1. Chapter 10 Emotional and Social Development in Middle Childhood Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

2. Emotional and Social Develop- ment in Middle Childhood (1/5) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk I. Erikson’s Theory: Industry vs. Inferiority II. Self-Understanding A.Self-Concept (age changes, ideal vs. real self and cultural differences) B.Self-Esteem 1Hierarchical structure 2Cultural and gender differences, effect of parental style 3Making Achievement-Related Attributions 4Fostering a Mastery-Oriented Approach

3. Emotional and Social Develop- ment in Middle Childhood (2/5) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk III.Emotional Development A.Effect of pride and guilt on behavior B.Experiencing contradictory emotions C.Emotional self-regulation D.Perspective-taking IV.Moral Development A.Flexible appreciation of moral rules B.Individual rights C.Prejudice: In-Group/Out-Group biases

4. Emotional and Social Develop- ment in Middle Childhood (3/5) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk V.Peer Relations A.Friendships (including aggressive children) B.Peer Acceptance (popular, rejected, contro- versial, neglected) C.Bullies and their victims (personal character- istics of each) VI.Gender-typing A.Gender stereotype beliefs B.Gender identity and behavior

5. Emotional and Social Develop- ment in Middle Childhood (4/5) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk VII. Family Influences A.Parent-Child Relationships (Does reasoning work? coregulation, Mother/Father differences with siblings) B.Only Children (High self-esteem; lower acceptance by other children) C.Divorce (effect on children, economics of maternal custody families) D.Blended families E.Maternal employment in dual-earner families

6. Emotional and Social Develop- ment in Middle Childhood (5/5) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk VIII. Common Problems of Development A.Fears and Anxieties B.Child Sexual Abuse (characteristics of abusers and abused children, consequences for abused children) C.Resilience IX.Impact of Ethnic and Political Violence on Children

7. I. Erikson’s Theory: Industry vs. Inferiority Industry  Developing a sense of competence at useful skills and tasks  School provides many opportunities Inferiority  Pessimism and lack of confidence in own ability to do things well  Negative responses from family, teachers, and peers can contribute to negative feelings Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

8. II. Self-Understanding: Changes in Self-Concept During Middle Childhood  More balanced, fewer all-or-none descriptions  Social comparisons  Real vs. ideal self  References social groups  Cultural variations © Monkey Business Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

9. Hierarchical Structure of Self-Esteem in Middle Childhood Figure 10.1 (Photos from left to right: © Mary Kate Denny/PhotoEdit; © Tom Pannell/Corbis; © Mitch Wojnarowicz/The Image Works; Radius Images/Photolibrary) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

10. Influences on Self-Esteem  Culture  Child-rearing practices  Attributions:  mastery-oriented  learned helplessness © Monkey Business Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

11. Role of Parenting in Self-Esteem  Authoritative style is best  Risks of controlling parenting: low self- esteem, aggression, and antisocial behavior  Risks of indulgent parenting: unrealistically high self-esteem, lashing out at challenges to overblown self- images  Encourage worthwhile goal-setting to boost self-esteem Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

12. Achievement-Related Attributions Reason for Success Reason for Failure Mastery- oriented Ability Controllable factors that can be overcome by effort Learned helplessness External factors Ability, which cannot be changed by effort Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

13. Influences on Learned-Helpless Attributions  Parents  believe child incapable  make trait statements  Gender differences  SES, ethnic differences Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk © tmcphotos/Shutterstock

14. III. Emotional Development in Middle Childhood  Self-conscious emotions: governed by personal responsibility—pride and guilt  Emotional understanding:  explains emotion using internal states  understands mixed emotions  empathy increases  Emotional self-regulation: Don’t let them see you sweat  motivated by self-esteem and peer approval  emotional self-efficacy Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

15. Coping Strategies Problem-Centered Coping  Appraise situation as changeable  Identify difficulty  Decide what to do Emotion-Centered Coping  Use when problem- centered coping does not work  Internal, private, and aimed at controlling distress when little can be done about outcome Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

16. IV. Changes in Moral Understanding  Flexible moral rules at 7 or 8 years old:  lying not always bad/truthfulness not always good  considers prosocial and antisocial intentions  Clarifies link between moral imperatives and social conventions:  considers people’s intentions and the contexts of their actions  Cultural similarities/differences Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

17. Understanding Individual Rights  Challenges adult authority within personal domain  Views denials of personal choice as wrong  Places limits on personal choice, typically deciding in favor of kindness and fairness © Monkey Business Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

18. Prejudice: Understanding Diversity and Inequality  By the early school years  associates power, privilege with white people  assigns stereotyped traits to minorities  With age, overt prejudice declines:  focuses on inner traits  subtle prejudice may persist © Notte Lourens/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

19. Individual Factors Contributing to Prejudice  Fixed view of personality traits of out-group  Overly high self-esteem  Social world in which people are sorted into groups (adult influence) © Monkey Business Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

