Essentials of Life Span Development 5th Edition Santrock Solutions Manual Full Chapter PDF

Essentials of Life Span Development
5th Edition Santrock Solutions Manual

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Chapter 8 Socioemotional Development in Middle and Late Childhood
Santrock’s Essentials of Life-Span Development, 5e

Instructor’s Manual
Chapter 8: Socioemotional Development in Middle and Late

Childhood
Learning Objectives
Learning Objective 1: Discuss emotional and personality development in middle and late
childhood.
Learning Objective 2: Describe developmental changes in parent-child relationships, parents as

managers, attachment in families, and stepfamilies.
Learning Objective 3: Identify changes in peer relationships in middle and late childhood.
Learning Objective 4: Characterize aspects of schooling in children’s development in middle and

late childhood.
Santrock: Essentials of Life-Span Development, 5e IM-8 | 1
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Overview of Resources
Chapter Outline Resources You Can Use
Emotional and Personality Development Learning Objective 1: Discuss emotional and
personality development in middle and late
childhood.
The Self Lecture Suggestion 1: Cognitive Interventions
with Socially Dysfunctional Youth
Emotional Development Lecture Suggestion 2: Aggression
Lecture Suggestion 3: Bullying: A Serious
Moral Development Problem
Personal Application 1: I Love Me!
Gender Personal Application 2: Role Model
Research Project 1: Kohlberg’s Moral Dilemmas
Research Project 2: Gender/Sex Roles and
Television
Families Learning Objective 2: Describe developmental

changes in parent-child relationships, parents as
managers, attachment in families, and
stepfamilies.
Developmental Changes in Parent–Child Lecture Suggestion 4: Should Parents Pay Their
Relationships Children When They Earn High Grades?
Classroom Activity 1: Parent–Child
Parents as Managers Communication
Classroom Activity 2: Common Parenting
Attachment Situations
Classroom Activity 3: Rights of Grandparents
Stepfamilies Research Project 3: After-School Care
Peers Learning Objective 3: Identify changes in peer

relationships in middle and late childhood.
Developmental Changes Lecture Suggestion 3: Bullying: A Serious
Problem
Peer Status Lecture Suggestion 5: The Effects of Peer
Rejection
Classroom Activity 4: Intervention for
Bullying Aggressive Children
Personal Application 3: Best Buddies
Friends Research Project 4: An Interview with Teachers
on Bullying
Schools Learning Objective 4: Characterize aspects of
schooling in children’s development in middle
and late childhood.
Contemporary Approaches to Student Learning Lecture Suggestion 6: Academic Success and
Cultural Influences on Peer Groups
Socioeconomic Status, Ethnicity, and Culture
Review Classroom Activity 5: Critical-Thinking

Multiple-Choice Questions and Suggested Answers
Classroom Activity 6: Critical-Thinking Essay

Questions and Suggestions for Helping Students
Answer the Essays
A Selection of Resources Available in Connect
Title Activity Type Page # Learning Objective

in Text
Milestones: Changes in Self- Milestones 224 8.1: Discuss emotional and personality
Definition development in middle and late
childhood.
Self-Perception at 10 Years and Video 224 8.1: Discuss emotional and personality
8 Years of Age development in middle and late
childhood.
Milestones: Emotional Milestones 226 8.1: Discuss emotional and personality

Regulation development in middle and late
childhood.
Milestones: Understanding Milestones 226 8.1: Discuss emotional and personality

Emotions development in middle and late
childhood.
Milestones: Moral Milestones 228 8.1: Discuss emotional and personality

Development development in middle and late
childhood.
Kohlberg’s Moral Reasoning Interactivities 228 8.1: Discuss emotional and personality
development in middle and late
childhood.
Milestones: Empathy Milestones 227 8.1: Discuss emotional and personality

childhood.
Sex Differences in Bullying Video 241 8.1: Discuss emotional and personality
Behavior development in middle and late
childhood.
Milestones: Gender Roles Milestones 236 8.1: Discuss emotional and personality
childhood.
Relationships with Parents at Video 237 8.2: Describe developmental changes in

Age 11 parent-child relationships, parents as
managers, attachment in families, and
stepfamilies.
Developmental Changes in Video 241 8.3: Identify changes in peer

Bullying relationships in middle and late
childhood.
Characteristics of Children Video 241 8.3: Identify changes in peer
Who Bully relationships in middle and late
childhood.
Characteristics of School Video 227 8.3: Identify changes in peer
Shooters relationships in middle and late
childhood.
Describing Friendships at Age Video 240 8.3: Identify changes in peer
8 relationships in middle and late
childhood.
Describing a Best Friend at Age Video 240 8.3: Identify changes in peer
childhood.
Describing a Best Friend at Age Video 240 8.3: Identify changes in peer
childhood.
NewsFlash: The Power of Peer NewsFlash 240 8.3: Identify changes in peer
Pressure relationships in middle and late
childhood.
Milestones: Mastery Milestones 250 8.4: Characterize aspects of schooling in
Orientation children’s development in middle and
late childhood.
Resources
Polling Questions
1. The belief that one can master a situation and produce favorable outcomes refers to:
a. self-esteem
b. self
c. self-concept
d. self-efficacy
2. His/Her model of moral thinking consisted of three levels and six stages.
a. Gilligan
b. Kohlberg
c. Baumrind
d. Piaget
Lecture Suggestions
Lecture Suggestion 1: Cognitive Interventions with Socially Dysfunctional Youth
Learning Objective 1: Discuss emotional and personality development in middle and late childhood.
The purpose of this lecture is to introduce Dodge’s social information-processing model. This material is
useful as an illustration of the practical value of research on social cognition. It is also an opportunity to
review the information-processing approach to cognitive development and to illustrate how this approach
has branched into other research areas.
Proponents of theories of social cognition claim that immature or poorly functioning thought about social
relationships and processes is a fundamental cause of antisocial or disordered social behavior. Dodge and
colleagues have attempted to show that problems lie in the steps or processes of social cognition (Crick &
Dodge, 1994; Dodge & others, 1986). Crick and Dodge (1994) have proposed a social information-
processing model.
A recent study revealed that in children characterized as being emotionally reactive, good perspective-
taking skills were linked to being able to regain a neutral emotional state after being emotionally aroused
(Bengtsson & Arvidsson, 2011). In middle and late childhood, children also become more skeptical of
others’ claims (Mills, Elashi, & Archacki, 2011).
High self-esteem and a positive self-concept are important characteristics of children’s well-being
(Marsh, Martin, & Xu, 2012; Rochat, 2013). Children with high self-esteem are more likely to be securely
attached to parents and have parents who engage in sensitive caregiving (Thompson, 2011, 2013a, b, c,
d). Self-esteem reflects perceptions that do not always match reality (Baumeister & others, 2003; Pauletti
& others, 2012). High self-esteem may refer to accurate, justified perceptions of one’s worth as a person
and one’s successes and accomplishments, but it can also refer to an arrogant, grandiose, unwarranted
sense of superiority over others (Krueger, Vohs, & Baumeister, 2008). There are only moderate
correlations between school performance and self-esteem, and these correlations do not suggest that high
self-esteem produces better school performance (Baumeister & others, 2003). Efforts to increase students’
self-esteem have not always led to improved school performance (Davies & Brember, 1999).
The child brings a database for memories to all social situations. The database includes memories,
acquired rules, social schemas, and social knowledge that the child has gained from his or her
experiences. The memories include past interactions with peers and adults. The rules for behavior are
acquired from other children, adults, or created upon reflection of social interactions. Social schemas are
memory structures that organize information and are created through reflection of events. Social
knowledge is the collection of memories for specific events, rules, and schemas.
There is a dynamic bidirectional relationship between a child’s database and his/her processing of social
information. Social knowledge influences how the child processes information in a specific situation, and
his or her inferences about a specific situation contribute to his or her social knowledge (thus changing
the database for future interactions). There are bidirectional relationships between a child’s database and
each step in the information-processing system.
Step 1 involves encoding internal and external cues. Children need to assess the social situation and take
in social cues effectively in order to behave appropriately.
 Aggressive children pick up fewer social cues before drawing inferences about people and situations
than do nonaggressive children (Slaby & Guerra, 1988).
 Aggressive children selectively attend to aggressive cues in situations (Gouze, 1987) and base their
inferences on the most recent cues and ignore other relevant cues (Dodge, 1986).
 Aggressive children’s encoding of social situations is less complete and more biased than that of
nonaggressive children.
Step 2 involves interpreting the social cues and making inferences based on the interpretation.
Attributions about the causes of, or reasons for, behaviors are made. Was the action intentional, and if so,
was it intentionally negative or positive? Inferences are influenced by past interactions with others. Other
interpretative processes include evaluation of goal attainment, evaluation of past performance, self-
evaluations, and evaluations of others. There is a feedback loop between step 2 and step 1. Children may
seek additional social cues if they are having difficulty interpreting situational cues.
 Aggressive children often interpret ambiguous acts as hostile. They only interpret the act as hostile if
the behavior affects them (Crick & Dodge, 1994).
 Dodge (1980) states that this interpretation is based in reality, as aggressive children are more often
the targets of hostile acts.
Step 3 involves clarifying goals. If conflict arises, clarification between the social partners is necessary,
with resolution of the conflict as the optimal outcome (focus on relationship goals). Arousal regulation is
part of clarifying goals.
 Aggressive children are more likely to have self-focused goals (Rabiner & Gordon, 1992).
Step 4 involves response access or construction. Children can use a response that they have used in the
past by recalling strategies to use in the current situation. Or, if a novel situation occurs or past strategies
have not been successful, children may need to construct a novel response.
 Aggressive children are more likely to respond in a less socially competent manner (hostile) (Slaby
& Guerra, 1988).
Step 5 involves making a response decision. Ideally, this should include response evaluation, outcome
expectations, self-efficacy evaluations, and response selection.
 Aggressive children perceive hostile responses more positively (Crick & Dodge, 1994).
Step 6 involves the enactment of the response that was chosen in the previous step. This step is not
officially part of information-processing as it is completed in step 5. However, given the cyclical nature of
interactions, peer responses to the enactment create additional social cues; thus, the process begins again.
This model serves as a foundation for interventions, as researchers have found that aggressive children
have the potential to be deficient in each and every step along the way. See Classroom Activity 4,
“Intervention for Aggressive Children,” for a complementary exercise.
Sources:
Crick N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in
children’s social adjustment. Psychological Bulletin, 115, 74–101.
Dodge, K. A. (1980). Social cognition and children’s aggressive behavior. Child Development, 51, 162–170.
Dodge, K. A. (1986). A social information processing model of social competence in children. In M. Perlmutter
(Ed.), Minnesota symposia on child psychology (Vol. 18, pp. 77–125.). Hillsdale, NJ: Erlbaum.
Dodge, K. A., Pettit, G. S., McClaskey, C. L., & Brown, M. M. (1986). Social competence in children: With
commentary by John M. Gottman. Monographs of the Society for Research in Child Development, 51(2, Serial No.
213).
Gouze, K. R. (1987). Attention and social problem solving as correlates of aggression in preschool males. Journal of
Abnormal Child Psychology, 15, 181–197.
Rabiner, D. L., & Gordon, L. V. (1992). The coordination of conflicting social goals: Differences between rejected
and nonrejected boys. Child Development, 63, 1344–1350.
Slaby, R. G., & Guerra, N. G. (1988). Cognitive mediators of aggression in adolescent offenders: 1. Assessment.
Developmental Psychology, 24, 580–588.
Lecture Suggestion 2: Aggression

