Ch-8 reflection
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Chapter 8
Socioemotional Development in Middle and Late Childhood
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Chapter Outline
• Emotional and personality development
• Families
• Peers
• Schools
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Emotional and Personality Development
• The self
• Emotional development
• Moral development
• Gender
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The Self 1
Development of self-understanding
• During middle and late childhood
• Children 8 to 11 describe themselves in terms of psychological characteristics and traits.
• Children recognize social characteristics of the self.
• Self-description increasingly involves social comparison.
Understanding others
• Perspective taking: social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings
• Children become skeptical of others’ claims.
• Without good perspective taking skills, more likely to be oppositional, have difficultly with relationships
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The Self 2 Self-esteem and self-concept: foundations start with quality parent-child interactions
• Self-esteem: global evaluations of the self
• Referred to as self-worth or self-image
• Self-concept: domain-specific evaluations of the self
Children with high self-esteem
• May not do better in school; inflated self-esteem can distort ability
• Have greater initiative
• Can be positive or negative
Children with low self-esteem
• Linked to obesity, anxiety, depression, suicide, and delinquency
• Can be either accurate or distorted self-perception
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The Self 3
Self-efficacy: belief that one can master a situation and produce favorable outcomes
Self-regulation
• Characterized by deliberate efforts to manage one’s behavior, emotions, and thoughts
• Leads to increased social competence and achievement
Industry versus inferiority
• Industry: children become interested in how things are made and work, receive parental encouragement
• Parents who see children’s efforts as mischief or making a mess encourage inferiority
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Emotional Development 1
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
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Emotional Development 2
• Ability to suppress or conceal negative emotional reactions
• Use of self-initiated strategies for redirecting feelings
• Capacity for genuine empathy
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Emotional Development 3
Social-Emotional Education Programs
• Committee for Children and the Collaborative for Academic, Social, and Emotional Learning (CASEL)
• Developed programs to improve children’s lives
• Second Step: teaches social, cognitive and emotional skills
• Pre-K through 8th grade, specialized for each developmental stage
• CASEL: Targets core social and emotional learning domains
• Self-awareness
• Self-management
• Social awareness
• Relationship skills
• Responsible decision making
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Emotional Development 4
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
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Emotional Development 5
Child and adolescent psychiatrists help youth cope with stress and trauma, such as witnessing school shootings.
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Moral Development 1
Kohlberg’s Level 1: Preconventional Reasoning
• Morality not internalized
• Stage 1: Heteronomous Morality
• Moral decisions are based on fear of punishment.
• Children obey because adults tell them to.
• Stage 2: Individuals, Instrumental Purpose, and Exchange
• Individuals pursue their own interests but let others do the same. What is right involves equal exchange.
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Moral Development 2
Kohlberg’s Level 2: Conventional Reasoning
• Individuals abide by internal and external standards, for example, parents, law
• Stage 3: Mutual interpersonal expectations, relationships, and interpersonal conformity
• Trust, caring, and loyalty to others valued as a basis for moral judgments
• Stage 4: Social System Morality
• Moral judgments based on understanding, social order, law, justice, duty
Kohlberg’s Level 3: Postconventional Reasoning
• Morality is more internal
• Stage 5: Social contract or utility and individual rights
• Stage 6: Universal ethical principles
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Moral Development 3
Influences on Kohlberg’s stages
• Cognitive development
• Experiences dealing with moral questions and moral conflicts
• Peer interaction and perspective taking
Harvard University Archives, UAV 605.295.8, Box 7, Kohlberg
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Moral Development 4
Kohlberg’s critics
• Moral thought and behavior
• Too much emphasis on thought and not enough emphasis on behavior
• Conscious/Deliberate Versus Unconscious/ Automatic
• Moral behavior can be automatic.
• Culture and moral reasoning
• Theory is culturally biased.
• Need to address issues including decline of postconventional moral reasoning to lowest level, or personal interests
• Some researchers emphasize the need to deal with increasing possible temptations and wrongdoings in increasingly complex social world
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Moral Development 5
Kohlberg’s critics
• The Role of Emotion
• Emotion strongly influences morality, intuitive feelings of right and wrong
• Families and moral development
• Argued that parents’ moral values and actions influence children’s development of moral reasoning
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Moral Development 6
Gender and the care perspective
• Justice perspective: focuses on rights of individual and on which individuals independently make moral decisions
• Care perspective: views people in terms of connectedness with others
• Emphasizes interpersonal communication, relationships with others, concern for others
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Moral Development 7
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 established by social consensus in order to control behavior and maintain the social system
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Moral Development 8
Prosocial behavior
• Studies behavioral aspects of moral development
Moral personality: components include
• Moral identity
• Moral character
• Moral exemplars
Gender and the Care Perspective
• Moral perspective viewing people in terms connectedness with others
• Emphasis on
• Interpersonal communication
• Relationships, and concern for others
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Gender 1
Gender stereotypes: broad categories that reflect general impressions and beliefs about males and females
Gender similarities and differences
• Physical development
• Cognitive development
• Socioemotional development
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Gender 2
Cognitive Development
• Gender differences
• Verbal skills – girls better
• No difference in math
• Visuospatial skills – some girls better
• Writing skills - girls better
• Achievement – girls better, but complex issue
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Gender 3
Socioemotional Development
• Aggression: boys physically, girls verbally
• Emotion: overall small differences
• Girls can recognize nonverbal emotions.
