Socioemotional Development in Middle and Late Childhood Children 13 Socioemotional Development in Middle and Late Childhood

The Self Development of self-understanding The Nature of Emotional and Personality Development The Self Development of self-understanding Children increasingly include physiological characteristics and traits in self-descriptions Self-understanding includes social groups, comparisons, and self-evaluations

The Self Understanding others Perspective taking increases with age The Nature of Emotional and Personality Development The Self Understanding others Perspective taking increases with age Occurs about ages 6 to 8 Judging others’ intentions, purposes, actions Important in social attitudes and behaviors Increased skepticism of others’ claims with age Cross-culturally Chinese child expect more modesty in self-reports of others

The Self Self-esteem and self-concept Self-esteem The Nature of Emotional and Personality Development The Self Self-esteem and self-concept Self-esteem Global evaluations of the self Self-worth, self-image Perceptions may not always match reality Variations linked to child’s development High self-esteem linked to more initiative Link to academic performance is modest Most research is correlational

Caring for Children Increasing a child’s self-esteem The Nature of Emotional and Personality Development Caring for Children Increasing a child’s self-esteem Identify causes of low self-esteem Provide emotional support and social approval Help child achieve Help child cope

The Self Self-regulation Erikson’s Industry versus Inferiority The Nature of Emotional and Personality Development The Self Self-regulation Increased capacity with age, development Erikson’s Industry versus Inferiority Encouragement increases child’s sense of industry; criticism results in inferiority Develop sense of competence or incompetence in attempt to master skills

Emotional Development The Nature of Emotional and Personality Development Emotional Development Growing awareness to control emotions to meet social standards, expectations Developmental changes Increased emotional understanding Capacity for genuine empathy Realize multiple emotions can occur at one time Able to hide negative reactions, redirect feelings More awareness of ‘triggering’ events

Emotional Development The Nature of Emotional and Personality Development Emotional Development Coping with stress Ability to use more coping strategies increases with age Cognitive strategies affected by: Source and type of stress Presence of supportive family, others Children should be reassured, allowed to talk about their feelings and the events Protect children from re-exposure

Moral Development Piaget’s morality Kohlberg’s theory The Nature of Emotional and Personality Development Moral Development Piaget’s morality Heteronomous: unchangeable rules Autonomous: consider intentions and consequences of people (by age 10 or older) Kohlberg’s theory Devised 11 stories about moral dilemmas Three levels, six stages of moral reasoning Stage change based on perspective-taking opportunities and experienced conflict

Kohlberg’s Moral Development Level Stage Description Preconventional Reasoning: external rewards or punishment 1 Heteronomous morality: moral thinking tied to punishment 2 Individualism, instrumental purpose, and exchange: persons pursue own interests Conventional Reasoning: intermediate internalization 3 Mutual interpersonal expectations, relationships, and interpersonal conformity: moral standards seen as ‘good’ or ‘bad’ 4 Social systems morality: based on understanding of social order, law, etc. Postconventional Reasoning: morality fully internalized 5 Social contract: individual and human rights 6 Universal ethical principles: conscience

Moral Development Kohlberg’s Beliefs The Nature of Emotional and Personality Development Moral Development Kohlberg’s Beliefs Levels and stages occurred in sequence Cognitive development does not ensure moral reasoning development Peer interaction stimulates moral reasoning Universal support found for first four stages Recent cross-cultural research Strong link between perspective-taking skills and advanced moral judgments

Moral Development Criticisms of Kohlberg Bandura The Nature of Emotional and Personality Development Moral Development Criticisms of Kohlberg Behavior may not be consistent with thoughts Behavior, thinking influenced by family, culture, and significance of concern for others Bandura Justifying immoral actions (thought) precedes behavior Example: anti-abortionist murders doctor - had virtuous thoughts but did immoral behavior

Moral Development Culture and moral reasoning The Nature of Emotional and Personality Development Moral Development Culture and moral reasoning Kohlberg’s theory may be culturally biased Higher-level scoring is more culture-specific Families and moral reasoning Underestimated impact of family relationships Parents impose consequences for behaviors Gender and moral reasoning Gender differences affect moral interpretations Justice view (male) vs. care view (female)

Moral Development Social conventional reasoning The Nature of Emotional and Personality Development Moral Development Social conventional reasoning Conventional rules are arbitrary, social consensus for controlling behavior Moral reasoning is based on ethics standards, widely accepted, obligatory, impersonal Social behaviors of many children: Immoral antisocial (lying, cheating) Prosocial moral behavior (empathy, altruism)