20. Reducing Prejudice  Long-term intergroup contact:  neighborhoods  schools  communities  Fostering belief in changeability of human traits  Volunteering © Monkey Business Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

21. V. Peer Relations Peer Groups  Organize on basis of proximity, similarity  Peer culture:  vocabulary, dress code, gathering place  can involve relational aggression and exclusion © Blend Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

22. Friendship in Middle Childhood  Personal qualities, trust become important  More selective in choosing friends:  tends to select friends similar to self  Friendships fairly stable, can last several years  Type of friends affects development:  aggressive friends often magnify antisocial acts Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

23. Categories of Peer Acceptance Popular popular-prosocial popular-antisocial Rejected rejected-aggressive rejected-withdrawn Controversial Neglected Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

24. Bullies and Victims Bullies  Most are boys  Physically, verbally, relationally aggressive  Socially prominent, powerful Victims  Passive when active behavior expected  Lack defenders  Inhibited temperament  Physically frail  Overly protective, controlling parents Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

25. Helping Rejected Children  Coach positive social skills.  Promote perspective taking and social problem solving.  Alter peers’ negative opinions.  Intervene in negative parenting practices. © Dawn Shearer-Simonetti/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

26. VI. Gender Typing in Middle Childhood  Gender stereotypes:  extended to include personalities and school subjects  more flexible views of what males and females can do  Children see male occupations as higher status  Gender identity (third–sixth grade):  boys’ “masculine” identification strengthens  girls become more androgynous Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

27. Gender Identity  Self-evaluations affect adjustment:  gender typicality  gender contentedness  felt pressure to conform to gender roles © Elaine Willcock/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk Parents reward boys for achievement, Parents reward girls for obedience

28. VIII. Family Relationships  Parents:  coregulation  Siblings:  rivalry  companionship and assistance  parental comparison of same sex siblings may intensify rivalry  parental encouragement of warm sibling ties is vital © Andresr/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

29. Only Children  High in self-esteem, achievement motivation  Closer relationships with parents:  greater pressure for mastery  Peer acceptance tends to be less favorable:  lack of practice in conflict resolution © tokyoimagegroups/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

30. International Divorce Rates Figure 10.2 (Adapted from U.S. Census Bureau, 2012b.) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

31. Consequences of Parental Divorce Immediate  Drop in income  Parental stress, disorganized home life  Child reactions vary with age, sex, temperament Long-Term  Improved adjustment after two years, but lingering effects  Multiple divorces associated with greater adjustment difficulties  Father’s involvement and effective coparenting improve adjustment Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

32. Helping Families Through Divorce  Shield children from conflict.  Provide continuity in daily life.  Explain the divorce.  Emphasize permanence of situation.  Sympathize with children’s feelings.  Use authoritative parenting.  Promote relationship with both parents. © Monkey Business Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

33. Blended Families Mother–Stepfather  Most common  Boys tend to adjust quickly  Girls often adapt less favorably  Older children and adolescents of both sexes display more adjustment problems Father–Stepmother  Often leads to reduced father–child contact  Children in father custody often react negatively  Girls and stepmothers slow to get along at first, gradually adapt favorably Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

34. Maternal Employment and Child Development  Benefits:  higher self-esteem  positive family and peer relations  fewer gender stereotypes  better grades  more father involvement  Drawbacks:  heavy employment demands associated with ineffective parenting © c12/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

35. VIII. Common Problems in Development: Fears and Anxieties in Middle Childhood  Common fears include  peer rejection  personal harm  threats to parents’ health  frightening media events  fears that persist from early childhood: dark, thunder & lightning, ghosts  School phobia:  5–7 years: maternal separation  11–13: particular aspects of school Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

36. Child Sexual Abuse Characteristics of victims  More often girls  Most cases reported in middle childhood Characteristics of abusers  Usually male  Usually a parent or known by parent  Internet and mobile phones used to commit abuse Consequences  Emotional, physical, and behavioral reactions  Problems may persist for years Prevention and treatment  Prevention: education, prosecution  Treatment: long-term therapy Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

37. Factors Related to Resilience  Personal characteristics:  easy temperament  mastery orientation  Warm parental relationship  Supportive adult outside family  Community resources © Sascha Burkard/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

38. IX. Ethnic and Political Violence  Chronically dangerous environments:  loss of sense of safety  desensitization to violence  impaired moral reasoning  pessimistic view of future  Parents, communities, schools must provide reassurance, security, intervention:  preserve physical, psychological, educational well-being © ZouZou/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

39. Readers may view, browse, and/or download material for temporary copying purposes only, provided these uses are for noncommercial personal purposes. Except as provided by law, this material may not be further reproduced, distributed, transmitted, modified, adapted, performed, displayed, published, or sold in whole or in part, without prior written permission from the publisher. Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk