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Social and Personality Development in Middle Childhood

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Title: Social and Personality Development in Middle Childhood


1
Social and Personality Development in Middle
Childhood
  • Chapter 10
  • Robert S. Feldman

2
Psychosocial Development in Middle Childhood
  • Industry Versus Inferiority
  • Industry feelings of mastery and proficiency
    and a growing sense of competence
  • Inferiority feelings of failure and inadequacy

332
3
Erik Eriksons middle childhood
  • Encompasses the INDUSTRY-VERSUSINFERIORITY STAGE
  • Period from ages 6 to 12 years of age
  • Characterized by a focus on efforts to attain
    competence in meeting the challenges related to
  • Parents
  • Peers
  • School
  • Other complexities of the modern world

332
4
How do school-agers change
  • Children realize they are ______ at some things
    and _________________at others
  • Self-concept and self-esteem continue to develop

333
5
Compared to
  • Children use SOCIAL COMPARISON to themselves to
    abilities, expertise, and opinions of others

334
6
Festinger (1959) proposed
  • When objective measures are absent children rely
    on social reality
  • How others act, think, feel, and view the world

335
7
Sometimes children make downward social
comparisons
  • With others who are
  • Less competent
  • Less successful
  • To raise or protect their self-esteem

334
8
SELF-ESTEEM
  • Develops in important ways during middle
    childhood
  • Children increasingly compare themselves to
    others
  • Children are developing their own standards

335
9
For most children
  • Self-esteem _________ during middle childhood

336
10
Breaking the Cycle of Failure
  • Promoting development of self-esteem
  • Using ____________ child-rearing style
  • Why do you think this style is recommended?

336
11
Race and Self-Esteem
  • Early research found that African Americans had
    lower self-esteem than whites
  • More recent research shows these early
    assumptions to be overstated
  • African Americans
  • Hispanic Americans
  • Asian Americans

336
12
Why does this occur?
  • Social Identity Theory
  • Members of a minority group accept negative views
    held by majority group only if they perceive
    little realistic possibility of changing power
    and status differences between groups

337
13
Developmental Diversity
  • Are Children of Immigrant Families
  • Well Adjusted?
  • Tend to have equal or better grades than children
    with US born parents
  • Often more highly motivated to succeed and place
    greater value on education than do children in
    nonimmigrant families
  • Show similar levels of self-esteem to
    nonimmigrant children
  • Report feeling less popular and less in control
    of their lives

337
14
Moral Development Kohlberg
  • Proposes series of fixed stages in development of
    moral reasoning
  • Uses moral dilemmas to assess moral reasoning
  • Provides good account of moral _______ but not
    adequate at predicting moral ___________

338
15
Kohlberg Stages
  • ______________ Morality (stages 1 2) people
    follow unvarying rules based on rewards and
    punishments
  • _____________ Morality (stages 3 4) is where
    people approach problems in terms of their own
    position as good, responsible members of society
  • _____________ Morality (stages 5 6) is where
    universal moral principles are invoked and
    considered broader than a particular society

339
16
Kohlberg Criticisms
  • Based solely on observations of members of
    Western cultures
  • Theory initially based largely on data from males

340
17
MORAL DEVELOPMENT IN GIRLS
  • _________________
  • Way boys and girls raised leads to differences in
    moral reasoning
  • Suggests Kohlbergs theory inadequate and places
    girls moral reasoning at lower level than boys

18
Gilligans Stages of Morality in Girls
  • Stage 1
  • Stage 2
  • Stage 3

341
19
Friends in Middle Childhood
  • Provide emotional support and help kids to handle
    stress
  • Teach children how to manage and control their
    emotions
  • Teach about communication with others
  • Foster intellectual growth
  • Allow children to practice relationship skills

342
20
Damons Stages of Friendship
  • Stage 1 (ages 4-7 years)
  • Children see friends as ___________________
  • Children see friends as people to share toys and
    activities with
  • Children do not take into account personal traits

343
21
Damons Stages of Friendship
  • Stage 2 (ages 8-10 years)
  • Children now begin to take others personal
    qualities and traits into consideration
  • Friends are viewed in terms of kinds of rewards
    they provide
  • Friendships are based on mutual trust

344
22
Damons Stages of Friendship
  • Stage 3 (ages 11-15 years)
  • Friendships become based on ____________
  • _____________
  • Friendships involve mutual disclosure and
    exclusivity

344
23
King or Queen of the HillStatus Hierarchies
  • Childrens friendships show clear hierarchies in
    terms of STATUS
  • STATUS is the evaluation of a role or person by
    other relevant members of a group

345
24
High Status Children
  • Form friendships with high status children
  • More likely to form exclusive and desirable
    cliques
  • Tend to play with a greater number of children
  • Have greater access to resources such as games,
    toys, books, and information

345
25
Low Status Children
  • Form friendships with other lower status children
  • Tend to play with a lower number of children than
    higher statuschildren
  • Are more likely to play with younger or less
    popular children
  • Tend to follow the lead of higher status children

345
26
Popular Children
  • Helpful and cooperative
  • Good sense of humor
  • Good emotional understanding
  • Ask for help when necessary
  • Not overly reliant on others
  • Adaptive to social situations
  • Social problem-solving skill competence

