Copyright © Allyn & Bacon 2007 Development Through the Lifespan Chapter 10 Emotional and Social Development in Middle Childhood This multimedia product and its contents are protected under copyright law. The following are prohibited by law:  Any public performance or display, including transmission of any image over a network;  Preparation of any derivative work, including the extraction, in whole or in part, of any images;  Any rental, lease, or lending of the program.

Copyright © Allyn & Bacon 2007 Erikson’s Theory: Industry versus Inferiority Industry  Developing a sense of competence at useful skills  School provides many opportunities Industry  Developing a sense of competence at useful skills  School provides many opportunities Inferiority  Pessimism and lack of confidence in own ability to do things well  Family environment, teachers, and peers can contribute to negative feelings Inferiority  Pessimism and lack of confidence in own ability to do things well  Family environment, teachers, and peers can contribute to negative feelings

Copyright © Allyn & Bacon 2007 Changes in Self-Concept during Middle Childhood  More balanced, less all- or-none descriptions  Social comparisons  Ideal and real self  Reference social groups  Cultural variations

Copyright © Allyn & Bacon 2007 Hierarchical Structure of Self-Esteem in Middle Childhood

Copyright © Allyn & Bacon 2007 Influences on Self-Esteem  Culture  Child-rearing Practices  Attributions  Mastery-oriented  Learned Helplessness  Culture  Child-rearing Practices  Attributions  Mastery-oriented  Learned Helplessness

Copyright © Allyn & Bacon 2007 Generational Changes in Self-Esteem

Copyright © Allyn & Bacon 2007 Achievement-Related Attributions Reason for Success Reason for Failure MasteryAbility Controllable factors  Can change by working hard Learned Helplessness External factors Ability  Can NOT be changed by working hard

Copyright © Allyn & Bacon 2007 Influences on Achievement-Related Attributions  Parents  Too-high standards  Believe child incapable  Trait statements  Teachers  Learning vs performance goals  Gender  SES, Ethnicity  Parents  Too-high standards  Believe child incapable  Trait statements  Teachers  Learning vs performance goals  Gender  SES, Ethnicity

Copyright © Allyn & Bacon 2007 Emotional Development in Middle Childhood  Self-conscious emotions more governed by personal responsibility  Pride and guilt  Emotional Understanding  Explain emotion using internal states  Understand mixed emotions  Rise in empathy  Supported by cognitive development and social experience  Emotional Self-Regulation  Motivated by self-esteem & peer approval  Emotional self-efficacy  Self-conscious emotions more governed by personal responsibility  Pride and guilt  Emotional Understanding  Explain emotion using internal states  Understand mixed emotions  Rise in empathy  Supported by cognitive development and social experience  Emotional Self-Regulation  Motivated by self-esteem & peer approval  Emotional self-efficacy

Copyright © Allyn & Bacon 2007 Coping Strategies Problem-Centered Coping  Situation is seen as changeable  Difficulty is identified  Decision made on what to do Problem-Centered Coping  Situation is seen as changeable  Difficulty is identified  Decision made on what to do Emotion- Centered Coping  Used if problem- centered coping does not work  Internal, private, and aimed at controlling distress when little can be done about outcome Emotion- Centered Coping  Used if problem- centered coping does not work  Internal, private, and aimed at controlling distress when little can be done about outcome

Copyright © Allyn & Bacon 2007 Selman’s Stages of Perspective Taking Level 0Undifferentiated3 – 6 years Level 1Social-informational4 – 9 years Level 2Self-reflective7 – 12 years Level 3Third-party10 – 15 years Level 4Societal14 years to adult

Copyright © Allyn & Bacon 2007 Development of Distributive Justice  Strict Equality: 5 to 6 yrs  Merit: 6 to 7 yrs  Equity and Benevolence: around 8 yrs

Copyright © Allyn & Bacon 2007 Changes in Moral Views  Flexible moral rules  Lying not always bad  Truth not always good  Clarify link between moral imperative & social convention  More respect for conventions with purpose  Consider intentions

Copyright © Allyn & Bacon 2007 Understanding Individual Rights  Challenge adult authority within personal domain  View denials of personal choices as wrong  However, place limits on individual choice  Typically decide in favor of kindness and fairness

Copyright © Allyn & Bacon 2007 Understanding Inequality  By school age, children associate power and privilege with white people  Assign stereotyped traits to minorities  With age, reduce prejudice  Consider inner traits  Individual differences based on  Fixed view of personality traits  Overly high self-esteem  Social world in which people are sorted into groups

Copyright © Allyn & Bacon 2007 Peer Groups  Formed from proximity, similarity  Peer Culture  Behavior, vocabulary, dress code  Can include relational aggression and exclusion  Formed from proximity, similarity  Peer Culture  Behavior, vocabulary, dress code  Can include relational aggression and exclusion

Copyright © Allyn & Bacon 2007 Friendship in Middle Childhood  Type of friends influences development  Aggressive friends often magnify antisocial acts  Type of friends influences development  Aggressive friends often magnify antisocial acts  Personal qualities, trust become important  More selective in choosing friends  Choose friends similar to self  Friendships can last several years  Learn to resolve disputes  Personal qualities, trust become important  More selective in choosing friends  Choose friends similar to self  Friendships can last several years  Learn to resolve disputes

