Janet Belsky’s Experiencing the Lifespan, 2e Chapter 6: Childhood Socioemotional Development Meredyth Fellows, West Chester University of PA

Setting the Challenge Emotional Regulation Maturing frontal lobe contributes to development of self-regulation abilities Important for social and emotional success Problematic temperamental tendencies ____________ tendencies

Personality 7- to 8-year-old children entering the Concrete Operational Stage: Understand inner states (theory of mind) Become less ______________ Understand others have different perspectives from their own No longer believe they are the center of the universe Become more _____________ Self-reflect and compare themselves to others

Personality Changes in self-awareness 3-year-old self descriptions focus on ______________. Self descriptions of 4 th grade child: ___________________ _______________ Anchored in feelings, abilities, and inner traits Self-esteem develops Declines during early elementary school

A Deeper Look at Self-Esteem: Erikson’s Industry vs. Inferiority Stage

Self-Esteem Distortions

Low self-esteem— internalizing problems Overly self-critical Inflate failures See failure when it doesn’t exist _____________________ Feels incapable of affecting the outcome of events and gives up trying Common in those with internalizing problems

Interventions: Promoting Realistic Self-Esteem Enhance ______________ Feelings of competence Route to self-esteem Promote realistic self- perceptions Set realistic goals When child fails, gently give accurate feedback Consider person- environment fit

Prosocial Behavior Sharing, helping, and caring actions Appears as early as preschool; more frequent in elementary school More sophisticated upon reaching Concrete Operations (perspective- taking skills) May be a stable characteristic Motivations may vary (self- aggrandizement versus genuine altruism)

Prosocial Behaviors: Decoding Altruism _________(caring, selfless acts) Acting altruistically depends on transforming empathy into a sympathetic response ________ (attempting to feel the emotions of another person) Sympathy (feeling upset for a person who may need help)

Interventions: Socializing Children to be Prosocial Attend to your child’s prosocial behaviors Compliment your child when he/she demonstrates acts of empathy, sympathy and altruism (address child’s personality) Avoid creating shame (humiliation) Use guilt instead Intervene when your child behaves in a hurtful, negative way Model prosocial behaviors

Aggression Any hostile or destructive act Peaks at about age 2 ½ Declines with onset of emotional regulation (maturing frontal lobes) Types: ____________ ______________ ____________

Factors Contributing to Aggression Difficult (exuberant) temperament evokes _________________disciplinary techniques Rejection from teachers and peers Child possesses a hostile attributional style Boys more likely than girls to be labeled aggressive (externalizing problems)

Value of Pretend Play Practice adult roles Allows child a sense of control Furthers understanding of social norms Offers the adult world insights into what children may be thinking

Gender Segregated Play Gender segregated play is firmly entrenched by elementary school Differences _______________ Calm, more subdued play Nurturing themes Play collaboratively; relate one-to-one _____________ Rambunctious play Superhero, warrior themes Dominance and competition Rigid gender-specific rules for play

What Causes Gender- Stereotyped Play? Biological underpinnings Role of testosterone Socialization of gender- specific behaviors Traditional gender roles Impact of cognitions ___________________

Focus on a Topic: Bullying A situation in which one or more children (or adults) harass or target a specific child for systematic abuse. Reaches peak in late elementary school and early adolescence. Occurs most often in cafeteria (cited in middle school research) Chronic victims of bullying: _________________________________ ___________________________ Cyberbullying

Interventions for Bullying Administrators working with students form a school- wide norm of intolerance of bullying. Teach prosocial behaviors Anti-cyberbullying Web sites Social skills training for targeted children with externalizing disorders Teach emotional regulation skills and reattribution of biases Minimize power assertion Connect temperamentally shy children with friends