Socioemotional Development in Middle and Late Childhood Chapter 10

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Chapter Outline • • • • Emotional and personality development Families Peers Schools

10 - 2 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Emotional and Personality Development • • • • The self Emotional development Moral development Gender

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The Self • The development of self understanding

– During middle and late childhood: • Describe themselves in terms of psychological characteristics and traits • Children recognize social aspects of the self • Social comparison increases 10 - 4 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

The Self • Understanding others

– Perspective taking: Ability to assume other people’s perspectives and understand their thoughts and feelings – Children become skeptical of others’ claims 10 - 5 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

The Self • • Self-esteem and self-concept

– Self-esteem: Global evaluations of the self – Self-concept: Domain-specific evaluations of the self

Children with high self-esteem

– Do not necessarily perform better in school – Have greater initiative (positive or negative) 10 - 6 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

The Self • • Self-efficacy: Belief that one can master a situation and produce favorable outcomes Self-regulation

– Deliberate efforts to manage one’s behavior, emotions, and thoughts: • Leading to increased social competence and achievement 10 - 7 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

What are some self regulation techniques for children?

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The Self • Industry versus inferiority

– Industry - Children become interested in how things work – Inferiority - Parents who see their children’s efforts as mischief may encourage inferiority 10 - 9 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Emotional Development • Developmental changes

– Improved emotional understanding – Increased understanding that more than one emotion can be experienced in a particular situation – Increased awareness of the events leading to emotional reactions 10 - 10 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Emotional Development

– Ability to suppress or conceal negative emotional reactions – Use of self-initiated strategies for redirecting feelings – Capacity for genuine empathy 10 - 11 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Emotional Development • Coping with stress

– Older children generate more coping alternatives to stressful situations – Outcomes for children who experience disasters • • Acute stress reactions Depression • Panic disorder • Post-traumatic stress disorder 10 - 12 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

How do we help children cope with stressful situations?

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Moral Development • http://www.youtube.com/watch?v=Onkd8tCh C2A

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Figure 10.1 - Kohlberg’s Three Levels and Six States of Moral Development

10 - 15 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Moral Development • Kohlberg’s critics

– Moral thought and behavior • Too much emphasis on thought, not enough emphasis on behavior – Culture and moral reasoning • Theory is culturally biased 10 - 16 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Emotional and Personality Development • Moral development

– Kohlberg’s critics • Families and moral development – Kohlberg underestimated 10 - 17 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Emotional and Personality Development • Moral development

– Domain theory: Moral, social conventional, personal reasoning • Domain theory of moral development: Different domains of social knowledge and reasoning – Moral, social conventional, and personal domains • Social conventional reasoning: Focuses on conventional rules that have been established by social consensus to: – Control behavior and maintain the social system 10 - 18 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Emotional and Personality Development • Moral development

– Prosocial behavior • Behavioral aspects of moral development 10 - 19 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Emotional and Personality Development • Gender

– Gender stereotypes: Broad categories that reflect general impressions and beliefs about males and females – Gender similarities and differences • Physical development • Cognitive development • Socioemotional development 10 - 20 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Emotional and Personality Development • Gender

– Gender role classification • Androgyny: Presence of positive masculine and feminine traits in the same person • Androgynous individuals are more flexible, competent, and mentally healthy – Gender in context • Traits people display may vary with the situation 10 - 21 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Families • Developmental changes in parent-child relationships

– Parents spend less time with children during middle and late childhood – Parents support and stimulate children’s academic achievement – Parents use less physical forms of punishment as children age 10 - 22 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Families • Parents as managers

– Parents manage children’s opportunities, monitor behavior, and initiate social contact – Important to maintain a structured and organized family environment 10 - 23 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Families • Attachment

– More sophisticated – Spend less time with parents – Insecure attachment – associated with: • • Anxiety Depression 10 - 24 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Families • Stepfamilies

– Remarriages involving children has grown in recent years – Types of stepfamily structure • • Stepfather Stepmother • Blended or complex 10 - 25 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Peers • Developmental changes

– Reciprocity becomes important in peer interchanges – Size of peer group increases – Peer interaction is less closely supervised by adults – Children’s preference for same-sex peer groups 10 - 26 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Peers • Peer status

– Popular children: Frequently nominated as a best friend and are rarely disliked by their peers – Average children: Receive an average number of both positive and negative nominations from peers 10 - 27 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Peers

– Neglected children: Infrequently nominated as a best friend but are not disliked by their peers – Rejected children: Infrequently nominated as a best friend and are actively disliked by their peers – Controversial children: Frequently nominated both as a best friend as being disliked by their peers 10 - 28 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Peers • Bullying

– Verbal or physical behavior intended to disturb someone less powerful – Boys and younger middle school students are most likely to be affected – 70-80% of victims and bullies are in the same classroom – Outcomes of bullying • Depression, suicidal ideation, and attempted suicide 10 - 29 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Figure 10.5 - Bullying Behaviors among U.S. Youth

10 - 30 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Peers • Friends

– Typically characterized by similarity – Serve six functions • Companionship • Stimulation • Physical support • Ego support • • Social comparison Affection and intimacy 10 - 31 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Schools • Contemporary approaches to student learning

– Constructivist and direct instruction approaches • Constructivist approach: Learner-centered approach that emphasizes: – Importance of individuals actively constructing their own knowledge and understanding – Direct-instruction approach: Structured, teacher centered approach • Characterized by teacher direction and control 10 - 32 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

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Schools • Contemporary approaches to student learning

– Accountability • • No Child Left Behind (NCLB) legislation Statewide standardized testing 10 - 34 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Schools • Socioeconomic status, ethnicity, and culture

– Low-income, ethnic minority students have more difficulties in school – U.S. students have lower achievement in math and science than a number of other countries 10 - 35 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Schools • Socioeconomic status, ethnicity, and culture

– The education of students from low-income backgrounds • Face more barriers to learning • Most low-SES area schools tend to have: – Lower test scores, lower graduation rates, and lower college attendance rates – Young teachers with less experience – Fewer resources 10 - 36 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.