social and personality development in middle childhood
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Social and Personality Development in Middle Childhood
Chapter 10:
IN THIS CHAPTER
• Theories of Social and Personality Development
• Self-Concept
• Advances in Social Cognition
• The Social World of the School-Aged Child
• Influences beyond Family and Peers
LEARNING OBJECTIVES
10.1 How did the psychoanalytic theorists characterize the middle childhood years?
10.2 What are the main ideas of the trait and social-cognitive theorists?
10.3 What are the features of the psychological self?
10.4 How does self-esteem develop?
10.5 How does children’s understanding of others change in middle childhood?
10.6 How do children in Piaget’s moral realism and moral relativism stages reason about right and wrong?
10.7 How does self-regulation affect school-aged children’s relationships with their parents?
LEARNING OBJECTIVES (con’t)
10.8 What changes occur in children’s understanding of friendships during this period?
10.9 In what ways do boys and girls interact during the middle childhood years?
10.10 What types of aggression are most common among school-aged children?
10.11 How do popular, rejected, and neglected children differ?
10.12 What factors contribute to resilience and vulnerability among poor children?
10.13 How do television, computers, and video games affect children’s development?
THEORIES OF SOCIAL AND PERSONALITY
DEVELOPMENT
Psychoanalytic Theories
Freud: the challenge is to form emotional bonds
with peers and move beyond sole earlier formed
bonds.
Erikson: the challenge is to develop a sense of
competence and willingness to work toward goal.
▪ Industry versus inferiority stage
THEORIES OF SOCIAL AND PERSONALITY
DEVELOPMENT
Trait Approach
What trait or traits describe you best?
THE BIG FIVE PERSONALITY TRAITS
Extraversion
Agreeableness
ConscientiousnessNeuroticism
Openness
THEORIES OF SOCIAL AND PERSONALITY
DEVELOPMENT
Social-Cognitive Perspectives
Bandura and Reciprocal Determinism
• Three components
▪ Person component (traits)
▪ Behavior
▪ Environment
• These three mutually influence one another.
BANDURA’S DETERMINISM MODEL
Figure 10.1 Bandura’s Determinism Model
THE BIG FIVE PERSONALITY TRAITS
SELF-CONCEPT
The Psychological Self
Psychological self: a person’s understanding of
his or her enduring psychological characteristics
• More complex
• Comparisons in self-descriptions
• Less tied to external features
SELF-CONCEPT
Self-Efficacy
Self-efficacy: an individual’s belief in his or her
capacity to cause intended events
• Social comparisons
• Encouragement from valued sources
• Actual experiences
SELF-CONCEPT
The Valued Self
The Nature of Self-Esteem
SELF-CONCEPT
Self-Esteem
Key Components
• Discrepancy between what one desires and
perceived achievement
• Perceived support from important people
SELF-CONCEPT
Origins of Self-Esteem
• Direct experience with success or failure
• Labels and judgments from others
• The value a child attaches to some skill or quality
is affected by peers’ and parents’ attitudes.
ADVANCES IN SOCIAL COGNITION
Self-Concept
The Child as Psychologist
• Focuses on internal traits and motivations of
others
• Better understanding that same person plays
different roles in life
• Less emphasis on external appearance
SELF-CONCEPT
Moral Reasoning: Piaget
Moral reasoning: Judgments about the rightness
and wrongness of specific actions
• Moral realism
• Moral relativism
ENCOURAGING MORAL REASONING
Lickona posits that the development of mature moral reasoning takes many years.
• Parents and teachers can support this development in 6- to 12-year-olds in a variety of ways:
• Require decisions for what is wanted.
• Praise utilization of social conventions.
• Couple punishment with explanations.
• Teach about reciprocity.
• Provide meaningful choices.
• Encourage obedience based in love and respect, not fear.
• Challenge egocentrism.
• Encourage charitable projects.
Reflection
1. Which of Lickona’s suggestions are most
relevant to the situation in which Marisol’s
mother found herself?
2. Do you agree with Andrea that it was necessary
to punish the girl? If so, what additional steps do
you think Andrea should take to help Marisol
learn the importance of respecting others’
property?
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Family Relationships
Parental Expectations
• Parents recognize children’s increasing abilities
to self-regulate.
• Culture may play a role in the age of expected
behaviors.
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Family Relationships
Parental Expectations
• Boys are given more autonomy.
• Girls are held more accountable.
• An authoritative parental style most often
produces socially competent children.
ONLY CHILDREN, BIRTH ORDER, AND CHILDREN’S DEVELOPMENT
Only children reach adulthood just as well adjusted as children with siblings.
• Resource dilution hypothesis: Progressive watering down of parental material and psychological resources with each birth
• Only and first-born children may get more of the kind of attention from parents that is critical to cognitive development.
• Sibling relationships appear to make positive contributions to children’s social and emotional development.