The purpose of this lecture is to extend students’ understanding of aggression. Most people assume that
males are more aggressive than females. This assumption is accurate, to a certain extent, depending on
how aggression is defined. Researchers now differentiate between different types of aggression.
 Overt aggression is the type of aggression that most of us recognize, as it involves physical or verbal
behaviors that directly harm or threaten others (pushing, hitting, kicking, name-calling, or verbal
insults). Most research on aggression has focused on this type of aggression, and researchers have
found that males are more likely to engage in overt aggression (Crick, 1997). It is linked with social-
psychological adjustment. That is, engaging in overt aggression is associated with externalizing
behaviors (defiant behavior, delinquency, and impulsivity).
 Relational aggression involves harming others through attempts to disrupt relationships (rumor
spreading, threatening to withdraw friendships, or excluding a particular person). Relational
aggression is more common amongst females than males. Relational aggression is linked with
internalizing behaviors (depression, anxiety, and somatic symptoms).
 Consistency with gender expectations impacts children’s social-psychological adjustment. Crick
found that a child was more likely to suffer maladjustment if he or she had engaged in gender
nonnormative aggression. That is, if a male engaged in more relational aggression or if females
engaged in more overt aggression, they were more likely to be rejected by peers and experience
higher levels of psychological maladjustment.
 Research has found gender differences relative to the relationship between aggression and peer
relations (Rys & Bear, 1997). Peer rejection was more strongly associated with overt aggression than
with relational aggression for boys. For girls, the opposite was found; relational aggression was more
strongly associated with peer rejection.
 While both forms of aggression are associated with peer rejection in middle and late childhood, they
are also associated with being seen as popular by peers (Cillessen & Mayeux, 2004). Popular peers
are high in social visibility, influence, and power.
Sources:
Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the
association between aggression and social status. Child Development, 75(1), 147-163.
Crick, N. R. (1997). Engagement in gender normative versus nonnormative forms of aggression: Links to social-
psychological adjustment. Developmental Psychology, 33, 610–617.
Rys, G. S., & Bear, G. G. (1997). Relational aggression and peer relations: Gender and developmental issues.
Merrill-Palmer Quarterly, 43, 87–106.
Lecture Suggestion 3: Bullying: A Serious Problem

Growing numbers of school students—boys and girls of all ages—are victimized by bullies. In a recent
survey, one-third of students in grades 6 through 10 said they were bullied in the past year.
Victims of bullying are traumatized emotionally and somatically. Headaches, abdominal pain, sleeping
problems, and depression are all by-products of bullying.
Most of the young people who have engaged in mass murder at their schools have been victims of
merciless bullying. Bullies target kids who are different—too large or too small for their age; too smart or
not smart enough. Bullies victimize children with disabilities, as well as shy and unpopular children.
Increasingly, school personnel are being trained in methods to recognize and halt bullying. One important
strategy to stop bullying involves teachers making sure that they themselves aren’t being bullies. Ask
your students if they ever felt that a teacher was singling them out with negative comments or sarcasm.
Children are even less likely to speak out about bullying teachers than they are about bullying peers. But
one of the contributors to this Instructor’s Manual reports being bullied so much by a fourth-grade teacher
that she developed intense school anxiety. Only when she got the nerve to report the teacher to her mother
did her mother learn that the teacher was a notorious bully.
Bullying does not only come from peers and teachers; there are all types of bullying, including:
 Cyber bullying. Through email, instant messaging, Internet chat rooms, and electronic gadgets such
as camera cell phones, cyber bullies forward and spread hurtful images and/or messages. Bullies use
this technology to harass victims at all hours, in wide circles, at warp speed.
 Emotional bullying can be more subtle and can involve isolating or excluding a child from activities
(e.g., shunning the victim in the lunchroom or on school outings) or spreading rumors. This kind of
bullying is especially common among girls.
 Physical bullying can accompany verbal bullying and involves things like kicking, hitting, biting,
pinching, hair pulling, or threats of physical harm.
 Racist bullying preys on children through racial slurs, offensive gestures, or making jokes about a
child’s cultural traditions.
 Sexual bullying involves unwanted physical contact or sexually abusive or inappropriate comments.
 Verbal bullying usually involves name-calling, incessant mocking, and laughing at a child’s
expense. (Kids Health for Parents)
Fortunately, as the sources section indicates, bullying is now recognized as a serious problem that causes
short- and long-term emotional, social, and physical consequences for perpetrators and victims. Parents,
teachers, administrators, and students must work together to stop bullying in its tracks and address the
causes of the bully’s aggression.
A recent longitudinal study of more than 6,000 children found that children who were the victims of peer
bullying from 4 to 10 years of age were more likely to engage in suicide ideation at 11½ years of age
(Winsper & others, 2012).
New bullying statistics released in 2010 are showing that bullying is still a problem among children and
teens, but is taking on a different approach with cyber bullying becoming more and more rampant in
school and after school among teens and children. Social networking has provided an entirely new
environment for bullying to take place. According to bullying statistics in 2010, there are about 2.7
million students being bullied each year by about 2.1 million students taking on the role of the bully. New
bullying statistics for 2010 revealed that about one in seven students in grades kindergarten through
twelfth is either a bully or has been a victim of bullying.
Sources:
Heins, K. (2003, September). Bullied—by the teacher? Better Homes & Gardens: “Raising Kids.”
Kids Health for Parents. Bullying and your child. http://kidshealth.org/parent/emotions/behavior/bullies.html
Medline Plus. Bullying. http://www.nlm.nih.gov/medlineplus/bullying.html
Bullying Statistics. http://www.bullyingstatistics.org/content/bullying-statistics-2010.html
Lecture Suggestion 4: Should Parents Pay Their Children When They Earn High Grades in
School?
The purpose of this lecture is to examine the issue of whether extrinsic rewards undermine intrinsic
academic motivation. We all probably recall knowing someone in school who got $5 for every “A” he or
she earned. Does this motivate children to do well in school? Research has found that encouragement of
autonomous functioning, individual challenge, and positive feedback stimulates an intrinsic motivation to
achieve (Deci & Ryan, 1985). If the environment is highly controlling, however, the internal forces for
mastery-achievement may be undermined. Parents who use surveillance and frequent rewards socialize
their children to be motivated by, and desire, extrinsic rewards.
Ginsburg and Bronstein (1993) studied the relationship between parents’ behavior and children’s
extrinsic/intrinsic orientation and school performance. Two specific parenting behaviors were related to
extrinsic motivation and lower school performance. Over-controlling parents (those who engaged in
extreme supervision of homework completion) had children who were more likely to rely on external
sources for evaluation. Their grades and achievement scores were lower as well. Parents who relied on
external rewards also had children with extrinsic motivation and lower school performance.
Ginsburg and Bronstein speculate that extrinsically rewarded children use external criteria to assess their
performance, which alters the children’s perception of themselves. This may undermine their ability to
self-regulate and choose appropriate work. These children do not learn how to judge their own
performance.
Children’s mastery behaviors and intrinsic motivation were positively correlated with parental
encouragement. The authors proposed that parents should be involved in their child’s academic activities,
yet they should remain sensitive to the child’s concerns and feelings by allowing the child to be involved
in decision making. Encouragement of intrinsic motivation, which is bidirectional and reciprocal, will
foster independent self-evaluation and academic success. The goal is for the child to develop the ability to
self-regulate and take responsibility for academic success; thus, the parents are not solely responsible for
their child’s outcome. What are some ways that parents can foster the development of intrinsic
motivation?
Are grades in school undermining intrinsic motivation? Covington (2000) concluded that students enjoy
learning and will be more likely to value what they are learning if desired grade achievement is attained
through learning primarily for task-oriented, not self-aggrandizing or failure-avoiding, reasons, or if they
are personally interested in what they are studying. Further, their appreciation for what they are learning
is more based on interest in the subject matter than the grade earned.
Sources:
Covington, M. V. (2000). Intrinsic versus extrinsic motivation in schools: A reconciliation. Current Directions in
Psychological Science, 9, 22–25.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York:
Plenum.
Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children’s intrinsic/extrinsic motivational
orientation and academic performance. Child Development, 64, 1461–1474.
Daniel Pink’s TED talk http://www.ted.com/talks/dan_pink_on_motivation

and/or book entitled Drive are fantastic references.
Lecture Suggestion 5: The Effects of Peer Rejection