Copyright © Allyn & Bacon 2007 Peer Acceptance Popular Popular-prosocial Popular-antisocial Rejected Rejected-aggressive Rejected-withdrawn Controversial Neglected

Copyright © Allyn & Bacon 2007 Bullies and Victims Bullies  Most are boys  Physically, relationally aggressive  High-status, powerful  Popular  However, most eventually become disliked Bullies  Most are boys  Physically, relationally aggressive  High-status, powerful  Popular  However, most eventually become disliked Victims  Passive when active behavior expected  Give in to demands  Lack defenders  Inhibited temperament  Physically frail  Overprotected, controlled by parents

Copyright © Allyn & Bacon 2007 Gender Typing in Middle Childhood  Gender Stereotypes  Extend stereotypes to include personalities and school subjects  More flexible about what males and females can actually do  Gender Identity (3 rd -4 th grade)  Boys strengthen identification with “masculine” traits  Girls’ identification with “feminine” traits declines  Influence of cultural and social factors  Gender Stereotypes  Extend stereotypes to include personalities and school subjects  More flexible about what males and females can actually do  Gender Identity (3 rd -4 th grade)  Boys strengthen identification with “masculine” traits  Girls’ identification with “feminine” traits declines  Influence of cultural and social factors

Copyright © Allyn & Bacon 2007 Gender Identity  Self-evaluations affect adjustment  Gender typicality  Gender contentedness  Felt pressure to conform to gender roles  Self-evaluations affect adjustment  Gender typicality  Gender contentedness  Felt pressure to conform to gender roles

Copyright © Allyn & Bacon 2007 Family Relationships  Parents  Coregulation  Siblings  Rivalry  Companionship and assistance

Copyright © Allyn & Bacon 2007 Only Children  Closer relationships with parents  Pressure for mastery  Peer acceptance may be a problem  Lack of practice in conflict resolution  High in self-esteem, achievement motivation

Copyright © Allyn & Bacon 2007 International Divorce Rates

Copyright © Allyn & Bacon 2007 Consequences of Parental Divorce Immediate  Instability, conflict, drop in income  Parental stress, disorganization  Consequences affected by  Age  Temperament  Sex Immediate  Instability, conflict, drop in income  Parental stress, disorganization  Consequences affected by  Age  Temperament  Sex Long-Term  Improved adjustment after 2 years  Boys & children with difficult temperaments more likely to have problems  Father’s involvement affects adjustment Long-Term  Improved adjustment after 2 years  Boys & children with difficult temperaments more likely to have problems  Father’s involvement affects adjustment

Copyright © Allyn & Bacon 2007 Helping Families Through Divorce  Divorce mediation  Joint custody  Child support  Divorce mediation  Joint custody  Child support

Copyright © Allyn & Bacon 2007 Blended Families Mother-Stepfather  Most frequent  Boys usually adjust quickly  Girls adapt less favorably  Older children and adolescents of both sexes display more problems Mother-Stepfather  Most frequent  Boys usually adjust quickly  Girls adapt less favorably  Older children and adolescents of both sexes display more problems Father-Stepmother  Often leads to reduced father-child contact  Children in fathers’ custody often react negatively  Girls & stepmothers slow to get along at first, more positive interaction later Father-Stepmother  Often leads to reduced father-child contact  Children in fathers’ custody often react negatively  Girls & stepmothers slow to get along at first, more positive interaction later

Copyright © Allyn & Bacon 2007 Maternal Employment and Child Development  Benefits  Higher self-esteem  Positive family and peer relations  Fewer gender stereotypes  Better grades  More father involvement  Drawbacks  Less time for children  Risk of ineffective parenting

Copyright © Allyn & Bacon 2007 Support for Working Parents  Flexible schedules, job sharing  Sick leave  Involvement of other parent  Equal pay and opportunities  Quality child care  Flexible schedules, job sharing  Sick leave  Involvement of other parent  Equal pay and opportunities  Quality child care

Copyright © Allyn & Bacon 2007 Fears and Anxieties in Middle Childhood  Fears of dark, thunder, lightning, supernatural beings persist  Fears based on wider world emerge  Many are media-fueled  Harsh living conditions can lead to anxiety  School phobia  5–7 years – separation from home  11 –13 – particular aspects of school  Fears of dark, thunder, lightning, supernatural beings persist  Fears based on wider world emerge  Many are media-fueled  Harsh living conditions can lead to anxiety  School phobia  5–7 years – separation from home  11 –13 – particular aspects of school

Copyright © Allyn & Bacon 2007 Child Sexual Abuse Characteristics of Victims More often female Reported in middle childhood Characteristics of Abusers Usually Male Parent or known by parent Consequences Emotional reactions Physical symptoms Effects on behavior Prevention and Treatment Prevention: education Treatment: long-term therapy

Copyright © Allyn & Bacon 2007 Factors Related to Resilience  Personal Characteristics  Easy temperament  Mastery orientation  Warm parental relationship  Supportive adult outside family  Community resources  Personal Characteristics  Easy temperament  Mastery orientation  Warm parental relationship  Supportive adult outside family  Community resources