ONLY CHILDREN, BIRTH ORDER,
AND CHILDREN’S DEVELOPMENT
Critical Analysis
1. What kinds of sibling relationships would harm
rather than help a child’s social and emotional
development?
2. In what kinds of situations might you expect only
children to show social skills that are superior to
those of children who have siblings?
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Family Relationships
Only Children and Siblings
Only children
▪ As well adjusted as children with siblings
Siblings
▪ Positively contribute to children’s social and
emotional understanding
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Friendships
• Peer importance increases in middle childhood.
• A “best friend” emerges.
• Friendships depend on reciprocal trust by age
10.
• Friends help with problem solving and conflict
management.
A 10-YEAR-OLD’S EXPLANATION
OF FRIENDSHIP
Figure 10.2 A 10-Year-Old’s Explanation of Friendship
GENDER SEGREGATION
Cultural Influence
• Age of appearance
• Playmate preference
• Playmate style by gender
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Gender Segregation
• Boundary violations
• Play group composition by gender
• Play focus
• Cooperative play
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Patterns of Aggression
Physical aggression declines
Verbal aggression continues to increase
Anger increasingly disguised
Aggression increasingly controlled
Gender differences over time
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Patterns of Aggression
Relational Aggression
• Aimed at damaging another person’s self-
esteem or peer relationships
• Ostracism or threats of ostracism, cruel gossip,
or facial expressions of disdain
Retaliatory Aggression
• Aggression to get back at someone who has hurt
you
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Patterns of Aggression
• Girls display more relational aggression.
• Both boys and girls increase retaliatory
aggression.
Can you think of examples to illustrate each kind of
aggression?
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Bullying and Conduct Disorder
Bullying
• Complex form of aggression
• A bully routinely aggresses against one or more habitual victims.
Conduct Disorder
• Psychological disorder
• Children’s social and/or academic functioning is impaired by patterns of antisocial behavior
• Includes bullying, destruction of property, theft, deceitfulness, and/or violations of social rules
BULLIES AND VICTIMS
With age, children tend to take on consistent
roles—perpetrator, victim, assistant to the
perpetrator, reinforcing onlooker, nonparticipant
onlooker, defender of the victim
• Actors in each role contribute to future
aggressive interactions.
• Research demonstrates that focus on the
behavior of children who occupy all roles
(including victims) may be contribute to effective
intervention.
What do you think?
You Decide
Decide which of these two statements you most agree with and think about how you would defend your position:
1. Programs that seek to reduce bullying among school-aged children should include a component that teaches victims to be more assertive in the face of bullying.
2. Programs that seek to reduce bullying among school-aged children should focus on changing the bully’s behavior and helping him or her to understand how damaging bullying is to its victims and to the emotional climate of the social setting in which it occurs.
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Social Status
Social status: an individual child’s classification as
popular, rejected, or neglected
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Social Status
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Two Types of Rejected Children
How are these types of rejected children alike? How
are do they differ?
Withdrawn/rejected children
Aggressive/rejected children
THE SOCIAL WORLD OF THE SCHOOL-AGED
CHILD
Two Types of Rejected Children
Neglected or Rejected
Very different from their peers, shy, highly creative
INFLUENCES BEYOND FAMILY AND PEERS
Poverty
• Childhood poverty rate
• The rate is higher for younger children.
• Characteristics of parents in poverty
POVERTY AND AGE
Figure 10.3 Poverty and Age
INFLUENCES BEYOND FAMILY AND PEERS
Poverty
Children in Poverty
• More often ill
• Lower average IQ scores
• Perform poorly in school
• Exhibit more behavior problems
INFLUENCES BEYOND FAMILY AND PEERS
Inner-City Poverty
Protective Factors for Resiliency
• High IQ of child
• Competent adult parenting
• Effective schools
• Secure initial attachments
• Strong community helping network
• Stable parental employment
• Strong sense of ethnic identity
INFLUENCES BEYOND FAMILY AND PEERS
Inner-City Poverty
Children of inner-city poverty may grow up . . .
• Exposed to street gangs and street violence
• In over-crowded homes
• Subject to more abuse and drug use
• Witnessing or becoming victims of more violent
crimes
• Subject to PTSD
TRUE OR FALSE?
There is a causal link between viewing violent
television and aggressive behavior in children.
Age Trends in Children’s Media Device Ownership, Parents’
Rules for Media Use, and Time Spent Using Media
Age Trends in Children’s Media Device Ownership, Parents’
Rules for Media Use, and Time Spent Using Media
TELEVISION
Prosocial Behavior
• Enhanced by quality programs that teach
children moral and social values
▪ Mister Rogers’ Neighborhood
▪ Sesame Street
COMPUTERS AND THE INTERNET
• Economic differences
• Uses
• Gender differences
VIDEO GAMES
• Influences on child behavior
• Violent content and game preferences
• Critics of video game research
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