Moral Development William Damon The Nature of Emotional and Personality Development Moral Development William Damon Social play rituals and imitation at age 4 create empathic awareness and sharing (with adult encouragement) Sharing fosters more complex sense of awareness in middle/late childhood Realizes what is fair, equal, same Believes ‘equity’ means special merit or need deserves special treatment Adult authority: less effect than peer requests

Moral Development Moral personality – 3 components The Nature of Emotional and Personality Development Moral Development Moral personality – 3 components Moral identity – categories within the self Moral character Willpower, desires, integrity Overcome distractions, stand up to pressure Moral exemplars One’s personality, identity, character, and set of virtues reflect excellence, commitment

Gender Gilligan’s claims – diverse differences The Nature of Emotional and Personality Development Gender Gilligan’s claims – diverse differences Gender-typed behavior reflects: Biological, cognitive, social influences Gender stereotypes of what is ‘good’ Males: independent, aggressive, powerful Females: not powerful, dependent, nurturing Strongest in preschool children until age 5

Gender Similarities and differences Differences are average The Nature of Emotional and Personality Development Gender Similarities and differences Differences are average When there are differences, there is overlap Most differences due to biology and/or sociocultural factors Hormones direct specific changes Physical development of females More body fat, live longer life, smaller brain with larger folds, more emotional expression

Gender Similarities and differences Physical development of males The Nature of Emotional and Personality Development Gender Similarities and differences Physical development of males Taller, more mental/physical disorders, double risk of coronary disease, larger hypothalamus (sex behavior), larger area in parietal lobe (visuospacial skills) Controversy exists over brain differences More research needed

Gender Similarities and differences Cognitive development The Nature of Emotional and Personality Development Gender Similarities and differences Cognitive development No differences in general intelligence Differences in some cognitive areas Females: more verbal, better reading/writing No differences in overall math scores but male advantage in visuospacial skills seems to have some impact (geometry, geography)

Gender Similarities and differences Socioemotional development The Nature of Emotional and Personality Development Gender Similarities and differences Socioemotional development Boys more physically aggressive Girls: more verbal in relational aggression Communication Report talk (males) vs. rapport talk (females) Females listen and disclose more Affected by: group size, peers or adults, age, familiarity with others

Gender Gender-role classification Gender in context The Nature of Emotional and Personality Development Gender Gender-role classification Continuum of masculine and feminine Androgyny Orientations affected by context ‘Boy code’ taught, harms boys Gender in context Context/situation can confirm stereotypes In many Middle Eastern countries gender roles have remained gender-specific

Developmental Changes in Parent-Child Relationships Changes in Parenting and Family in Middle/Late Childhood Developmental Changes in Parent-Child Relationships As child ages Less time spent with parents Parents are ‘gatekeepers’, provide scaffolding as child assumes more responsibility Support, stimulate, influence academic achievement and out-of-school activities Co-regulation in middle/late childhood Autonomy shift at about age 12 or later

Parents as Managers Roles Family management practices Changes in Parenting and Family in Middle/Late Childhood Parents as Managers Roles Provide opportunities, monitor behavior, social arrangers Mothers manage more than fathers Family management practices Positively related to grades, self-responsibility Negatively related to school problems Important functions Maintain routines, effective monitoring of child

Stepfamilies Divorce, remarriage – common in U.S. Changes in Parenting and Family in Middle/Late Childhood Stepfamilies Divorce, remarriage – common in U.S. 10% higher divorce risk after remarriage Half of divorces with children; remarriage within 4 years More challenges for parents in remarriage Establish new relationships in stepfamily Renegotiate existing relationships Better child adjustment in long-established simple stepfamilies

Stepfamilies Other facts Three common types Changes in Parenting and Family in Middle/Late Childhood Stepfamilies Other facts Rare: a biological parent deceased Children usually have better relationship with custodial parent than stepparent Three common types Stepfather (custodial mother) Stepmother (custodial father) Blended or complex (both parents bring children into stepfamily) – adolescence hardest

Peer Status Positive peer relationships are important Changes Characterizing Peer Relationships in Middle/Late Childhood Peer Status Positive peer relationships are important More time with peers with age, less with adults Size of peer group increases with age Peer status is very important Sociometric status (liked, disliked by peers) Social skills contribute to being well-liked

