1. C H A P T E R 3 Social Contexts and Socioemotional Development
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C H A P T E R 3
Social Contexts and Socioemotional Development

2. Social Contexts and Socioemotional Development Chapter Outline
Contemporary Theories
Bronfenbrenner’s Ecological Theory
Erikson’s Life-Span Development Theory
Social Contexts of Development
Families
Peers
Schools
Socioemotional Development
The Self
Moral Development 2

3. Social Contexts and Socioemotional Development
Learning Goals for Chapter 3
1. Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.
2. Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.
3. Explain these aspects of children’s socioemotional development: self-esteem, identity, and moral concepts.

4. Social Contexts and Socioemotional Development
Contemporary
Theories
Bronfenbrenner’s
Ecological
Theory
Erikson’s
Life-Span
Development Theory

5. Bronfenbrenner’s Ecological Theory
The primary focus of Bronfenbrenner’s Theory is the social contexts in which children live and the people who influence their development. 5

6. Bronfenbrenner’s Ecological Theory
Continued
Microsystem: Within this system the student has direct interactions with parents, teachers, peers, and others.
Mesosystem: This system involves the linkages between microsystems such as family and school, and relationships between students and peers.
Exosystem: This system works when settings in which a child does not have an active role influence the student’s experiences. 6

7. Bronfenbrenner’s Ecological Theory
Continued
Macrosystem: This system involves the broader culture in which students and teachers live.
Chronosystem: The sociohistorical conditions of a student’s development. 7

8. Erikson’s Life-Span Development Theory
Development proceeds in stages.
Each stage is characterized by a psychosocial challenge or crisis.
Stages reflect the motivation of the individual. 8

9. Erikson’s Human Development Stages
Trust vs. Mistrust 0–2 years
Autonomy vs. Shame and Doubt 2–4 years
Initiative vs. Guilt 4–6 years
Developed through consistent love and support.
Independence fostered by support and encouragement.
Developed by exploring and accepting challenges 9

10. Erikson’s Human Development Stages
Industry vs. Inferiority 6–8 years
Identity vs. Role Confusion Adolescence
Intimacy vs. Isolation Early adult years
Mastery comes from success and recognition
Exploration of different paths to attain a healthy identity
Form positive, close relationships with others 10

11. Erikson’s Human Development Stages
Generativity vs. Stagnation Middle Adulthood
Integrity vs. Despair Late Adulthood
Transmitting something positive to the next generation
Life review and retrospective evaluation of one’s past 11

12. Strategies for Erikson’s Stages of Development
Identity
Recognize that identity is multi-
dimensional
Encourage independent thinking
Stimulate students to examine different perspectives
Industry
Nourish motivation for mastery
Be tolerant of honest mistakes
Initiative
Encourage social play
Have children assume responsibility
Structure assignments for success 12

13. Contemporary Theories in the Classroom
Bronfenbrenner
Erikson
Child is embedded in several environmental systems
Important link between schools and families
Community, culture, and socioeconomic status are powerful influences
Encourage imagination and social play— Initiative
Nourish the motivation for mastery—Industry
Recognize the value of self-exploration— Identity 13

14. Social Contexts and Socioemotional Development
of Development
Families
Peers
Schools

15. The Changing Family Divorce and Single Parenting
In families of divorce
- The quality of parental relationships, the use of support services, the type of custody, and the socioeconomic status all affect students.
- Elementary school children did best when the parent and the school environment were authoritative.
Single parents Have less time, money, and energy, yet many still find ways to raise competent children. 15

16. The Changing Family Socioeconomic Variations Affect Student Development
Minority students
- Families tend to be larger and depend more on the extended family for support.
Low-income parents
- Tend to value external characteristics such as obedience and neatness.
- See education as the teachers’ job.
Middle-class families
- Often place high value on internal characteristics such as self-control and delayed gratification.
- See education as a mutual responsibility. 16

