SOCIOEMOTIONAL DEVELOPMENT IN MIDDLE AND LATE

CHILDHOODChapter 10

1P3

Dela Cueva, Trisha

Dimaano, Hannei

Dizon, Ma. Socorro

THE SELFI. The Development of Self-Understanding

• Describe themselves in terms of psychological traits and characteristics

• Recognize social aspects of the self

• Increases reference to social comparison

Self-description increasingly involves psychological and social characteristics, including social comparison

II. Understanding Others

Perspective Taking

- social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings

Cognitive Inhibition: controlling one’s own thought to consider the perspective of others

Cognitive Flexibility: seeing situations in different ways

III. Self-Esteem & Self-Concept

Self-Esteem

- global evaluations of the self

- also called self-worth or self-image

Self-Concept

- domain-specific evaluation of the self

IV. Self-Efficacy

Self-efficacy is the belief that one can master a situation and produce favourable outcomes.

V. Self-Regulation

Behaviourally, self-regulation is the ability to act in your long-term best interest, consistent with your deepest values.

Emotionally, self-regulation is the ability to calm yourself down when you're upset and cheer yourself up when you're down.

or SELF-CONTROL

VI. Industry vs. Inferiority

Industry expresses a dominant theme of this period: Children become interested in how things are made and how they work.

Inferiority happens when parents see the child’s effort as a “mischief” or “making a mess.”

EMOTIONAL DEVELOPMENTI. Developmental Changes

• Improved emotional understanding

• Increased understanding that more than one emotion can be experienced in a particular emotion

• Increased tendency to be aware of the events leading to emotional reactions

• Ability to suppress or conceal negative emotional reactions

• The use of self-initiated strategies for redirecting feelings

• A capacity for genuine empathy

II. Coping with Stress

• By 10 years of age, most children are able to use cognitive strategies to cope with stress.

• One could have adjustment problems or trauma when disasters happen to them.

• Dose-response effect: describes the change in effect on an organism caused by differing levels of exposure (or doses) to a stressor (usually a chemical) after a certain exposure time.

MORAL DEVELOPMENTo Lawrence Kohlberg:

11 dilemmas

The person’s morality gradually becomes more internal or mature

From a theoretical point of view, it is not important what the participant thinks that Heinz should do. Kohlberg's theory holds that the justification the participant offers is what is significant, the form of their response.

Heinz dilemma

In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. the drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $400 for the radium and charged $4,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money and tried every legal means, but he could only get together about $2,000, which is half of what it cost. He told the druggist that his wife was dying, and asked him to sell it cheaper or let him pay later. But the druggist said, "No, I discovered the drug and I'm going to make money from if." So, having tried every legal means, Heinz gets desperate and considers breaking into the man's store to steal the drug for his wife.

Level 1Preconventional Reasoning

No internalizationStage 1

Heteronomous MoralityPunishment and Obedience orientationChildren obey because adults tell them to obeyPeople base their moral decisions on fear of punishment

Stage 2Individualism, Purpose, and Exchange

Individuals pursue their own interests but let others do the same. What is right involves equal exchange.

Individual’s moral reasoning is controlled primarily by external rewards and punishment

Stage 4

Social System Morality

• Moral judgements are based on understanding and the social order, law, justice, and duty.

Level 2Conventional Level

Intermediate Internalization

Stage 3Mutual Interpersonal Expectations,

Relationships, and Interpersonal Conformity

Individuals value trust, caring, and loyalty to others as a basis for moral judgements

Stage 6

Universal Ethical Principles

• The person has developed moral judgements that are based on universal human rights. When faced with a dilemma between law and conscience, a personal, individualized conscience is followed.

Level 3Postconventional Level

Full Internalization

Stage 5Social Contract or Utility and Individual

RightsIndividuals reason that values, rights, and principles undergird or transcend the law.

•

II. Kohlberg’s CriticsMoral Thought and Moral BehaviorCulture and Moral ReasoningFamilies and Moral DevelopmentGender and the Care PerspectiveCarol Gilligan: Kohlberg’s theory reflects gender biasCare Perspective: moral perspective that views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others.

