1. Copyright © 2010, Pearson Education Inc., All rights reserved.  Prepared by Katherine E. L. Norris, Ed.D.  West Chester University of Pennsylvania This multimedia product and the content 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.

2. Copyright © 2010, Pearson Education Inc., All rights reserved. Chapter 12 Socioemotional Development in Middle Childhood

3. Copyright © 2010, Pearson Education Inc., All rights reserved.  The Social and Emotional Self  Families  Play, Friends, and Peer Popularity

4. Copyright © 2010, Pearson Education Inc., All rights reserved.  Self-Evaluations  Emotional Development  Gender Differences  Moral and Prosocial Reasoning  Aggression, Conduct Problems, and Resilient Children

5. Copyright © 2010, Pearson Education Inc., All rights reserved.  Self-representations ◦ The ways people describe themselves; also called self- concepts.  Self-evaluations ◦ The judgments people make about themselves.  Self-esteem ◦ The emotions people feel about themselves.

6. Copyright © 2010, Pearson Education Inc., All rights reserved.  Middle childhood is a period when children learn to control and regulate their own emotional reactions.  Children improve their abilities to accurately read the emotions of other people.

7. Copyright © 2010, Pearson Education Inc., All rights reserved.  By the time children reach middle childhood they already have firm ideas about their own gender and about how boys and girls differ.  Relational Aggression ◦ Withdrawing friendship or otherwise disrupting or threatening social relationships as a way to hurt other people.

8. Copyright © 2010, Pearson Education Inc., All rights reserved.  Moral Reasoning ◦ Children primarily follow rules in order to gain the approval of their parents, family, teachers, and friends.  Prosocial Reasoning ◦ How children think about helping others, including their reasons for deciding whether to help another person.

9. Copyright © 2010, Pearson Education Inc., All rights reserved.  Aggression ◦ All children show aggressiveness at times.  Conduct Problems ◦ A general category of rule-breaking behaviors.  Oppositional Defiant Disorder  Conduct Disorder  Resilient Children ◦ Children who succeed and achieve despite growing up under negative conditions.

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11.  Children and Divorce  Never – Married Households and Stepfamilies

12. Copyright © 2010, Pearson Education Inc., All rights reserved.  Parentification ◦ Role reversal in which a child assumes responsibilities usually taken care of by parents.  Sleeper Effect (of divorce) ◦ Subtle effects of divorce that may not become apparent until children reach adolescence or adulthood and have difficulty forming intimate and stable relationships.

13. Copyright © 2010, Pearson Education Inc., All rights reserved.  Divorce-Stress-Adjustment Perspective ◦ A model used to understand divorce outcomes; emphasizes that a complex interaction of stressors, determine an individual child’s adjustment to divorce.  Selection Model ◦ A model used to understand divorce outcomes; emphasizes that certain characteristics of parents rather than the divorce itself cause children’s negative outcomes.

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16.  What are some of the common themes that run through the research findings on divorced, never- married, and stepfamilies?

17. Copyright © 2010, Pearson Education Inc., All rights reserved.  Play and Best Friends  Peer Popularity  A Social Cognition Model of Peer Relations, and Helping Rejected Children

18. Copyright © 2010, Pearson Education Inc., All rights reserved.  Children now enjoy play activities and games that involve structured rules.  During middle childhood, play often involves acquiring and improving skills.  The number of best friends that children have tends to increase until about age 11, and then they become more selective.

19. Copyright © 2010, Pearson Education Inc., All rights reserved.  Peer Nomination Technique ◦ Children who require help beyond what is needed by peers.  Popular Children  Rejected Children

20. Copyright © 2010, Pearson Education Inc., All rights reserved.  Controversial Children ◦ Children who received large numbers of both “like best” and “like least” nominations.  Average Children ◦ Children who received moderate numbers of both “like best” and “like least” nominations.  Neglected Children ◦ Children who have very few peers who like them best or least.

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22.  Social Cognition Model ◦ A model that explains how different children perceive, interpret, and respond to information in social settings.

23. Copyright © 2010, Pearson Education Inc., All rights reserved.  Communication Disorders ◦ Conditions in which children have significant difficulty producing speech sounds, using spoken language to communicate, or understanding what other people say.

24. Copyright © 2010, Pearson Education Inc., All rights reserved.  Achievement Motivation ◦ The degree to which a person chooses to engage in an keep trying to accomplish challenging tasks.  Attributions ◦ Individuals beliefs about why they or others succeed or fail.  Mastery Orientation ◦ The tendency to attribute success to internal and controllable factors.

25. Copyright © 2010, Pearson Education Inc., All rights reserved.  Helpless Orientation ◦ The tendency to attribute success to external and uncontrollable factors.  Self-fulfilling Prophecy ◦ A prediction that comes true because people believe the prediction and behave in ways that produce the expected outcome.

26. Copyright © 2010, Pearson Education Inc., All rights reserved.  Classroom Climate ◦ The social and emotional environment within a classroom; the way the classroom feels to those in it.  Grouping Practices ◦ Ability Grouping

27. Copyright © 2010, Pearson Education Inc., All rights reserved.  Children and Television  Video Games, Computers, and the Internet

28. Copyright © 2010, Pearson Education Inc., All rights reserved.  TV and Aggression ◦ According to Bandura (1977), watching violence on television causes children to behave more aggressively in the short term.  Positive Effects of TV ◦ There is a positive association between watching educational programming and positive behaviors. ◦ More positive and realistic portrayals of ethnic minorities and women can have positive effects on children’s beliefs.

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30.  Video Games ◦ Video games are most popular with boys about 8 to 12 years old. ◦ Unfortunately most video games involve some aggression.  Computer Games and the Internet ◦ Computer software games are typically more education oriented than video games. ◦ Children’s access to the Internet is increasing at breakneck speed. ◦ We are only beginning to understand the effects on children.