345
27
Unpopular Children
  • Lack social competence
  • Immature or inappropriately silly
  • Overly aggressive and overbearing
  • Withdrawn or shy
  • Unattractive, handicapped, obese, or slow
    academically

345
28
Unpopular Children
  • Lack of popularity may take two forms
  • NEGLECTED CHILDREN receive relatively little
    attention from their peers in the form of either
    positive or negative interaction
  • REJECTED CHILDREN are actively disliked and their
    peers may react to them in an obviously negative
    manner

345
29
Teaching Social Competence
  • Several programs teach children set of social
    skills that underlie general social competence

347
30
Bullying
  • SCHOOL- THE BULLY
  • 160,000 U.S. schoolchildren stay home from school
    each day because they are afraid of being bullied
  • About 10 to 15 percent of students bully others
    at one time or another.
  • About half of all bullies come from abusive
    homes.

347
31
Bully
  • SCHOOL BULLIED
  • Some 90 percent of middle-school students report
    being bullied at some point in their time at
    school, beginning as early as the preschool years
  • Characteristics
  • Loners who are fairly passive
  • Often cry easily
  • Lack the social skills that might otherwise
    defuse a bullying situation

348
32
When the Pink Princess Becomes a Bully!
  • Relational Aggression Among Girls
  • Odd Girl Speaks Out Girls Write about Bullies,
    Cliques, Popularity, and JealousyRachel Simmons
  • Mean Chicks, Cliques, and Dirty Tricks A Real
    Girl's Guide to Getting Through the Day With
    Smarts and StyleErika V Shearin Karres
  • GirlWise How to Be Confident, Capable, Cool, and
    in ControlJulia Devillers
  • The Bully, the Bullied, and the Bystander From
    Preschool to High School--How Parents and
    Teachers Can Help Break the Cycle of
    ViolenceBarbara Coloroso

348
33
Boyfriend, girlfriendany friend?
  • Avoidance of opposite sex becomes very pronounced
    during middle childhood
  • Childrens friendships are almost entirely
    ___________________
  • When sexes interact it is called border work,
    is often romantic, and helps emphasize clear
    boundaries between sexes

348
34
Boys and Friendship
  • Larger networks of friends than girls do
  • Strict _________________________
  • Attempt to maintain and improve status in
    hierarchy
  • Restrictive play

348
35
Girls and Friendships
  • Focus on one or two best friends of relatively
    equal status
  • Conflicts solved by compromise, ignoring
    situation, or giving in
  • Can be confrontational with other girls not their
    friends
  • Language is less confrontational and direct than
    boys

348
36
Cross-Race Friendships Integration In and Out of
the Classroom
  • Closest friendships largely with others of same
    race
  • Decline with age in number and depth of
    friendships outside own racial group

350
37
Reducing Prejudice through Contact Between Groups
  • CONTACT
  • Must occur in equal status settings
  • Enhanced through cooperative activities that are
    important to children
  • Must promote equality and disconfirm negative
    stereotypes

350
38
Becoming an Informed Consumer of Development
  • Increasing Childrens Social Competence
  • Encourage social interaction
  • Teach listening skills to children
  • Make children aware that people display emotions
    and moods nonverbally
  • Teach conversational skills, including the
    importance of asking questions and
    self-disclosure
  • Dont ask children to choose teams or groups
    publicly

350
39
Middle Childhood in the 21st Century
  • In addition to other changes, children
    experience
  • Increasing independence
  • Coregulation with parents
  • Sibling relationships and rivalry

351
40
From Research to Practice
  • Learning to Get Along How Children are
    Influenced by their Siblings
  • Sibling relationships are likely to endure across
    lifespan
  • Early relationships between siblings shape how
    children relate to others and choices made in
    later life

353
41
What happens when sibs dont want to be alike?
  • __________________
  • Enhances desire to be different from older
    sibling
  • Influences gender-role behavior
  • improves cross-gender relations later in life

353
42
What about children who have no siblings?
  • Only children are well-adjusted as children with
    brothers and sisters
  • In some ways, only children are better-adjusted,
    often having higher self-esteem and stronger
    motivation to achieve

353
43
When Both Parents Work Outside the Home How Do
Children Fare?
  • In most cases, children fare quite well
  • When parents
  • Are loving
  • Are sensitive to their childrens needs
  • Provide appropriate substitute care
  • Good adjustment of children relates to
    psychological adjustment of parents, especially
    mothers

353
44
Self-Care Children
  • Youngsters who let themselves into their homes
    after school and wait alone until their parents
    return from work

354
45
Good or bad?
  • Consequences of being a latchkey child are not
    all harmful
  • Some children report being lonely
  • Some children develop a sense of independence and
    competence
  • Some research shows latchkey children have higher
    self-esteem because they are helping family

355
46
The Consequences of Divorce
  • Only half of children in the U.S. will pass
    through childhood living with both parents each
    of whom has been married only once
  • School-age children tend to blame themselves for
    the breakup

355
47
After the break
  • Both children and parents may show several types
    of psychological maladjustments for
    __________________
  • Depression
  • Sleep disturbances
  • Phobias

