases and adult

supervision decreases with age Same-sex group preferences until age 12



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Peer Statuses

Rejected

Frequently nominated as someonesbest friend and as being dislikedControversial

Average

Popular

Infrequently nominated as a bestfriend; actively disliked by peers

Receive average number of positiveand negative nominations from peers

Frequently nominated as a best friend;rarely disliked by peers

NeglectedInfrequently nominated as a bestfriend but not disliked by peers



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Peer Status

Skills of popular children

Give out reinforcements, act naturally

Listen carefully, keep open communication

Are happy, control negative emotions

Show enthusiasm, concern for others



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Peer Status

Behaviors of rejected children

Less classroom participation

Negative attitudes on school attendance

More often report being lonely

Aggressive peer-rejected boys

Impulsive, problems being attentive, disruptive Emotionally reactive, slow to calm down

Have fewer social skills to make friends



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Social Cognition

Thoughts about social matters

Thoughts about peers is important forunderstanding peer relationships

Interpreting intentions determines

response and appropriateness

Social knowledge creates social bonds



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Bullying

Verbal or physical behavior intended to

disturb someone less powerful

Most likely affected are males and

younger middle school students

Targeted children unlikely to retaliate

Bullies more likely to have lower grades,smoke or drink alcohol

Victims suffer many other effects

Slide 48

Bullying Behavior Among U S Youth


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Bullying Behavior Among U.S. Youth

Subject of sexual comments or gestures

Belittled about religion or race

Subject of rumors

Hit, slapped, or pushed

Belittled about looks or speech

Males

5 250 10 15 20

Percent experiencing bullying

Females

Fig. 13.6



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Friends

Not all friendships

and not all friends

are equal

Friendships serve six functions

Companionship

Stimulation

Physical support

Ego support

Social comparisonAffection and intimacy



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Friends

Intimacy in friendship

Self-disclosure

Sharing of private thoughts

May not appear until adolescence

Friendless students

Showed less prosocial behaviors More emotionally depressed

Had lower grades

Slide 51What Are Some Important Aspects of Schools?


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Contemporary Approaches

to Student Learning Controversy over best instructional

approach

Constructivist: learner-centered

Direct instruction: teacher-centered

Criticized as rote memory, teaching irrelevant

material, and creates passive learners



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Contemporary Approaches to

Student Learning and Assessment

Constructivist

Direct

instruction

Emphasizes the childs active construction

of knowledge/understanding with teacher

guidance. Child encouraged to discover,

reflect, critically think. Emphasis on

collaboration and opportunities.

Characterized by teacher direction and

control, mastery of academic material,

high expectations for students progress,and maximum time spent on learning



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Contemporary Approaches

to Student Learning Accountability

Demanded by public and government

State-mandated tests more powerful role

No Child Left Behind (NCLB) Act critics

Single score from single test as indicator

Tests dont measure creativity, other skills Teaching to the test



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Socioeconomic Status

and Ethnicity Education of students from low-income

Schools:

More students with low achievement test scores

Low graduation rates

Low numbers attend college

More inexperienced teachers

More rote memory encouraged

Old and crumbling buildings and classrooms



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Socioeconomic Status

and Ethnicity Ethnicity in schools

Large inner city school districts attended by

1/3 of all African American and Latino students 22% of all Asian students

5% of all white students

School segregation exists; effects of SES

and ethnicity intertwined Schools grossly underfunded, lack adequate

opportunities for effective learning



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Improving Ethnically

Diverse Schools Turn the class into a jigsaw classroom

Use technology to foster cooperation

Encourage positive personal contact Encourage perspective taking

Help critical thinking, emotional intelligence

Reduce bias View school and community as team

Be a competent cultural mediator

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The End

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