This lecture extends Santrock’s discussion regarding the long-term difficulties that children who are
rejected by their peers often experience. What influence does friendship have on the effects of peer
rejection? Bagwell et al. (1999) conducted a 12-year longitudinal study to examine the role of friendships
and peer rejection on adult adjustment. Thirty young adults who had stable, reciprocal best friends in the
fifth grade were compared with 30 young adults who had been friendless in the fifth grade.
 Mutual friendships and low levels of peer rejection were related to successful adult adjustment.
 Peer rejection in the fifth grade was linked to low levels of social interaction, and less favorable
school performance, vocational competence, and aspiration levels.
 Children’s experience with peer rejection has stronger long-term implications than does friendship
for success and educational endeavors.
 Children with a close friend tended to have a higher sense of general self-worth.
 Close friendships provide a context for validation of self-worth and development of personal
strengths.
 Psychopathological symptoms in adulthood are associated with peer rejection and the absence of
friends in childhood.
 A mutual friendship is as important as being accepted by peers.
Having positive relationships with peers is especially important in middle and late childhood (Hymel &
others, 2011; Ladd & others, 2012; Rodkin & Ryan, 2012; Wentzel, Donlan, & Morrison, 2012).
Engaging in positive interactions with peers, resolving conflicts with peers in nonaggressive ways, and
maintaining quality friendships in middle and late childhood not only have positive outcomes at this time
in children’s lives, but also are linked to more positive relationship outcomes in adolescence and
adulthood (Huston & Ripke, 2006). Another study found that peer competence (a composite measure that
included social contact with peers, popularity with peers, friendship, and social skills) in middle and late
childhood was linked to having better relationships with coworkers in early adulthood (Collins & van
Dulmen, 2006).
Source:
Bagwell, C. L., Newcomb, A. F., & Bukowski, W. M. (1999). Preadolescent friendship and peer rejection as
predictors of adult adjustment. Child Development, 70, 140–153.
Lecture Suggestion 6: Academic Success and Cultural Influences on Peer Groups

Learning Objective 4: Characterize aspects of schooling in children’s development in middle and late
childhood.
Santrock stresses that adolescence is a time when peers have increasing influence over adolescent
behavior. Nonetheless, parents continue to influence adolescents, especially in the area of academic
achievement. Steinberg (1990) examined whether adolescents from different cultural groups are
influenced by peers and parents differently. Study participants were 15,000 high school students from
nine high schools in Wisconsin and California. Children raised by authoritative parents, regardless of
cultural group, showed fewer emotional problems, had higher self-esteem, and had fewer behavioral
problems.
Interesting differences emerged for the cultural groups with respect to academic achievement. White
children raised by authoritative parents were more academically successful. In contrast, peer groups had
great influence on school attitudes and behavior for African American, Latino, and Asian American
students. These attitudes influenced how much time students spent studying, their enjoyment of school,
and their classroom behaviors.
Differences between these groups emerged as well. Asian American students were positively influenced
by their peers’ positive regard for academic achievement. Latino and African American adolescents did
less well in school. Steinberg speculated that these adolescents had more difficulty finding a peer group
that stressed academic success; thus, they were in conflict between their parents’ positive regard for
academic achievement and the negative influence of their peers. Oftentimes, African American students
do not do well in school for fear of being unpopular with their peers (Fordham & Ogbu, 1986). Yet, high-
ability African American students who attended school with other high-achieving students did not feel
anxious about losing peer support for being academically successful, and consequently were more
successful.
High school peer groups are highly segregated along cultural lines. Steinberg stated that cultural
segregation limits minority individuals’ choice of peer group. If minority students are not part of a peer
group that values academic success, it will be more difficult for them to benefit from positive parenting
and be influenced by parents’ positive regard for academic success.
The school experiences of students from different ethnic groups vary considerably (Nieto & Bode, 2012;
Urdan, 2012). James Comer (1988, 2004, 2006, 2010) advocates a community-based, team approach as
the best way to educate children.
In a large-scale comparison of math and science achievement by fourth-grade students in 2007, the
average fourth-grade math score for the United States was higher than for 23 of the 35 countries and
lower than for 8 countries (all in Asia and Europe) (National Center for Education Statistics, 2009).
Related to the differences between Asian and U.S. parents in explaining effort and ability, Carol Dweck
(2006, 2013) described the importance of children’s mindset, which she defines as the cognitive view
individuals develop for themselves. Dweck (2006, 2013) argued that individuals’ mindsets influence
whether they will be optimistic or pessimistic, what their goals will be and how hard they will strive to
reach those goals, and what they will achieve. Related to her emphasis on encouraging students to
develop a growth mindset, Dweck and her colleagues (Blackwell & Dweck, 2008; Blackwell & others,
2007; Dweck, 2013; Dweck & Master, 2009) have recently incorporated information about the brain’s
plasticity into their effort to improve students’ motivation to achieve and succeed.
Other research by Eva Pomerantz and her colleagues (Pomerantz, Cheung, & Qin, 2012; Pomerantz, Kim,
& Cheung, 2012) indicates that the more involved parents are in children’s learning, the higher the level
of achievement children will attain.
Sources:
Fordham, S., & Ogbu, J. U. (1986). Black students’ school success: Pragmatic strategy or Pyrrhic victory? Harvard
Educational Review, 58, 54–84.
Steinberg, L. (1990). Autonomy, conflict, and harmony in the family relationship. In S. Feldman and G. Eliot (Eds.).
At the threshold: The developing adolescent. Cambridge, MA: Harvard University.
Classroom Activities
Classroom Activity 1: Parent–Child Communication
The purpose of this activity is to assess the effect of harsh communication patterns between parents and
children and to generate alternative patterns of communication. Parent–child relationships may include
sentences that “shoot the other person down,” which often adds fuel to negative situations. Ask students
to consider the statements provided in Handout 1. In small groups, the students should discuss whether
they have ever used or heard these kinds of statements. Then they should discuss the manifest and latent
meanings of these statements and generate healthier statements.
Logistics:
 Materials: Handout 1 (“Shoot the Other Person Down”).
 Group size: Small group and full-class discussion.
 Approximate time: Small group (30 minutes) and full-class discussion (15 minutes).
Source:
Dyer, W. (1978). Pulling your own strings. New York: Thomas Y. Crowell.
Classroom Activity 2: Common Parenting Situations

Divide the class into groups of three to six students, and have them wrestle with common parenting
situations (see Handout 2). Students should present their individual views on each problem situation, and
then they should try to reach a consensus about how to handle the situation. The groups can present their
finalized position to the larger class and discover whether each group decided upon similar solutions.
Logistics:
 Materials: Handout 2 (Parenting Situations).
 Group size: Small group and full-class discussion.
 Approximate time: Small group (30 minutes) and full-class discussion (30 minutes).
Based on information in:

Simons, J. A. (1987). How would you handle it? A classroom activity. Ankeny, IA: Des Moines Area Community
College.
Classroom Activity 3: Rights of Grandparents

This activity examines the rights of grandparents regarding visitation. As family structures have changed
due to increases in divorce and single parenting, the role of grandparents has also changed. As a result,
more decisions about grandparents’ visitation rights are being made by courts and state legislatures. Since
the mid-1970s, all 50 states have passed laws granting grandparents the right to petition the courts for
legally enforced visitation privileges. Before this time period, grandparents had no rights to their
grandchildren except by consent of the children’s parents.
Early court decisions (e.g., Odell v. Lutz, 1947) emphasized parental autonomy and ruled that grandparent
visitation rights would undermine parental authority. In fact, it was stated that grandparent visitation
rights could subject children to intergenerational conflict (e.g., Noll v. Noll, 1950). These rulings also
went along with the long tradition that the legal system should only intervene in the family in extreme
circumstances. Early granting of grandparent visitation rights (e.g., Benner v. Benner, 1952) came in
cases in which the grandchildren had lived with the grandparents for extended periods, or in cases in
which the parents were deemed “unfit,” and the grandparents were given custody.
Present the landmark case of Troxel v. Granville (2000). In 2000, based on this case, the United States
Supreme Court placed limits on the grandparent visitation laws. The court concluded that parents who
provide adequate care for their children must be able to decide with whom their children will associate.
To leave such decisions up to a judge, in the view of the Supreme Court, would conflict with parents’
basic constitutional rights.
Have students discuss the pros and cons of regulated and enforced grandparent visitation rights. Part of
the discussion can involve the roles that grandparents play in grandchildren’s lives (e.g., alternative
caregivers, playmates, family historians and transmitters of family values and traditions, advice-givers to
parents). Part of the discussion should deal with how to resolve intergenerational conflict, how to
determine the “children’s best interests,” the consequences of grandparent visitation rights on family
functioning, and how to resolve the grandparent policy.
Logistics:
 Group size: Small group.
 Approximate time: Small group (20 minutes).
Sources:
http://www.aarp.org/relationships/grandparenting/info-05-2009/goyer_grandparent_visitation.html
http://family.findlaw.com/child-custody/grandparent-visitation-rights.html
Thompson, R. A., Tinsley, B. R., Scalora, M. J., & Parke, R. D. (1989). Grandparents’ visitation rights: Legalizing
the ties that bind. American Psychologist, 44, 1217–1222.
Classroom Activity 4: Intervention for Aggressive Children

childhood.
The purpose of this activity is for students to design an intervention program for aggressive children using
Crick and Dodge’s (1994) steps for processing social situations. This model states that children go
through five steps in processing information about their social world. Children selectively attend to social
cues, attribute intent, generate goals, access behavioral scripts from memory, and enact behavior. Using
information from Lecture Suggestion 1, “Cognitive Interventions with Socially Dysfunctional Youth,”
presented in Handout 3, have students design an intervention to help aggressive children process social
information more effectively.
Logistics:
 Materials: Handout 3 (Intervention for Aggressive Children).
 Group size: Small group.
 Approximate time: Small group (30 minutes).
Source:
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in
Classroom Activity 5: Critical-Thinking Multiple-Choice Questions and Suggested Answers

