© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 1 John W. Santrock Socioemotional Development in Middle and Late Childhood 14

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 2 Socioemotional Development in Middle and Late Childhood What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?What Is the Nature of Emotional and Personality Development in Middle and Late Childhood? What Are Some Parent-Child Issues and Societal Changes in Families?What Are Some Parent-Child Issues and Societal Changes in Families? What Changes Characterize Peer Relationships in Middle and Late Childhood?What Changes Characterize Peer Relationships in Middle and Late Childhood? What Are Some Important Aspects of Schools?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 3 The Self How do social comparisons help children distinguish who they are? What is the nature of self-esteem? What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 4 Development of Self-Understanding Shifts toward –Defining self in terms of internal characteristics –Including social aspects in self-descriptions –Social comparison: comparing self with others What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 5 Self-Esteem and Self- Concept Self-esteem Global evaluations of the self Self-worth Self-image What Is the Nature of Emotional and Personality Development in Middle and Late Childhood? Self-concept Domain-specific evaluations of the self

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 6 Research on Self-Esteem Self-esteem can change –Variations related to development –A perception but not always a reality Most research is correlational What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 7 Increasing Children’s Self- Esteem Identify causes of low self-esteem Provide emotional support and social approval Help children to achieve Encourage coping skills What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 8 Industry Versus Inferiority Erikson’s fourth developmental stage –Encouragement increases child’s sense of industry; criticism results in inferiority Children attempt to master many skills –Develop sense of competence or incompetence What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 9 Emotional Developmental Increased ability to understand complex emotions Increased understanding that more than one emotion can be experienced in a situation Self-initiated strategies for redirecting feelings More fully take into account events leading to emotional reactions Improved ability to suppress or conceal negative emotional reactions What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 10 Coping with Stress Reassure children of their safety and security Listen to and tolerate children retelling events Encourage children to talk about confusing or disturbing feelings Help children make sense of what happened Protect children from re-exposure to frightening situations and reminders of trauma What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 11 Kohlberg’s Theory of Moral Development Based primarily on moral reasoning; unfolds in stages Internalization –Key in understanding moral development –Developmental change from externally controlled behavior to behavior controlled by internal standards and principles What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 12 Kohlberg’s Level 1: Preconventional Reasoning Lowest level No internalization of moral values –Moral reasoning controlled by external rewards and punishment –Stage 1. Heteronomous morality –Stage 2. Individualism, instrumental purpose, and exchange What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 13 Kohlberg’s Level 2: Conventional Reasoning Second level Internalization is intermediate –One abides by certain standards of others –Stage 3. Mutual interpersonal expectations, relationships, and interpersonal conformity –Stage 4. Social systems morality What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 14 Kohlberg’s Level 3: Postconventional Reasoning Highest level Morality completely internalized –Stage 5. Social contract or utility and individual rights –Stage 6. Universal ethical principles What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 15 Age and Percentage of Individuals at Each Kohlberg Stage Stage 2 Stage 3 Stage 4 Stage 5 Stage Age (years) Mean percent of moral reasoning at each stage Fig. 14.3

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 16 Kohlberg’s Beliefs Levels and stages occurred in sequence Development was age related First 4 stages had universal support More cultural diversity at stages 5 and 6 What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 17 Kohlberg’s Critics Moral Thought vs. Moral Behavior Culture and Moral Development Family Processes and Moral Development Gender and the Care Perspective Prosocial Behavior and Altruism What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 18 Justice and Care Perspectives Justice Focuses on individual rights Individuals independently make moral decisions What Is the Nature of Emotional and Personality Development in Middle and Late Childhood? Care Views people in terms of their connectedness with others –Communication –Relationships –Concern for others

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 19 Prosocial Behavior and Altruism As children get older, more likely to engage in prosocial behavior Altruism: unselfish interest in helping another person What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 20 Moral Exemplars Moral circular approach: emphasizes moral excellence –Involves thoughts, behavior, emotions –More agreeable –More advanced in their faith –More willing to enter close relationships –Further into forming adult identity What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 21 Stereotyping and Culture Traditional gender stereotypes and roles challenged in many societies –Traditionally: males dominant, females nurturant –Some social inequalities have diminished – –As sexual equality increases, gender stereotypes may diminish What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 22 What Is the Nature of Emotional and Personality Development in Middle and Late Childhood? Gender Similarities and Differences Physical –Many differences tied to health –Female brains smaller, have more folds –Brain area for sexual behaviors and visuospatial skills are larger in males –Brain area for emotional expressions shows more activity in females

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 23 What Is the Nature of Emotional and Personality Development in Middle and Late Childhood? Gender Similarities and Differences Cognitive –Early research found females had better verbal skills, males better math and visuospatial skills –Later research suggests differences slight –Differences persist on standardized test scores of children; suspect other factors