• Justice Perspective

- a moral perspective that focuses on the rights of the individual and in which individuals independently make moral decisions.

IV. Prosocial Behavior

III. Domain Theory: Moral, Social Conventional, Personal Reasoning

Domain theory of moral development- there are different domains of social

knowledge and reasoning, including moral, social conventional, and personal domains.Social conventional reasoning

- focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system

• More emphasis on the behavioral aspects of moral development

V. Moral Personality

• Moral identity

- Moral notions and moral commitment are central to one’s life

• Moral character

- Has the willpower, desires, and integrity to stand up to pressure and problems, and behave morally

• Moral exemplars

- People who have lived exemplary moral lives

GENDERI. Gender Stereotypes

• Gender stereotypes are broad categories that reflect general impressions and beliefs about females and males

II. Gender Similarities and Differences

• Physical Development

- Females develop breasts and wider hips- Females have smaller brain than males- Females have larger folds in the brain

• Cognitive Development

- Women have slightly better verbal skills than men- Girls have more negative math attitudes

• Socioemotional Development

- Boys are more aggressive than girls- Girls might show levels of verbal aggression- Relational aggression: involves harming someone by manipulating a

relationship

III. Gender-Role Classifications

• Androgyny

- the presence of positive masculine and feminine characteristics in the same person

IV. Gender in Context

- Traits of people may vary from situations

FAMILIES1. Developmental Changes In Parent-Child Relationships Middle and late childhood years:

- parents spend less time with their children

- control is transferred and general supervision from parent to child

- parents still continue to be extremely important in their children's lives

- parents support and stimulate their children's academic achievement/s

2. Parents as Managers

- parents are the monitors of their children's behavior, the social initiators and arrangers

- mothers are more likely to be engaged in the managerial role in parenting

- family management practices are positively related to students' grades and self- responsibility, and negatively to school-related problems

- maintaining a structured and organized family environment: establishing routines for homework, chores, bedtime effectively monitoring the child's behavior

3. Attachment Kathryn Kerns (and colleagues):

- studied links between attachment to parents and various child outcomes in the middle and late childhood years

- secure attachment is associated with a lower level of internalized symptoms, anxiety and depression in children

- secure attachment is also linked to a higher level of children's emotion regulation and less difficulty in identifying emotions

Middle and late childhood:

- attachment becomes more sophisticated and as children's social worlds expand to include peers, teachers and others so they tend to spend less time with their parents

4. Stepfamilies - remarried parents face unique tasks (the couple must strengthen their marriage and at the same time renegotiate the biological parent-child relationships and then establish stepparent-stepchild and step sibling relationships)

- children often have better relationship with their custodial parents (mothers in stepfather families, fathers in stepmother families)

- adolescence is a difficult time for the formation of stepfamily because becoming a part of a stepfamily exacerbates normal concerns about identity, sexuality and autonomy

Three Common Types Of Family Structure:

- stepmother: the father usually had custody and remarried, introducing a stepmother into his children's lives

- stepfather: the mother usually had custody and remarried, introducing a stepfather into her children's lives

- blended or complex: both parents bring children from previous marriages to live in the newly formed stepfamily

E. Mavis Hetherington's Longitudinal Analyses:

- children and adolescents who had been in a simple stepfamily (stepfather/stepmother) for a number of years were adjusting better than the early years of the remarried family and were functioning well in comparison with children and adolescents in conflictual nondivorced families and children and adolescents in blended stepfamilies

- he also concluded that in long-established simple stepfamilies, adolescents seem to eventually benefit from the presence and the resources provided of the stepparent

PEERS1. Developmental Changes - as children move through middle and late childhood, the size of their peer group increases and peer interaction is less closely supervised by adults

2. Peer Status - sociometric status: the extent to which children are liked or disliked by their peer group

Five Peer Statuses:

- popular children: frequently nominated as the best friend and are rarely disliked by their peers

- average children: receive an average number of both positive and negative nominations from their peers

- neglected children: infrequently nominated as best friend but are not disliked by their peers