childhood.
Discuss the critical-thinking multiple-choice questions in Handout 4.
Question 1 is a new type of exercise. You will probably find that students are not clear about the nature of
the three approaches to cognition, and you may want to prepare them for this assignment by doing a
systematic review of the three. Begin simply by asking whether students can name the three approaches.
As they do so, list them in a row across the top of a blackboard or overhead. Next, list the issues pertinent
to the nature of development down the left side, such as continuity versus discontinuity (include research
strategies and measurements). Then have students suggest the stance each approach takes on the issues,
and identify the dominant research strategies and methods associated with each approach. This will
provide a method for doing the exercise and will serve as a good review of these approaches.
Question 2 will require a review of Bronfenbrenner’s ecological theory. Again, begin by asking students
what they remember about the theory. Prompt them to identify and define the five systems, and have them
give examples of each.
Question 3 was prompted by material in the second edition of Santrock’s Children. Even though it has
been adapted for Life-Span Development, you may want to review the earlier treatment because it
discusses important methodological and conceptual, as well as developmental, issues in the study of
gender-role acquisition by children. This would fit nicely with the lecture on measuring gender-role
orientation and would help students to identify the two assumptions in the exercise. In any case, you may
want to tell students that the pertinent assumption in this example is not stated directly in the text. The
concern about recognizing inferences initiated during the last several chapters continues in this exercise;
you may want to continue discussing with students how to determine when an author is presenting
conceptual possibilities as opposed to empirical statements. For example, “b” seems to be a self-evident
factual statement, but as it appears in the text, it is really a conclusion of a syllogism: male stereotypes are
more favorable to men than female stereotypes are to women (observation); stereotypes influence the
development of individuals (assumption); therefore, gender-role stereotypes harm women more than men
(conclusion). You might want to examine claims made in the text in just this way as a means of preparing
students to identify inferences in this question. Handout 5 presents the answers to the multiple-choice
critical-thinking questions.
Logistics:
 Materials: Handout 4 (Critical-Thinking Multiple-Choice Questions) and Handout 5 (Answers).
 Group size: Small groups to discuss the questions, then a full-class discussion.
 Approximate time: Small groups (15 to 20 minutes), full-class discussion of any questions (15
minutes).
Classroom Activity 6: Critical-Thinking Essay Questions and Suggestions for Helping Students
Answer the Essays
childhood.
Discuss the critical-thinking essay questions presented in Handout 6. Several objectives can be met with
these questions. First, the answering of these questions facilitates students’ understanding of concepts in
chapter 8. Second, this type of essay question affords the students an opportunity to apply the concepts to
their own lives, which will facilitate their retention of the material. Third, the essay format will also give
students practice expressing themselves in written form. Ideas to help students answer the critical thinking
essay questions are provided in Handout 7.
Logistics:
 Materials: Handout 6 (Essay Questions) and Handout 7 (Ideas to Help Answer).
 Group size: Individual, then full class.
 Approximate time: Individual (60 minutes), full-class discussion of any questions (30 minutes).
Personal Applications
Personal Application 1: I Love Me!
The purpose of this exercise is to help students differentiate between the notions of self-concept and self-
esteem. These two terms are often mistakenly used interchangeably, but they are different. Self-concept
refers to one’s assessment of one’s abilities and functioning in a certain area of life. For example, Joe
acknowledges that he is very good in math, and it comes easily to him, yet he is not too coordinated on
the basketball court. Self-esteem is one’s emotional reaction to those judgments of self-concept.
Therefore, even though Joe may not be good at basketball, he may still have high self-esteem if that is not
particularly important to him and doing well in school is. However, if all of Joe’s friends are athletes and
pressure him to be like them, he may suffer from lower self-esteem, because he judges himself weak in
that area.
Instructions for Students: Describe your self-concept profile. Delineate all areas of life (physical, social,
intellectual and academic, emotional, achievement, etc.) and present your matter-of-fact judgment of how
you function in each. Then explain your self-esteem with regard to each area—how you feel about your
competence in each area. It is possible to have varying levels of self-esteem based on the different
domains of your life. Summarize by discussing your overall self-esteem, and what you might do to
improve it in particular areas.
Use in the Classroom: Have students do this exercise in class, sharing their acknowledged strong points
and weak areas. Compare and contrast their resulting profiles of self-esteem based on their self-concepts
to demonstrate how personal self-esteem is determined by what is important to us in life.
Personal Application 2: Role Model

The purpose of this exercise is for students to explore the influence of social comparison in their
judgments about self. During middle and late childhood, children begin turning to their peers as a point of
comparison for their self-concept and self-esteem. As they no longer rely solely on themselves to
determine whether they feel competent or inferior with regard to various aspects of their lives, others
become a focal point with which to assess progress and ability. This often remains the case throughout
our lives.
Instructions for Students: Discuss the process you employ to assess yourself. What do you use to
determine your level of functioning in school? Your progress toward your goals? Your intellectual and
creative ability? Your physical appearance and degree of being in shape? Your social prowess—ability to
be a good friend, communicator, listener, lover, husband or wife, mother, daughter, sister (father, son,
brother)? Are you stressed, relaxed, content, fortunate, well-compensated at work? What do you use to
determine the answers to all of these questions?
Use in the Classroom: After having students share the degree to which they compare themselves with
others in order to assess their own functioning, discuss this phenomenon. Are they comfortable with
doing this? Do they feel they should be able to have their own internal standards and ignore the status of
others around them? Do they think it is logical and acceptable to turn to others to assess one’s self? How
important is it to judge others’ behaviors and attitudes? If we did not do so, would that remove the
concept of acceptable and unacceptable behavior? Should everyone, regardless of their functioning, be
considered equal? After addressing these issues, ask students how they choose whom to compare
themselves with.
Personal Application 3: Best Buddies

The purpose of this exercise is to have students reflect on their childhood friendships with regard to the
various elements identified as significant in peer relations. Friendship is a major area of study for life-
span developmentalists. Children’s social interactions, including friendships, serve a variety of functions
both cognitively and emotionally.
Instructions for Students: Write about your best friend from childhood. How did you meet and become
friends? What did you do together? What did you like best about him or her? What did you fight about?
What did you learn from your friend, and what did you teach your friend? Are you still friends? If so, how
has your relationship grown and changed over the years? If not, when and why did the friendship end? To
guide you in your thinking, review the text coverage of friendships and the six functions friendships serve
in early and middle childhood.
Use in the Classroom: Compare childhood friendship to adult friendship. Regarding the six functions that
have been delineated for childhood friendships, which ones apply to adult relationships? What is different
between adult friends? The same? What about the gender of our friends? Compare and contrast
friendships of the same and opposite sex then and now. Are women and men’s perspectives different?
Have each gender dispel misunderstandings they have about each other regarding friendships (their
functions, benefits, difficulties, etc.).
Research Project Ideas

Research Project 1: Kohlberg’s Moral Dilemmas
This research project exposes students to Kohlberg’s (1976) moral dilemmas. They should present the
four moral dilemmas provided in Handout 8 to four children. Two of the children should be in early
elementary school, and the other two should be in late elementary school. Have the children respond to
each dilemma and explain their responses. The data sheet for recording the responses, and a list of
questions to answer, are included in Handout 8. In order to test the children, students may need to clear
this through the human subjects review board at your school and get signed informed consent from the
children’s parents. Consult your IRB for their guidelines regarding classroom research.
After collecting the data, students should analyze the children’s responses according to Kohlberg’s six
stages. Do their responses fit into his categories? Why or why not? How do the patterns of responses
support or not support his stage model? Do all responses fall into one stage? What kind of mixture or
patterning is evident? What age differences are apparent?
Sources:
King, M. B., & Clark, D. E. (1989). Instructor’s manual to accompany Santrock and Yussen’s child development:
An introduction (4th ed.). Dubuque, IA: Wm. C. Brown Communications.
Kohlberg, L. (1976). Moral stages and moralization: The cognitive-developmental approach. In T. Lickona (Ed.),
Moral development and behavior. New York: Holt, Rinehart, & Winston.
Research Project 2: Gender/Sex Roles, Gender/Sex Differences, and Television

In this project, students will be required to evaluate three prime-time television shows for gender/sex-role
stereotyping. They should choose three shows that children tend to watch. Handout 9 will guide them in
data collection. They should present their results in a brief report.
Use in the Classroom: Have students present the information from their research project in class. Examine
the data overall, looking at: (1) the relative number of males and females in primary roles; (2) the relative
status of the males’ and females’ occupations; (3) the thematic relationships presented between males and
females, and the extent to which these tie into sex stereotyping; and, (4) the relative presentation of
androgynous, cross-sexed, and sex-stereotyped males and females on television. Ask the students to
examine specific programs for differences. Are some shows more stereotyped than others? Which ones
are less stereotyped? In the stereotyped programs, is one sex portrayed as more advantageous or as better
than the other? Which one? How does the class data relate to the data on stereotypes presented in the text?
In other words, are the gender roles and differences apparent in the characters and storylines actually
supported by the research on gender differences? If the programs generally support gender-role
stereotypes, how does this affect the developing child? If males are presented as the more interesting and
preferred sex, could this account for the tomboyish behavior of some girls in middle childhood? How?
It is expected that there are still more males than females represented, and that the males have higher-
status occupations. Frequently, women are still portrayed as the romantic interest or the damsel in distress
who must be rescued by the male. The majority of males and females portrayed on television are sex-
typed rather than androgynous, and the data would be expected to show this. These models present
children with an idea of what it is to be a man or a woman in our culture. To the extent that the male role
is more valued and interesting, it could provide a model of activities for both females and males, and may
contribute to the tomboyish behavior of some girls in middle childhood.
Research Project 3: After-School Care