• Girls show more sympathy, internalize emotions, self-regulate
• Prosocial behavior: girls more prosocial, empathic
Gender in context
• Traits people display may vary with the situation
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Families 1
• Developmental Changes in Parent-Child Relationships
• Parents as Managers
• Attachment in Families
• Stepfamilies
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Families 2
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.
• Coregulation starts as some control is transferred from parent to child.
• Children engage in moment-to-moment self-regulation.
• Children move toward autonomy starting around age 12.
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Families 3
Parents as managers
• Parents manage children’s opportunities, monitor behavior, and initiate social contact; more mother’s role than father’s
• Important to maintain a structured and organized family environment
• Positively related to students’ grades and self-responsibility, and negatively to school-related problems
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Families 4
Attachment in families
• Becomes more sophisticated
• Children spend less time with parents.
• Social worlds expand.
• Secure attachment
• Associated with lower levels of
• Internalized symptoms
• Anxiety
• Depression
• Associated with higher levels of
• Emotional regulation
• Recognizing emotions
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Families 5
Stepfamilies
• Remarriages involving children has grown in recent years.
• Types of stepfamily structure
• Stepfather
• Stepmother
• Blended or complex
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Peers 1
• Developmental Changes
• Peer Status
• Social Cognition
• Bullying
• Friends
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Peers 2
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 increases.
Sociometric status: extent to which children are liked/disliked by peer group
Peer statuses
• Popular children: frequently nominated as a best friend and rarely disliked by peers
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Peers 3
• Average children: receive an average number of both positive and negative peer nominations
• Neglected children: infrequently nominated as a best friend but not disliked by peers
• Rejected children: infrequently nominated as a best friend and actively disliked by peers
• Controversial children: frequently nominated both as someone’s best friend and also disliked by peers
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Peers 4
Social cognition: thoughts about social matters
• Important for understanding peer relationships
• Steps children go through in processing social information
• Attend to social cues
• Attribute intent through interpretation
• Establish social goals
• Access behavioral scripts from memory
• Generate problem-solving strategies
• Evaluate the effectiveness of strategies
• Make decisions and enact behavior
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Peers 5
Bullying
• Verbal or physical behavior intended to disturb someone less powerful
• Most likely to be bullied: boys, anxious, awkward, withdrawn, and younger middle school students
• Bullied children report loneliness, difficulty making friends
• Cause of concern: peer bullying and cyber bullying
• Outcomes of bullying
• Low-self esteem, depression, suicidal ideation, and attempted suicide
• As adults, anxiety, depression, agoraphobia and mental health services
Social contexts
• Poverty, family support or lack thereof, school, and peer groups
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Peers 6
Friendship: plays important role in emotional well-being and academic success
Friends
• Typically characterized by similarity
• Functions of Friendships
• Companionship
• Stimulation
• Physical support
• Ego support
• Social comparison
• Affection and intimacy
• Intimacy in friendships: self-disclosure and the sharing of private thoughts
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Bullying Behaviors among U.S. Youth
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Schools 1
• Contemporary Approaches to Student Learning
• Socioeconomic Status, Ethnicity, and Culture
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Schools 2
Contemporary approaches to student learning
• Constructivist and direct instruction approaches
• Constructivist approach: learner-centered approach emphasizes the importance of individuals actively constructing their own knowledge and understanding with guidance from a teacher
• Direct-instruction approach: structured, teacher-centered approach characterized by
• Teacher direction and control
• Mastery of academic skills
• High expectations for students’ progress
• Maximum time spent on learning tasks
• Efforts to keep negative effects to a minimum
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Schools 3
Accountability
• No Child Left Behind (NCLB) legislation being replaced
• Every Student Succeeds Act (ESSA) implemented during the 2017 to 2018 school year
• Statewide standardized testing laws changing, as are measurements for tracking success
• States can opt out of Common Core standards
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Schools 4
Socioeconomic status, ethnicity, and culture
• Students from low-income, ethnic minority backgrounds have more difficulties in school and are not overcoming barriers to achievement.
• U.S. students have lower achievement in math and science than a number of other countries.
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Schools 5
Socioeconomic status, ethnicity, and culture
• Education of students from low-income backgrounds
• Face more barriers to learning
• Schools in low-income area tend to have
• More students with low achievement test scores
• Low graduation rates
• Smaller percentages of students going to college
• Young teachers with less experience
• Fewer resources, including decent buildings
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Schools 6
Socioeconomic status, ethnicity, and culture
• Ethnicity in schools
• Strategies for improving relationships among ethnically diverse students
• Turn the class into a jigsaw classroom
• Encourage students to have positive personal contact with diverse other students
• Reduce bias
• View school and community as a team
• Be a competent cultural mediator
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Schools 7
Cross-cultural comparisons of achievement
• 2015 Trends in International Mathematics and Science Study (TIMMS) study found that out of 48 countries, American children placed
• 11th in 4th grade math
• 8th in 4th grade science
• Asian teachers spend more time teaching math than American teachers
• Asian children spend more days/year in school than American children
Mindset: cognitive view individuals develop for themselves
• Fixed mindset
• Growth mindset
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Mothers’ Beliefs About the Factors Responsible for Children’s Math Achievement in Three
Countries
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