17. Baumrind’s Parenting Styles
Neglectful Parents are permissive and
uninvolved. Children have poor self-control and low achievement motivation.
Authoritarian
Parents place firm limits and
controls on children. Children tend to be socially incompetent with poor communication skills.
Indulgent Parents are highly involved but set few restrictions. Children have poor self-control.
Authoritative Parents are nurturing and supportive. Children are self-reliant, get along with peers, and have high self-esteem. 17

18. Family and School Linkages
Share child-rearing skills, the importance of family involvement, and facts on adolescent development.
Encourage family
involvement in
school decision-making
through PTO/PTA
boards, volunteerism
councils, and
organizations.
Assignments that involve the family in at-home learning activities.
Frequent and positive
communication. 18

19. Schools Change with Student Development
Early Childhood and Elementary School
Protected educational environment with one or two teachers
High-quality Head Start interventions are effective
Great emphasis on peer groups
Developmentally appropriate educational plans 19

20. Schools Change with Student Development
Adolescents in School
Middle schools are massive, impersonal institutions where students trust few adults and have limited access to health care and counseling.
School’s emphasis on achievement often overshadows physical and socioemotional changes causing stress.
Beginning students relegated to the bottom of the school hierarchy. 20

21. Peer Relationships Popular Listen carefully Rejected
Act like themselves
Show enthusiasm
Are happy
Rejected
Seldom
“best friend”
Often disliked
Neglected
Infrequently
“best friend”
Are
not disliked
Controversial
Frequently
“best friend”
Often disliked

22. Social Contexts and Socioemotional Development
Moral
Development
The Self

23. Self-Concept and Self-Esteem
Self-Concept is a cognitive appraisal of our social,
physical, and academic competence (a measure of such
things are our skill in various subject areas, our assessment
of our appearance, and the skill we have in peer relationships).
Academic
skills
Social skills
Physical
Cognitive
Self-Esteem is the affective or emotional reaction to one’s
self-concept (reflects a person’s overall confidence and satisfaction with oneself ). 23 23

24. Improving Children’s Self-Esteem
Encourage and facilitate
Competence in areas students find important
Improvement of academic skills through the use of professional tutors, parent volunteers, and peer tutors
Emotional support and social approval by parents, friends, and peers
Social skills that promote positive peer relationships
Coping skills to face the day-to-day problems as they appear 24

25. Marcia’s Four Statuses of Identity
Identity Diffusion
Identity Foreclosure
Adolescents have not yet explored meaningful alternatives or made commitments
Adolescents have made a commitment without exploring alternatives 25

26. Marcia’s Four Statuses of Identity
Identity Moratorium
Identity Achievement
Alternatives have been explored but commitments are absent
Alternatives have been explored and commitments have been made 26

27. Domains of Moral Development Piaget’s Theory of Moral Development
Heteronomous morality age 4–7
Autonomous morality age 7–10
Rules are unchangeable properties of the world
Imminent justice—if the rule is broken, punishment is immediate
Laws are created by people, and intention and consequences should be considered. 27

28. Domains of Moral Development Kohlberg’s Theory28

29. Domains of Moral Development Kohlberg’s Theory
Moral reasoning is controlled by external rewards and punishments
Internal standards are imposed by others
Morality is internal, not based on external standards
Preconventional
Conventional
Postconventional 29

30. Moral Education 1. Hidden Curriculum
School personnel serve as models of ethical behavior.
Classroom rules and peer relationships transmit positive attitudes to students.
2. Character Education
Schools take a direct approach to teaching moral literacy and design an environment that rewards proper behavior. 30

31. Moral Education
3. Values Clarification
Schools design programs that allow students to clarify their own values and understand the values of others.
4. Cognitive Moral Education
Schools base programs on the belief that students should learn to value things like democracy and justice as moral reasoning develops.
5. Service Learning
Schools encourage students to be involved in the community by becoming a tutor, helping the elderly, volunteering in hospitals or day care, etc. 31

32. Children’s Prosocial Behavior
Classroom teachers need to:
Emphasize consideration of others’ needs
Model prosocial behavior
Identify and encourage positive classroom behavior
Facilitate perspective taking
Foster altruism in classroom projects 32