From Jarvis and Creasey, “Activities for Lifespan Developmental Psychology Courses”
As more and more families no longer have a stay-at-home parent, the need for after-school care for
school-aged children is increasing. This activity requires students to develop and administer a survey
about after-school care needs to parents at a local school. Students will then write a 5- to 7-page “white
paper” about the need for such care, and what this type of care should include to meet the physical and
cognitive needs of children in middle to late childhood. The “white paper” may be submitted to the school
officials in the district surveyed. This activity may allow students “to make a difference” in raising
awareness of the need for high-quality after-school care and what such care should entail in their
communities.
The Activity:
Students should contact one or more local schools and ask for a school directory of parent addresses for
the purposes of sending surveys to families about after-school care. Most schools are willing to do this to
help a college student with a class project, especially since it does not directly involve students or
teachers, and does not require the use of school space. Students should be encouraged to develop their
survey before approaching schools. While the student may be encouraged to develop some survey
questions, they should also include some of the questions listed below.
Materials:
Students must develop a survey on after-school care for parents. Suggested survey questions include:
1. Do you use after-school care for your school-aged child? If so, how much care per week do you use
and how is it provided (e.g., a neighbor, nanny, relative, etc.)?
2. Would you use high-quality after-school care if it were available?
3. What would you be willing to pay for 10 hours per week of after-school care for your child?
4. What aspects of after-school care are most essential to you (e.g., having someone supervise your
child’s homework, stimulating your child developmentally, etc.)?
5. Would you use more or fewer than 10 hours per week of care?
6. How many hours per week do you and your partner (if you have one) work outside the home?
7. Would you use after-school care if you did not work outside your home? How many hours per week
would be ideal for you?
Procedures:
1. Before students conduct this activity, it is advisable to review their survey questions with them.
2. Next, students should find a school willing to participate and send surveys to approximately 30 to 50
parents. Students will need to include stamped self-addressed envelopes with mailed surveys for
parents to return surveys to them; alternatively, a box for returning completed surveys could be set
up at school and children could return surveys there to reduce mailing costs (expect a lower return
rate, though). Mailed surveys should include an introductory cover letter that addresses informed
consent and indicates approval by instructors.
3. Students will need to tabulate responses to surveys and provide a table of data in a written report. We
suggest students construct a “white paper” recommending after-school care and including parent data
in support of the recommendation. Such a “white paper” is a well-written argument for social policy
and should include information on the characteristics of high-quality after-school care. Course
material and survey data should be used heavily to support arguments for such care. Students should
append surveys and a table summarizing survey results to the student report. Specific suggestions for
the design of high-quality after-school care should be given in the report, including suggested
activities to stimulate school-aged children physically, cognitively, and socially.
4. Instructors should encourage students to discuss their research experiences with the class. Discussion
might center around needs for child care generally and the lack of high-quality care for school-aged
children in America. Additionally, instructors might point out the need for sick care for children, too.
Some organizations offer such care, as well as after-school care, on site and have happier, more
productive employees as a result. Students or the instructor might seek more information about such
organizations to provide the class with some specific examples. Finally, students might consider
sharing the survey findings with parents at a school meeting if the principal agrees.
Research Project 4: An Interview with Teachers on Bullying

From Jarvis and Creasey “Activities for Lifespan Developmental Psychology Courses”
While many schools have a zero tolerance policy regarding bullying behavior, children nevertheless bully
other children on the playground, in the bathroom, on the bus, and anywhere else that they can get away
with it. This activity involves having students interview one or two teachers of students in middle to late
childhood about bullying behavior.
Time:
Instructors should prepare students ahead of time regarding the issue of bullying. Students’ visits with
teachers should only last about 15 minutes.
Materials:
Have students generate questions about bullying, organizing them around central themes. Instructors
should supply teachers with a list of these themes.
Procedures:
1. We recommend that instructors discuss the context of peers in middle to late childhood generally,
and introduce the concept of bullying specifically before offering this project.
2. In identifying appropriate teachers to interview, students should contact local schools by phone and
explicitly state that they seek a teacher to interview on peer relationships in childhood. The students
should arrange the interview at the convenience of the teacher, and email or provide a list of
questions ahead of time so the teacher can prepare.
3. Students should use the interview opportunity to try and determine strategies for dealing with and
reducing bullying behavior. Students should write a 3-page-paper discussing the problem of bullying,
what the literature says about preventing bullying behavior, and what they learned from their teacher
interviews.
4. Finally, instructors might consider adding a short essay question about bullying to the next exam as
another way to connect this activity to student learning.
Feature Films
In this section of the Instructor’s Manual, we suggest films that are widely available on sites such as
Amazon, DocumentaryWIRE, Hulu, Netflix, PBS video, etc.
Now and Then (1995)
Starring: Christina Ricci, Rosie O’Donnell, Thora Birch, Melanie Griffith, Gaby Hoffman, Demi Moore,
Ashleigh Aston Moore, and Rita Wilson
Directed by Lesli Linka Glatter
Four childhood friends gather together to prepare for the birth of a baby. While together, they reminisce
about one memorable summer when they promised to be there for each other.
Stand and Deliver (1988)
Starring: Edward James Olmos, Lou Diamond Phillips, and Rosanna De Soto
Directed by Ramon Menendez
Stand and Deliver is a powerful American drama based on the true story of high school math teacher
Jaime Escalante. Anything can happen when a class of stereotyped low acheivers find an educational
champion and mentor.
Stand by Me (1986)
Starring: Wil Wheaton, River Phoenix, Corey Feldman, Jerry O’Connell, and Kiefer Sutherland
Directed by Rob Reiner
A classic film based on Stephen King’s short story “The Body,” Stand by Me is told by the narrator,
looking back on his preteen days when he and three friends went on their own to find the body of another
kid their age who had gone missing and was presumed dead. Still struggling with the death of his older
brother, the young boy is compelled to set out with his three best friends for an adventure none of them
will ever forget.
Website Suggestions
At the time of publication, all sites were current and active; however, please be advised that you may
occasionally encounter a dead link.
Carol Dweck
http://www.brainology.us/
http://mindsetonline.com/
Emotions and Parenting

http://www.cdc.gov/ncbddd/child/middlechildhood.htm
Moral Development and Education

http://moraledk12.org
Peers
http://www.education.com/reference/article/peer-relations-middle-childhood/
Bullying
http://www.stopbullying.gov/what-is-bullying/
Trends in Education
http://nces.ed.gov/timss/
Handout 1 (CA 1)
“Shoot the Other Person Down”
Parent–child relationships may include communication that “shoots the other person down,” which often
adds fuel to negative situations. Assess the effect of harsh communication patterns between parents and
children, and generate alternative patterns of communication.
1. Discuss whether you have ever used or heard these kinds of statements.
 I don’t understand why you do these things.
 How could someone with your brains and your background do such a thing?
 I’m stumped; you really have confused me.
 I do not understand how one little _____ is going to hurt you.
 You never tell me what you’re thinking.
 I demand an apology.
2. Discuss the manifest and latent meanings of these statements.

3. For each statement, generate a healthier alternative statement.

Source:
Excerpted from Dyer, W. (1978). Pulling your own strings. New York: Thomas Y. Crowell.
Handout 2 (CA 2)
Parenting Situations
The purpose of this activity is to consider common parenting situations. In small groups, each student
should present his or her own views about how to handle each situation. The group should then try to
reach a consensus about how to handle each situation.
1. Your 9-year-old and your 11-year-old want to play Nintendo all the time.
2. The fifth-grade math teacher sends a note home saying that your child rarely does his homework and
is easily distracted in class.
3. Your 10-year-old daughter wants to know why you won’t let her wear makeup, nylons, and earrings.
She says all her friends do.
4. You find out that your sixth-grader has removed a couple of cans of beer from the refrigerator.
Source:
Based on information in Simons, J. A. (1987). How would you handle it? A classroom activity. Ankeny, IA: Des
Moines Area Community College.
Handout 3 (CA 4)
Intervention for Aggressive Children
Design an intervention program for aggressive children using Crick and Dodge’s (1994) steps for
processing social situations. Crick and Dodge’s model states that children go through five steps in
processing information about their social world. Children decode social cues, interpret the social cues,
search for a response, select an optimal response, and enact that response.
 Step 1 involves encoding internal and external cues.
 Step 2 involves interpreting the social cues and making inferences based on the interpretation.
 Step 3 involves clarifying goals. If conflict arises, clarification between the social partners is
necessary with resolution of the conflict as the optimal outcome (focus on relationship goals).
Arousal regulation is part of clarifying goals.
 Step 4 involves response access or construction. Children can use a response that they have used in
the past by recalling strategies to use in the current situation. Or, if a novel situation occurs or past
strategies have not been successful, children may need to construct a novel response.
 Step 5 involves making a response decision. Ideally, this should include response evaluation,
outcome expectations, self-efficacy evaluations, and response selection.
 Step 6 involves the enactment of the response that was chosen in the previous step. This step is not
officially part of information processing, as the information processing is completed in step 5.
However, given the cyclical nature of interactions, peer responses to the enactment create additional
social cues; thus, the process repeats.
Source:
Crick N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in
Handout 4 (CA 5)
Critical-Thinking Multiple-Choice Questions
1. The study of cognitive development and intelligence has provided a model for studying other aspects
of psychological development. For example, researchers have applied the methods and theories
originally devised to study children’s minds to aspects of children’s personality and social
development. This exercise requires you to identify the approach to intelligence that seems to have
been most influential in research on each topic below. Present reasons for each of your choices, and
also indicate which approach appears to have been most widely used in the works on personality and
social development presented by your author. Note that this exercise differs from previous ones in
that you do not have to identify a best answer; on the contrary, you should develop arguments for
each item.
a. constructivist approach to education

b. social cognition
c. peer statuses
d. masculinity, femininity, and androgyny
e. moral development
2. Review the brief description of Bronfenbrenner’s ecological model of sociocultural influences in

chapter 1. Then, determine which of the following findings reported in chapter 8 is correctly matched
with one of the systems described in the model. Circle the letter of the best answer, and explain why
it is the best answer and why the other answers are not as good.
a. Microsystem: Children spend less time with their parents because they are spending more time
with their peers.
b. Mesosystem: Children from middle-class families enjoy school more than children from lower-
class families.
c. Chronosystem: The gender roles that children are encouraged to adopt today are more diverse
than those prevalent a decade ago.
d. Macrosystem: Peers influence children’s development by accepting, neglecting, or rejecting each
other.
e. Exosystem: Adolescents who have stepparents are more likely to experience problems in close
relationships outside the family.
3. In this chapter, Santrock describes attempts to define and measure gender roles. Which of the
following statements constitutes an assumption made by gender-role researchers rather than an
inference or an observation? Circle the letter of the best answer, and explain why it is the best answer
and why the other answers are not as good.
a. Girls should grow up to be feminine, and boys should grow up to be masculine.

