lifespan/discussion lesson 5
LIFE-SPAN DEVELOPMENT 17e
John W. Santrock
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Chapter 10
Socioemotional Development in Middle and Late Childhood
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
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 of 3)
Development of self-understanding
During middle and late childhood
Children 8–11 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 of 3)
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 of 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 of 5)
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 of 5)
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 of 5)
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 eighth 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 of 5)
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 of 5)
Child and adolescent psychiatrists help youth cope with stress and trauma, such as witnessing school shootings.
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Moral Development (1 of 8)
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 of 8)
Kohlberg’s Level 2: Conventional Reasoning
Individuals abide by internal and external standards (e.g., 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 of 8)
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 of 8)
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 of 8)
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 of 8)
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 of 8)
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 of 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 of connectedness with others
Emphasis on
Interpersonal communication
Relationships, and concern for others
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Gender (1 of 3)
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 of 3)
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 of 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 of 5)
Developmental changes in parent-child relationships
Parents as managers
Attachment in families
Stepfamilies
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Families (2 of 5)
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 of 5)
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 of 5)
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 of 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 of 6)
Developmental changes
Peer status
Social cognition
Bullying
Friends
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Peers (2 of 6)
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
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Peers (3 of 6)
Peer statuses
Popular children: frequently nominated as a best friend and rarely disliked by peers
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 of 6)
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 of 6)
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 cyberbullying
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 of 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 of 7)
Contemporary approaches to student learning
Socioeconomic status, ethnicity, and culture
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Schools (2 of 7)
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 of 7)
Accountability
No Child Left Behind (NCLB) legislation being replaced
Every Student Succeeds Act (ESSA) implemented during the 2017–2018 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 of 7)
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 of 7)
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 of 7)
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 of 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 fourth-grade math
8th in fourth-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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Accessibility Content: Text Alternatives for Images
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Bullying Behaviors among U.S. Youth Text Alternative
Among U.S. young males and females, 8 percent of males and 9 percent of females are bullied about religion and race; 20 percent of both males and females are belittled about looks or speech; 18 percent of boys and 10 percent of girls are hit, slapped, or pushed; 17 percent of boys and 18% of girls are subjects of rumors; and 17 percent of males and 20 percent of females are subject to sexual comments or gestures. Boys are hit more frequently, but girls experience sexual harassment more frequently.
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Mothers’ Beliefs About the Factors Responsible for Children’s Math Achievement in Three Countries Text Alternative
Japanese and Taiwanese mothers were more likely to believe that their child’s math achievement was due to effort over innate ability. U.S. mothers believed their child’s math achievement was due to innate ability, implying that they are less likely to think their children will benefit from putting forth more effort.
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