Five Peer Statuses Popular Average Neglected Rejected Controversial Changes Characterizing Peer Relationships in Middle/Late Childhood Five Peer Statuses Rejected Frequently nominated as someone’s best friend and as being disliked Controversial Average Popular Infrequently nominated as a best friend; actively disliked by peers Receive average number of positive and negative nominations from peers Frequently nominated as a best friend; rarely disliked by peers Neglected friend but not disliked by peers

Peer Status Skills of popular children Behaviors of rejected children Changes Characterizing Peer Relationships in Middle/Late Childhood Peer Status Skills of popular children Give out reinforcements, act naturally Listen carefully, keep open communication Happy, self-control, show concern for others Behaviors of rejected children Less classroom participation; often lonely Negative attitudes on school attendance Aggressive peer-rejected boys Impulsive, disruptive, emotionally reactive

Social Cognition Thoughts about social matters Kenneth Dodge Changes Characterizing Peer Relationships in Middle/Late Childhood Social Cognition Thoughts about social matters Kenneth Dodge 5 steps in child’s information processing Decode social cues Interpret Search for a response Select optimal response Enact Take cues from peers; children vary in skills

Social Cognition Social knowledge Changes Characterizing Peer Relationships in Middle/Late Childhood Social Cognition Social knowledge Involved in ability to get along with peers Child needs to know: What goals to pursue in poorly defined situations How to initiate and maintain a social bond What scripts to follow to acquire ‘friends’

Bullying Verbal, physical behavior intending harm Changes Characterizing Peer Relationships in Middle/Late Childhood Bullying Verbal, physical behavior intending harm Estimated: 1 in 3 students involved in bullying (increases after grade 8) Most affected: boys, younger middle school children Victims: more lonely, hard to make friends, unlikely to retaliate if bullied Bullies: more likely have low grades, drink or smoke Anxious, socially withdrawn, aggressive

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 25 10 15 20 Percent experiencing bullying Females

Friends Mostly characterized by similarity Willard Hartup: Changes Characterizing Peer Relationships in Middle/Late Childhood Friends Mostly characterized by similarity Age, sex, race, educational aspirations, attitudes toward school, achievement orientations, etc. Willard Hartup: Friends can be cognitive and emotional resources from childhood through old age Can foster self-esteem, sense of well-being

Friends Friendships serve six functions Changes Characterizing Peer Relationships in Middle/Late Childhood Friends Friendships serve six functions Companionship Stimulation Physical support Ego support Social comparison Affection and intimacy Intimacy characterized by self-disclosure All friendships and all friends are not equal

Contemporary Approaches to Student Learning Some Important Aspects of Schools Contemporary Approaches to Student Learning Controversy over best instructional approach Constructivist vs. direct instruction Accountability Demanded by public and government State-mandated tests more powerful role No Child Left Behind (NCLB) Act critics

Contrasting Approaches Some Important Aspects of Schools Contrasting Approaches Constructivist (Learner-centered) Direct instruction (Teacher-centered) Emphasizes the child’s 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

Contemporary Approaches to Student Learning Some Important Aspects of Schools Contemporary Approaches to Student Learning NCLB criticisms Single score is sole indicator Tests don’t measure creativity, motivation, persistence, flexible thinking, social skills Teachers spend time ‘teaching to the test’ Drilling, memorizing unrelated facts Sacrifices time needed to teach thinking skills that relate to success in life

Socioeconomic Status and Ethnicity Some Important Aspects of Schools Socioeconomic Status and Ethnicity Child from low income, ethnic minorities More difficulties in school Possible explanations Parents don’t stress high educational goals Parents can’t read to them Parents don’t have money to buy materials and educational experiences May be malnourished, live in high-risk areas (crime, high unemployment, etc.)

Socioeconomic Status and Ethnicity Some Important Aspects of Schools Socioeconomic Status and Ethnicity Difficulties in school linked to: Inconsistent, unstimulating, more punitive parenting Negative child outcomes Behavioral problems Low verbal ability

Socioeconomic Status and Ethnicity Some Important Aspects of Schools Socioeconomic Status and Ethnicity Low-income area schools Have lower achievement scores on tests Have lower graduation rates Have fewer students pursuing college Have younger teachers with less experience Are more likely to encourage rote learning Have older, decaying buildings and facilities Create undesirable learning environment

Socioeconomic Status and Ethnicity Some Important Aspects of Schools 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

Improving Ethnically Diverse Schools Some Important Aspects of Schools 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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