b. Gender-role stereotypes are more harmful to females than to males.
c. Femininity and masculinity are separable aspects of personality that have their own unique
characteristics.
d. Androgynous individuals are more flexible and mentally healthier than masculine or feminine
individuals.
e. Females and males should transcend gender-role characteristics.
Handout 5 (CA 5)
Answers for Critical-Thinking Multiple-Choice Questions
1. The study of cognitive development and intelligence has provided a model for studying other aspects
of psychological development. For example, researchers have applied the methods and theories
originally devised to study children’s minds to aspects of children’s personality and social
development. This exercise requires you to identify the approach to intelligence that seems to have
been most influential in research on each topic below. Present reasons for each of your choices, and
also indicate which approach appears to have been most widely used in the works on personality and
social development. Note that this exercise differs from previous ones in that you do not have to
identify a best answer; on the contrary, you should develop arguments for each item.
a. Constructivist approach to education is an example of the individual differences approach. The

key idea is that students actively construct their own knowledge and understanding with guidance
from their teacher. Hence, students’ interests and the specific ways that they learn have to be
identified to match them with appropriate teaching strategies.
b. Social cognition is an example of the information-processing approach. The most obvious clue is
Dodge’s five-stage analysis of social cognition: decoding social cues, interpreting the cues,
searching for a response, selecting an optimal response, and enacting the response. This is the
way the information-processing approach breaks down cognitive tasks.
c. Peer statuses are an example of the individual differences approach. The four peer statuses are
based on children nominating other children as being liked or disliked. The stress is on likeability
as a quantifiable trait which most closely resembles the individual differences approach to
intelligence.
d. Masculinity, femininity, and androgyny is an example of the individual differences approach. As
in “c,” the stress is on measuring the dimensions (traits) of masculinity and femininity, which are
then used to classify sex-role orientation. These classifications are not developmental in the sense
that Piagetian classifications are, and the emphasis in this work is on how individuals’ sex-role
orientations vary from one another.
e. Moral development is an example of the cognitive developmental, or Piagetian, approach.
Kohlberg’s work is explicitly an extension of Piaget’s and shows many of the classic Piagetian
characteristics. For example, children’s solutions to moral dilemmas are classified, not quantified;
stages of moral development are supposedly universal. The emphasis of the approach is on
characterizing the development and differentiation of the moral stages, not on how individuals
who possess them differ or on how individuals process information related to moral decision
making.
2. Review the brief description of Bronfenbrenner’s ecological model of sociocultural influences in

Chapter 1. Then, determine which of the following findings reported in Chapter 8 is correctly
matched with one of the systems described in the model. Circle the letter of the best answer, and
explain why it is the best answer and why the other answers are not as good.
a. Microsystem: Children spend less time with their parents because they are spending more time
with their peers does not match. The situation described is a mesosystem; children’s experience in
one system (peer) is influencing their experience in another (family).
b. Mesosystem: Children from middle-class families enjoy school more than children from lower-
class families does match. Here, variations in family experience (one microsystem) influence
adaptation to school (another microsystem).
c. Chronosystem: The gender roles that children are encouraged to adopt today are more diverse
than those prevalent a decade ago does not match. The statement describes a pervasive cultural
influence which is called an aspect of the macrosystem in Bronfenbrenner’s analysis.

Chronosystems are the changes over the course of the lives of individuals that cause their lives to
vary from those of other individuals who have lived through different historical changes. If the
focus of the statement was something about how changing gender roles influence the gender-role
development of different generations, then the statement would exemplify the chronosystem.
d. Macrosystem: Peers influence children’s development by accepting, neglecting, or rejecting each
other does not match. The statement describes variations of influence in peer relationships which
occur in microsystems. The variables of acceptance, rejection, or neglect do not define culture-
level influences, but rather the quality of interactions in specific situations.
e. Exosystem: Adolescents who have stepparents are more likely to experience problems in close
relationships outside the family does not match. This statement describes how experience in one
microsystem (stepparent families) influences experience in another (close relationships). The
individual in question, an adolescent, has influence in both situations, so this cannot be called an
exosystem.
3. In this chapter, Santrock describes attempts to define and measure gender roles. Which of the
following statements constitutes an assumption made by gender-role researchers rather than an
inference or an observation? Circle the letter of the best answer, and explain why it is the best answer
and why the other answers are not as good.
a. Girls should grow up to be feminine and boys should grow up to be masculine is an assumption,
but it is not one that is made by gender researchers today. Santrock mentions this point as being
an assumption held by previous generations of researchers.
b. Gender-role stereotypes are more harmful to females than to males is an inference. It is based on
the observation that males enjoy more favorable gender stereotypes, which (logically) suggests
that they will be less harmed by them than women. However, the actual claim is not supported in
the chapter with direct evidence.
c. Femininity and masculinity are separable aspects of personality that have their own unique
characteristics is the assumption. This belief led researchers to develop separate scales for
masculinity and femininity. However, the belief itself has not been independently confirmed, and
the text does not present either argument or evidence for its validity.
d. Androgynous individuals are more flexible and mentally healthier than masculine or feminine
individuals is an observation. The statement is presented as a description of individuals who are
classified as androgynous.
e. Females and males should transcend gender-role characteristics is an inference. It is the
conclusion of Pleck’s argument that gender-role classifications create false dichotomies or
contrasts, and that individuals are actually unique and must resolve gender issues on their own
terms.
Handout 6 (CA 6)
Critical-Thinking Essay Questions
Your answers to these kinds of questions demonstrate an ability to comprehend and apply ideas discussed
in this chapter.
1. How do developmentalists measure self-esteem? Indicate and explain what factors influence the self-
esteem of children. What are some strategies for improving children’s self-esteem?
2. Explain Kohlberg’s theory of moral development, and indicate three criticisms of his approach.
3. Define prosocial behavior, and indicate how this concept relates to moral development.
4. Explain the concept of a gender-role stereotype. Provide a few examples.
5. Summarize the differences and similarities between the sexes.
6. Explain the kinds of problems with which parents confront their children regarding school and
discipline. Then, discuss how parents change their disciplinary practices as children grow older.
7. Discuss factors that contribute to, or detract from, children’s adjustment to life in a stepfamily.
8. Compare and contrast popular, rejected, controversial, and neglected children.
9. Identify and explain what factors influence who will be your friend. Describe the six functions of
friendship.
10. Compare and contrast the constructivist and direct instruction approaches to student learning. What do
experts believe is the most effective method?
11. Describe some of the barriers to learning that children living in poverty face.
Handout 7 (CA 6)
Ideas to Help You Answer Critical-Thinking Essay Questions
1. Begin by defining self-esteem. As you describe how developmentalists measure it, discuss how valid
their approach seems to be. In other words, are their assessments really “getting at” self-esteem?
Why or why not? The way in which they measure this phenomenon should also highlight what
factors influence self-esteem. Include this in your discussion.
2. Prior to presenting Kohlberg’s theory, define morality. Can there be more than one definition? If so,
what perspective does Kohlberg take? How does this color his theory and the stages within it? Do the
criticisms address this issue or something else?
3. As you relate prosocial behavior to moral development, again consider how morality is defined.
Does the role of prosocial behavior change with varying conceptualizations of morality?
4. Prior to explaining the concept, present a gender-role stereotype for each gender. As you explain the
concept, refer back to your descriptions.
5. This is a great prompt for a chart. Delineate the items/issues along which you will make
comparisons, then fill in the grid with the appropriate gender-related descriptions. Once you have
visually mapped this out, write a summary describing what you have found.
6. Although you should review the textbook for coverage of important issues, approach this question
from a personal perspective. When explaining these problems and the discipline issue, do so with
examples from your own childhood. Not only will this make it more interesting and relevant, you
will discover you understand the issues more clearly.
7. If you have had such an experience yourself, include personal examples in your discussion. What
factors made your transition and adjustment easier? What made it more difficult? If this is not
something familiar to you, talk with a friend who went through this for some additional insight.
8. There are particular realms in which these children are initially identified. Present them, their
significance, and how each type of child functions along these lines.
9. Begin with the factors presented in your text. Include comments about whether these factors played a
role in your friendships. Why did they or why didn’t they? Does your text address any interactions
between factors? In thinking about the functions of friendship, think of specific scenarios or
examples that help to illustrate each one.
10. Some things to consider: What is the focus of each approach (learner or teacher)? How structured is
each? What are the goals of each approach?
11. The educational challenges of growing up in poverty are often directly related to the challenges that
individuals, families, and neighborhoods face. Schools that are situated in low-income areas suffer
from the same consequences of a lack of resources.
Handout 8 (RP 1)
Moral Dilemmas
Present the following four moral dilemmas to four children. Two of the children should be in early
elementary school, and the other two should be in late elementary school. Have the children respond to
each dilemma and explain their responses. To test the children, students will need to clear this through the
human subjects review board at your school and get signed informed consent from the children’s parents.
Dilemma 1: In Europe, a woman was near death from cancer. One drug might save her, a form of radium
that a druggist in the same town had recently discovered. The druggist was charging $2,000, ten times
what the drug had cost him to make. The sick woman’s husband, Heinz, went to everyone he knew to
borrow the money, but he could get together only about half of what it should cost. He told the druggist
that his wife was dying and asked him to sell it cheaper or to let him pay later. But the druggist said no.
The husband got desperate and broke into the man’s store to steal the drug for his wife. Should the
husband have done that? Why or why not? (Source: Kohlberg, L. (1973). Collected papers on moral
development and moral education. Cambridge: Moral Education and Research Foundation, Harvard
University Education Foundation.)
Dilemma 2: Dr. Smith is responsible for assessing which patients are eligible for a liver transplant. There
is a long waiting list. Dr. Smith’s wife is a heavy drinker and is unexpectedly diagnosed with an acute
liver condition attributed to her history of alcohol abuse. Her only chance to survive is to have a liver
transplant immediately. Should Dr. Smith move his wife to the front of the waiting list? Why or why not?
Dilemma 3: You are walking along a city street, minding your own business, when a wallet falls out of
the pocket of a man walking ahead of you. Picking it up, you can see that it is full of money. Do you keep
the money, or do you run ahead to catch the man and return it? Would it make any difference if this same
man had been rude to you just before he dropped his wallet? What if it was a woman instead of a man or
if the person had various other characteristics such as being young or old, African American or white,
disabled or able-bodied, well-dressed or shabbily attired, and so forth?
Dilemma 4: You know that a friend in your psychology class has been stealing books from the university
library. You have told her she should return the books, but she refuses. Students in the class have
complained to your professor that they are unable to get the books they need to do their assignments. Do
you tell the librarian that your friend is stealing the books?
Questions:
 Do your subjects’ responses fit into Kohlberg’s categories? Why or why not?
 How do your patterns of results support or not support his stage model?
 Are all your subjects’ responses in one stage? What kind of mixture or patterning is evident?
 What age differences were apparent?
Handout 9 (RP 2)
Gender Roles and Television
Evaluate three television shows for gender-role stereotyping. Choose shows that children tend to watch
between 7:00 and 9:00 p.m. For each show, you should record the following information:
 Number of male and female main characters