- rejected children: infrequently nominated as someone's best friend and are actively disliked by their peers

- controversial children: frequently nominated both as someone's best friend and as being disliked

3. Social Cognition

- thoughts about social matters

- children's social cognition about their peers becomes increasingly important for understanding peer relationships in middle and late childhood

- social knowledge is also involved in children's ability to get along with peers (they need to know what goals to pursue in poorly defined situations, how to initiate and maintain a social bond and what scripts to follow to get other children to be their friends

Kenneth Dodge (six steps in processing information about their social world):

- selectively attend to social cues

- attribute intent

- generate goals

- access behavioral scripts from memory

- make decisions

- enact behavior

4. Bullying

- defined as verbal or physical behavior intended to disturb someone less powerful

- significant number of students are victimized by bullies

- children who said they were bullied find it hard to make friends and they feel lonely

- researchers found that anxious, socially withdrawn and aggressive children may be victimized by bullying

- a recent study revealed that having supportive friends can lessen the case of being bullied

- an increasing concern is peer bullying and harassment on the internet (cyberbullying)

- bullying can cause the victim to feel depressed (and usually think about suicide)

5. Friends

- friendship is typically characterized by similarity

- childhood friends often have similar attitudes toward school, age, sex, race, and many other factors

- friends often have similar attitudes toward school, similar educational aspirations and closely aligned achievement orientations

Children's Friendships Can Serve in 6 Functions:

- companionship: someone who is willing to spend their time with them

- stimulation: someone who provides children with interesting information, excitement and amusement

- physical support: friendship provides time, resources and assistance

- ego support: the expectation of support, encouragement and feedback to maintain the child's good impression of himself

- social comparison: friendship provides information about where the child stands vis-a- vis others and whether the child is doing okay

- affirmation and intimacy: warm, close, trusting relationship with another individual. Sharing of private thoughts, etc

CONTEMPORARY APPROACHES TO STUDENT LEARNING

SCHOOL• CONTRUCTIVIST APPROACH

- a learner-centered approach -emphasizes the importance of individuals actively constructing their

knowledge and understanding with guidance from the teacher. -children are encouraged to:

explore their world discover knowledge reflect think critically with careful monitoring

• DIRECT INSTRUCTION APPROACH- a structured, teacher-centered approach-maximizing student learning time-characterized by:

teacher direction and control, high teacher expectations for student’s progress maximum time spent by students on academic tasks efforts by teacher to keep negative affect to a minimum

Accountability No Child Left Behind (NCLB)

-a state-mandated testing-became a national policy in 2002Includes:

Tests Quizzes Projects Portfolios Classroom observations

SOCIOECONOMIC STATUS, ETHNICITY, AND CULTURE

The Education of Students from Low-Income Backgrounds-more likely to have more students with

low achievement test scores

low graduation rates smaller percentages of students going to college have young teachers with less experience encouraged to rote learning.

-provide students with environments that are not conductive to effective learning

• New Hope- a program designed to increase parental employment and reduce family poverty- on adolescent development-had positive outcomes

Ethnicity in Schools-racially segregated, grossly underfunded and do not provide adequate opportunities for children to learn effectively

Strategies for improving relationships among ethnically diverse students: Turn the class into a jigsaw classroom.

-group of students cooperating to put different pieces together Encourage students to have a positive personal contact with diverse

other students.-by sharing one’s worries, successes, failures, coping strategies, interests and other personal information

Reduce bias.-by displaying images of children from diverse ethnic and cultural groups

View the school and community as a team.Comer Project for Change aspects:

1. Governance and management team2. Mental health or school support team3. Parent’s program

Be a competent cultural mediator. -be sensitive to biased content in materials and classroom interaction

Cross-Cultural Comparisons• Harold Stevenson

-have completed five cross-cultural comparisons of students in the US, China, Taiwan, and Japan

• Mindset-cognitive view that individuals develop for themselves1. Fixed mindset-qualities are carved in stone and CANNOT change

2. Growth mindset-qualities CAN change & improve through their effort

• Eva Pomerantz-emphasizes that parental involvement is a key aspect of children’s achievement