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 24 Socioemotional Similarities and Differences Report talk Favored by males Provides information Public speaking such as jokes and story telling Rapport talk Favored by females For conversation, establishing connections, and negotiating relationships What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 25 Similarities and Differences Communication differences affected by –Group size –Speaking with peers or adults –Familiarity –Age What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 26 Aggression in Boys and Girls Differences seen in all cultures –Appears very early in life –May be equally aggressive but expressed differently –Females use relational aggression, more verbally aggressive than boys –Males show less self-regulation What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 27 Gender Controversy: size of differences? Gender in context: behavior varies Culture allows for more diversity Bem Sex-Role Inventory (BSRI) What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 28 androgynousfeminine masculineundifferentiated Feminine Masculine High Fig Low High What Is the Nature of Emotional and Personality Development in Middle and Late Childhood? Gender-Role Classification

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 29 Masculinity, Femininity, and Androgyny Androgyny Presence of masculine and feminine characteristics in same individual What Is the Nature of Emotional and Personality Development in Middle and Late Childhood? Gender-role transcendence Alternative to androgyny, View individual by the competence shown and not as masculine, feminine, or androgynous

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 30 Parent-Child Issues Parent-child interactions: decrease as children get older –Autonomy and parental regulation –School-related matters –Discipline –Coregulation: gradual process What Are Some Parent-Child Issues and Societal Changes in Families?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 31 Societal Changes in Families Divorces and remarriages increasing –Stepfamilies: types and adjustment issues –Self-care/latchkey children: issues Gay and lesbian parents –Differences and adjustment issues What Are Some Parent-Child Issues and Societal Changes in Families?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 32 Friendship Not all friendships and not all friends are equal What Changes Characterize Peer Relationships in Middle and Late Childhood? Friendships serve six functions –Companionship –Stimulation –Physical support –Ego support –Social comparison –Intimacy/affection

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 33 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 Infrequently nominated as a best friend but not disliked by peers What Changes Characterize Peer Relationships in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 34 Social Cognition Involve thoughts about social matters Increasingly important for understanding peer relationships in middle and late childhood Involved in peer relationships What Changes Characterize Peer Relationships in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 35 Bullying Verbal or physical behavior intended to disturb someone less powerful Most likely affected are males and younger middle school students Bullies may enjoy high peer status despite increased conduct problems What Changes Characterize Peer Relationships in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 36 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 Percent experiencing bullying Females Fig. 14.6

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 37 To Reduce Bullying Older peers act as monitors; intervene Create/post school-wide rules and sanctions Include anti-bullying message/program in other community activities for adolescents Encourage parents to reinforce/model positive behaviors and interactions What Changes Characterize Peer Relationships in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 38 To Reduce Bullying Form adolescent friendship groups for victims Identify bullies and victims early; use social skill training to improve behavior Parents: contact professional to help with child’s bullying behavior or victimization Parents get involved in school programs What Changes Characterize Peer Relationships in Middle and Late Childhood?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 39 Contemporary Approaches to Student Learning and Assessment Cognitive constructivist Direct instruction Emphasizes the child’s active, cognitive construction of knowledge/understanding; Piaget’s theory an example Characterized by teacher direction and control, mastery of academic material, high expectations for students’ progress, and maximum time spent on learning Social constructivist Focuses on collaboration with others to produce knowledge and understanding; Vygotsky’s theory an example What Are Some Important Aspects of Schools?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 40 Accountability Public and government demanded increased accountability of schools No Child Left Behind (NCLB) Act critics –Single score from single test as indicator –Tests don’t measure creativity, other skills –Teaching to the test –Are tests best ones for achieving more? What Are Some Important Aspects of Schools?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 41 Socioeconomic Status and Ethnicity Low-income, ethnic minority students –Have more difficulties in school –Parents may not be able to provide for or prepare children for school achievement –School environments may not be conducive to learning What Are Some Important Aspects of Schools?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 42 Socioeconomic Status and Ethnicity Ethnicity in schools –Inner-city students predominantly African-American and Latino –School segregation still a problem in U.S.; use of remedial and special ed programs –“Institutional racism” What Are Some Important Aspects of Schools?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 43 Improving Relationships in Ethnically Diverse Schools –Turn the class into a jigsaw classroom –Use technology to foster cooperation –Encourage positive personal contact –Encourage perspective taking –Help students think critically –Reduce bias –View school and community as team –Be a competent cultural mediator What Are Some Important Aspects of Schools?

© 2007 The McGraw-Hill Companies, Inc. All rights reserved. Slide 44 The End 14