 Occupations of main male and female characters
 Thematic connections between males and females (e.g., female in distress and male as rescuer)
 Personality characteristics of one male and one female from the show (use the Bem Sex-Role
Inventory to determine masculinity, femininity, or androgyny)
After collecting your data, answer the questions that follow in a brief report.
1.
Program: _____
Number: _____
Occupations: _____
Connections: _____
Sex Type: _____
2.
Program: _____
Number: _____
Occupations: _____
Connections: _____
Sex Type: _____
3.
Program:
Number:
Occupations:
Connections:
Sex Type:
Questions:
 In the shows you watched, were more main roles taken by males or females? What kinds of
occupations did the males have? What kinds of occupations did the females have? Were there
status differences in the occupations of the males and females? What were they?
 What kinds of themes connected the males and females in the television programs you watched?
Were the themes stereotyped for male-female relationships?
 What were the sex-typed categories of the males portrayed on television: masculine, cross-sexed,
androgynous?
 What were the sex-typed categories of the females portrayed on television: feminine, cross-sexed,
androgynous?
 What do you think these models are teaching children about what it means to be a male or a female
in our society? Do you think these models are a fair representation of the way women and men act
in the real world?
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CHAPTER XXVI
SERIOUS THOUGHTS
The young people at The Cedars had taken Garry Knapp right into
the heart of their social life. He knew he was welcome and the
hospitality shown him was a most delightful experience for the young
Westerner.
But “business was business.” He could not see wherein he had
any right to accept a favor from Major Dale because Dorothy wished
her father to aid him. That was not Garry’s idea of a manly part—to
use the father of the girl you love as a staff in getting on in the world.
There was no conceit in Garry’s belief that he had tacit permission,
was it right to accept it, to try to win Dorothy Dale’s heart and hand.
He was just as well assured in his soul that Dorothy had been
attracted to him as he was that she had gained his affection. “Love
like a lightning bolt,” Tavia had called Dorothy’s interest in Garry
Knapp. It was literally true in the young man’s case. He had fallen in
love with Dorothy Dale almost at first sight.
Every time he saw her during that all too brief occasion in New
York his feeling for the girl had grown. By leaps and bounds it
increased until, just as Tavia had once said, if Dorothy had been in
Tavia’s financial situation Garry Knapp would never have left New
York without first learning whether or not there was any possible
chance of his winning the girl he knew he loved.
Now it was revealed to him that he had that chance—and bitterly
did he regret the knowledge. For he gained it at the cost of his peace
of mind.
It is one thing to long for the object forbidden us; it is quite another
thing to know that we may claim that longed-for object if honor did
not interfere. To Garry Knapp’s mind he could not meet what was
Dorothy Dale’s perfectly proper advances, and keep his own self-
respect.
Were he more sanguine, or a more imaginative young man, he
might have done so. But Garry Knapp’s head was filled with hard,
practical common sense. Young men and more often young girls
allow themselves to become engaged with little thought for the
future. Garry was not that kind. Suppose Dorothy Dale did accept his
attentions and was willing to wait for him until he could win out in
some line of industrial endeavor that would afford the competence
that he believed he should possess before marrying a girl used to
the luxuries Dorothy was used to, Garry Knapp felt it would be wrong
to accept the sacrifice.
The chances of business life, especially for a young man with the
small experience and the small capital he would have, were too
great. To “tie a girl up” under such circumstances was a thing Garry
could not contemplate and keep his self-respect. He would not, he
told himself, be led even to admit by word or look that he desired to
be Dorothy’s suitor.
To hide this desire during the few days he remained at The Cedars
was the hardest task Garry Knapp had ever undertaken. If Dorothy
was demure and modest she was likewise determined. Her
happiness, she felt, was at stake and although she could but admire
the attitude Garry held upon this momentous question she did not
feel that he was right.
“Why, what does it matter about money—mere money?” she said
one night to Tavia, confessing everything when her chum had crept
into her bed with her after the lights were out. “I believe I care for
money less than he does.”
“You bet you do!” ejaculated Tavia, vigorously. “Just at present that
young cowboy person is caring more for money than Ananias did.
Money looks bigger to him than anything else in the world. With
money he could have you, Doro Doodlekins—don’t you see?”
“But he can have me without!” wailed Dorothy, burying her head in
the pillow.
“Oh, no he can’t,” Tavia said wisely and quietly. “You know he
can’t. If you could tempt him to throw up his principles in the matter,
you know very well, Doro, that you would be heartbroken.”
“What?”
“Yes you would. You wouldn’t want a young man dangling after
you who had thrown aside his self-respect for a girl. Now, would
you?” And without waiting for an answer she continued: “Not that I
approve of his foolishness. Some men are that way, however. Thank
heaven I am not a man.”
“Oh! I’m glad you’re not, either,” confessed Dorothy with her soft
lips now against Tavia’s cheek.
“Thank you, ma’am. I have often thought I’d like to be of the
hemale persuasion; but never, no more!” declared Tavia, with vigor.
“Suppose I should then be afflicted with an ingrowing conscience
about taking money from the woman I married? Whe-e-e-ew!”
“He wouldn’t have to,” murmured Dorothy, burying her head again
and speaking in a muffled voice. “I’d give up the money.”
“And if he had any sense or unselfishness at all he wouldn’t let you
do that,” snapped Tavia. “No. You couldn’t get along without much
money now, Dorothy.”
“Nonsense——”
“It is the truth. I know I should be hopelessly unhappy myself if I
had to go home and live again just as they do there. I have been
spoiled,” said Tavia, her voice growing lugubrious. “I want wealth—
luxuries—and everything good that money buys. Yes, Doro, when it
comes my time to become engaged, I must get a wealthy man or
none at all. I shall be put up at auction——”
“Tavia! How you talk! Ridiculous!” exclaimed Dorothy. “You talk like
a heathen.”
“Am one when it comes to money matters,” groaned the girl. “I
have got to marry money——”
“If Nat White were as poor as a church mouse, you’d marry him in
a minute!”
“Oh—er—well,” sighed Tavia, “Nat is not going to ask me, I am
afraid.”
“He would in a minute if you’d tell him about those Lance Petterby
letters.”
“Don’t you dare tell him, Dorothy Dale!” exclaimed Tavia, almost in
fear. “You must not. Now, promise.”
“I have promised,” her friend said gloomily.
“And see that you stick to it. I know,” said Tavia, “that I could bring
Nat back to me by explaining. But there should be no need of
explaining. He should know that—that—oh, well, what’s the use of
talking! It’s all off!” and Tavia flounced around and buried her nose in
the pillow.
Dorothy’s wits were at work, however. In the morning she “put a
flea in Ned’s ear,” as Tavia would have said, and Ned hurried off to
the telegraph office to send a day letter to his brother. Dorothy did
not censor that telegraph despatch or this section of it would never
have gone over the wire:
“Come back home and take a squint at the cowboy D.

has picked out for herself.”
CHAPTER XXVII
“IT’S ALL OFF!”
By this time even Ned, dense as he sometimes showed himself to