356
48
Rediscovering the Status Quo
  • After 18 months to 2 years, most children return
    to their predivorce psychological adjustment
  • Twice as many children of divorced parents
    require psychological counseling as do children
    from intact families
  • For some children, living in a home with unhappy
    marriage and which is high in conflict has
    stronger negative consequences than divorce

356
49
Single Parents
  • Almost ___________ of all children under 18 in
    the U.S. live with only one parent
  • Numbers are higher for minority children
  • 60 of African-American children live in single
    parent homes
  • 35 of Hispanic children live in single parent
    homes

356
50
Single Parents
  • In majority of cases, single parent is mother
  • Consequences of living in single parent home
    depend on
  • Whether other parent ever lived at home
  • Economic status

356
51
Multigenerational Families
  • Opportunity for rich experiences and conflicts
  • Greater among African Americans than among
    Caucasians
  • In some families, cultural norms tend to be
    highly supportive of grandparents taking an
    active role

357
52
Grandparents Raising Grandchildren
  • In 1980, 2.3 million (4) children under 18 were
    living in a grandparent(s)' home
  • Now around 4 million (6) living with
    grandparents
  •  Age
  • 48 of grandparent caregivers range between 50
    and 64 years
  • 33 under the age of 50 and 19 over the age of 65

358
53
Yours, mineours
  • BLENDED FAMILIES include remarried couple that
    has at least one stepchild living with them
  • Living in blended family involves role ambiguity,
    in which roles and expectations are unclear

358
54
Not all the news is bad!!
  • School-age children often adjust relatively
    smoothly to a blended family
  • Financial status of family improves
  • More people to share household chore
  • More social interaction and attention
  • Butnot all children adjust well, especially if
    the new relationship is threatening

358
55
Families with Gay and Lesbian Parents
  • Between one and five million US families headed
    by two lesbians or two gay parents
  • Most studies find children
  • Develop similarly to children of heterosexual
    families
  • Have sexual orientation unrelated to their
    parents
  • Have no more or less gender-typed behavior
  • Seem equally well adjusted
  • Have similar relationships with their peers and
    adults
  • Have romantic relationships and sexual behavior
    that are no different from those of adolescents
    living with opposite-sex parents

358
56
Race and Family Life
  • What do you know about?
  • African-American families
  • Hispanic families
  • Asian-American families

358
57
Poverty and Family Life
  • Poor families
  • Fewer basic everyday resources
  • More disruptions in childrens lives
  • Higher likelihood of stress

359
58
Group Homes
  • Term orphanage replaced by group home or
    residential treatment center
  • Group homes used for youngsters whose parents are
    no longer able to care forthem adequately

359
59
Anybody home?
  • The number of children in group care has growth
    over 50 percent
  • About three-quarters of children in group homes
    are victims of abuse and neglect
  • Most will eventually return home, however,
    one-fourth will be in group care throughout
    childhood

360
60
Good or Bad?
  • Experts disagree on advantages and disadvantages
    of group care
  • Some see them as solution to unwed mothers who
    become dependent on welfare
  • Many who work in these homes say they cannot
    provide adequate love and support as family could
  • Group homes cost ten times as much as foster care
    or welfare

360
61
School Daze
  • During school year, more of day is spent in a
    classroom than anywhere else
  • Schools have large influence on childrens lives

361
62
How do children explain academic success and
failure?
  • Attributions
  • Children attempt to explain their behavior in one
    of three ways
  • Whether the cause is internal (dispositional) or
    external (situational)
  • Whether the cause is stable or unstable
  • Whether the cause is controllable or
    uncontrollable

361
63
Attributions matter!
  • Attributions about school successes and failures
    have important implications for performance
  • If success is internal, children feel pride
  • If failure is internal, children feel shame
  • If success or failure is attributed to stable
    characteristics, children can expect similar
    results in future

361
64
Lucky ducky!
  • If success or failure is attributed to unstable
    characteristics (such as luck), their
    expectations for the future are unknown
  • If children feel failure was within their
    control, they feel anger
  • If children feel failure was due to
    uncontrollable reasons, they fell sadness or pity

361
65
Attributional Confounds
  • Race, ethnicity, and socioeconomic status have
    strong influences on attributions of success and
    failure
  • African-American children are less likely to
    attribute failure to internal causes, feeling
    that prejudice and discrimination are to blame
  • Women tend to attribute failure to low ability
    and success to luck
  • In Asian countries, academic success is perceived
    as being caused by hard work

362
66
Developmental Diversity
  • Explaining Asian Academic Success
  • US attribute school performance to stable,
    internal causes
  • Japan, China, and other East Asian countries see
    temporary, situational factors as cause of their
    performance

362
67
Teacher Expectancy Effect
  • Cycle of behavior in which teacher transmits an
    expectation about child and thereby actually
    brings about expected behavior
  • Self-fulfilling prophecy

363
68
From Teacher to Child How Expectations Are
Transmitted
  • Classroom social-emotional climate.
  • Input to children
  • Output from teachers
  • Feedback

363
69
Should Schools Teach Emotional Intelligence?
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