be, was aware of how things stood between the handsome stranger
from the West and his cousin Dorothy.
Ned’s heart was particularly warm at this juncture. He spent a
good two hours every forenoon writing a long letter to Jennie.
“What under the sun he finds to write about gets me,” declared
Tavia. “He must indite sonnets to her eyebrows or the like. I never
did believe that Ned White would fall so low as to be a poet.”
“Love plays funny tricks with us,” sighed Dorothy.
“Huh!” ejaculated Tavia, wide-eyed. “Do you feel like writing poetry
yourself, Doro Dale? I vum!”
However, to return to Ned, when his letter writing was done he
was at the beck and call of the girls or was off with Garry Knapp for
the rest of the day. Toward Garry he showed the same friendliness
that his mother displayed and the major showed. They all liked the
young man from Desert City; and they could not help admiring his
character, although they could not believe him either wise or just to
Dorothy.
The situation was delicate in the extreme. As Dorothy and Garry
had never approached the subject of their secret attachment for
each other, and now, of course, did not speak of it to the others, not
even Ned could blunder into any opening wherein he might “out with
his opinion” to the Westerner.
Garry Knapp showed nothing but the most gentlemanly regard for
Dorothy. After that first evening on the ice, he did not often allow
himself to be left alone in her company. He knew very well wherein
his own weakness lay.
He talked frankly of his future intentions. It had been agreed
between him and Major Dale that the old Knapp ranch should be
turned over to the Hardin estate lawyers when Garry went back West
at a price per acre that was generous, as Garry said, but not so
much above the market value that he would be “ashamed to look the
lawyers in the face when he took the money.”
Just what Garry would do with these few thousands he did not
know. His education had been a classical one. He had taken up
nothing special save mineralogy, and that only because of Uncle
Terry’s lifelong interest in “prospects.”
“I boned like a good fellow,” he told Ned, “on that branch just to
please the old fellow. Of course, I’d tagged along with him on a burro
on many a prospecting trip when I was a kid, and had learned a lot of
prospector’s lore from the dear old codger.
“But what the old prospector knows about his business is a good
deal like what the old-fashioned farmer knows about growing things.
He does certain things because they bring results, but the old farmer
doesn’t know why. Just so with the old-time prospector. Uncle Terry’s
scientific knowledge of minerals wasn’t a spoonful. I showed him
things that made his eyes bug out—as we say in the West,” and
Garry laughed reminiscently.
“I shouldn’t have thought he’d ever have quarreled with you,” said
Ned, having heard this fact from the girls. “You must have been
helpful to him.”
“That’s the reef we were wrecked on,” said Garry, shaking his
head rather sadly.
“You don’t mean it! How?” queried Ned.
“Why, I’ll tell you. I don’t talk of it much. Of course, you understand
Uncle Terry is one of the old timers. He’s lived a rough life and
associated with rough men for most of it. And his slant on moral
questions is not—well—er—what yours and mine would be, White.”
“I see,” said Ned, nodding. “You collided on a matter of ethics?”
“As you might say,” admitted Garry. “There are abandoned
diggings all over the West, especially where gold was found in rich
deposits that can now be dug over and, by scientific methods, made
to yield comfortable fortunes.
“Why, in the early rush the metal, silver, was not thought of! The
miners cursed the black stuff which got in their way and later proved
to be almost pure silver ore. Other valuable metals were neglected,
too. The miners could see nothing but yellow. They were gold crazy.”
“I see,” Ned agreed. “It must have been great times out there in
those early days.”
“Ha!” exclaimed Garry. “For every ounce of gold mined in the old
times there was a man wasted. The early gold mining cost more in
men than a war, believe me! However, that isn’t the point, or what I
was telling you about.
“Some time after I left the university Uncle Terry wanted me to go
off on a prospecting trip with him and I went—just for the holiday, you
understand. These last few years he hasn’t made a strike. He has
plenty of money, anyway; but the wanderlust of the old prospector
seizes him and he just has to pack up and go.
“We struck Seeper’s Gulch. It was some strike in its day, about
thirty years ago. The gold hunters dug fortunes out of that gulch, and
then the Chinese came in and raked over and sifted the refuse.
You’d think there wasn’t ten cents worth of valuable metal left in that
place, wouldn’t you?”
Ned nodded, keenly interested in the story.
“Well, that’s what the old man thought. He made all kinds of jokes
over a squatter’s family that had picketed there and were digging
and toiling over the played out claims.
“It seemed that they held legal title to a big patch of the gulch.
Some sharper had sawed off the claim on them for good, hard-
earned money; and here they were, broke and desperate. Why!
there hadn’t been any gold mined there for years and years, and
their title, although perfectly legal, wasn’t worth a cent—or so it
seemed.
“Uncle Terry tried to show them that. They were stubborn. They
had to be, you see,” said Garry, shaking his head. “Every hope they
had in the world was right in that God-forsaken gulch.
“Well,” he sighed, “I got to mooning around, impatient to be gone,
and I found something. It was so plain that I wonder I didn’t fall over
it and break my neck,” and Garry laughed.
“What was it? Not gold?”
“No. Copper. And a good, healthy lead of it. I traced the vein some
distance before I would believe it myself. And the bulk of it seemed
to lie right inside the boundaries of that supposedly worthless claim
those poor people had bought.
“I didn’t dare tell anybody at first. I had to figure out how she could
be mined (for copper mining isn’t like washing gold dust) and how
the ore could be taken to the crusher. The old roads were pretty
good, I found. It wouldn’t be much of a haul from Seeper’s Gulch to
town.
“Then I told Uncle Terry—and showed him.”
Ned waited, looking at Garry curiously.
“That—that’s where he and I locked horns,” sighed Garry. “Uncle
Terry was for offering to buy the claim for a hundred dollars. He had
that much in his jeans and the squatters were desperate—meat and
meal all out and not enough gold in the bottom of the pans to color a
finger-ring.”
He was silent again for a moment, and then continued:
“I couldn’t see it. To take advantage of the ignorance of that poor
family wasn’t a square deal. Uncle Terry lost his head and then lost
his temper. To stop him from making any such deal I out with my
story and showed those folks just where they stood. A little money
would start ’em, and I lent them that——”
“But your Uncle Terry?” asked Ned, curiously.
“Oh, he went off mad. I saw the squatters started right and then
made for home. I was some time getting there——”
“You cleaned yourself out helping the owners of the claim?” put in
Ned, shrewdly.
“Why—yes, I did. But that was nothing. I’d been broke before. I got
a job here and there to carry me along. But when I reached home
Uncle Terry had hiked out for Alaska and left a letter with a lawyer for
me. I was the one bad egg in the family,” and Garry laughed rather
ruefully, “so he said. He’d rather give his money to build a
rattlesnake home than to me. So that’s where we stand to-day. And
you see, White, I did not exactly prepare myself for any profession or
any business, depending as I was on Uncle Terry’s bounty.”
“Tough luck,” announced Ned White.
“It was very foolish on my part. No man should look forward to
another’s shoes. If I had gone ahead with the understanding that I
had my own row to hoe when I got through school, believe me, I
should have picked my line long before I left the university and
prepared accordingly.
“I figure that I’m set back several years. With this little bunch of
money your uncle is going to pay me for my old ranch I have got to
get into something that will begin to turn me a penny at once. Not so
easy to do, Mr. White.”
“But what about the folks you steered into the copper mine?”
asked Ned.
“Oh, they are making out fairly well. It was no great fortune, but a
good paying proposition and may keep going for years. Copper is
away up now, you know. They paid me back the loan long ago. But
poor old Uncle Terry—well, he is still sore, and I guess he will remain
so for the remainder of his natural. I’m sorry for him.”
“And not for yourself?” asked Ned, slyly.
“Why, I’d be glad if he’d back me in something. Developing my
ranch into wheat land, for instance. Money lies that way, I believe.
But it takes two or three years to get going and lots of money for
machinery. Can’t raise wheat out there in a small way. It means
tractors, and gangplows and all such things. Whew! no use thinking
of that now,” and Garry heaved a final sigh.
He had not asked Ned to keep the tale to himself; therefore, the
family knew the particulars of Garry Knapp’s trouble with his uncle in
a short time. It was the one thing needed to make Major Dale, at
least, desire to keep in touch with the young Westerner.
“I’m not surprised that he looks upon any understanding with
Dorothy in the way he does,” the major said to Aunt Winnie. “He is a
high-minded fellow—no doubt of it. And I believe he is no namby-
pamby. He will go far before he gets through. I’ll prophesy that.”
“But, my dear Major,” said his sister, with a rather tremulous smile,
“it may be years before such an honorable young man as Garry
Knapp will acquire a competence sufficient to encourage him to
come after our Dorothy.”
“Well—er——”
“And they need each other now,” went on Mrs. White, with
assurance, “while they are young and can get the good of youth and
of life itself. Not after their hearts are starved by long and impatient
waiting.”
“Oh, the young idiot!” growled the major, shaking his head.
Aunt Winnie laughed, although there was still a tremor in her
voice. “You call him high-minded and an idiot——”
“He is both,” growled Major Dale. “Perhaps, to be cynical, one
might say that in this day and generation the two attributes go
together! I—I wish I knew the way out.”
“So do I,” sighed Mrs. White. “For Dorothy’s sake,” she added.
“For both their sakes,” said the major. “For, believe me, this young
man isn’t having a very good time, either.”
Tavia wished she might “cut the Gordian knot,” as she expressed
it. Ned would have gladly shown Garry a way out of the difficulty. And
Dorothy Dale could do nothing!
“What helpless folk we girls are, after all,” she confessed to Tavia.
“I thought I was being so bold, so brave, in getting Garry to come
East. I believed I had solved the problem through father’s aid. And
look at it now! No farther toward what I want than before.”
“Garry Knapp is a—a chump!” exclaimed Tavia, with some heat.
“But a very lovable chump,” added Dorothy, smiling patiently. “Oh,
dear! It must be his decision, not mine, after all. I tell you, even the
most modern of girls are helpless in the end. The man decides.”
Nat came back to North Birchland in haste. It needed only a word
—even from his brother—to bring him. Perhaps he would have met
Tavia as though no misunderstanding had arisen between them had
she been willing to ignore their difficulty.
But when he kissed Dorothy and his mother, and turned to Tavia,
she put out her hand and looked Nat sternly in the eye. He knew
better than to make a joke of his welcome home with her. She had
raised the barrier herself and she meant to keep it up.
“The next time you kiss me it must be in solemn earnest.”
She had said that to Nat and she proposed to abide by it. The old,
cordial, happy-go-lucky comradeship could never be renewed. Nat
realized that suddenly and dropped his head as he went indoors with
his bag.
He had returned almost too late to meet Garry Knapp after all. The
Westerner laughingly protested that he had loafed long enough. He
had to run down to New York for a day or so to attend to some
business for Bob Douglas and then must start West.
“Come back here before you really start for the ‘wild and woolly,’”
begged Ned. “We’ll get up a real house party——”
“Tempt me not!” cried Garry, with hand raised. “It is hard enough
for me to pull my freight now. If I came again I’d only have to—well! it
would be harder, that’s all,” and his usually hopeful face was
overcast.
“Remember you leave friends here, my boy,” said the major, when
he saw the young man alone the evening before his departure.
“You’ll find no friends anywhere who will be more interested in your
success than these at The Cedars.”
“I believe you, Major. I wish I could show my appreciation of your
kindness in a greater degree by accepting your offer to help me. But
I can’t do it. It wouldn’t be right.”
“No. From your standpoint, I suppose it wouldn’t,” admitted the
major, with a sigh. “But at least you’ll correspond——”
“Ned and I are going to write each other frequently—we’ve got
quite chummy, you know,” and Garry laughed. “You shall all hear of
me. And thank you a thousand times for your interest Major Dale!”
“But my interest hasn’t accomplished what I wanted it to
accomplish,” muttered the old gentleman, as Garry turned away.
Dorothy showed a brave face when the time came for Garry’s
departure. She did not make an occasion for seeing him alone, as
she might easily have done. Somehow she felt bound in honor—in
Garry’s honor—not to try to break down his decision. She knew he
understood her; and she understood Garry. Why make the parting
harder by any talk about it?
But Tavia’s observation as Garry was whirled away by Ned in the
car for the railway station, sounded like a knell in Dorothy Dale’s
ears.
“It’s all off!” remarked Tavia.
CHAPTER XXVIII
THE CASTAWAYS
Drifts covered the fences and fitted every evergreen about The
Cedars with a white cap. The snow had come quite unexpectedly
and in the arms of a blizzard.
For two days and nights the storm had raged all over the East.
Wires were down and many railroad trains were blocked. New York
City was reported snowbound.
“I bet old Garry is holed up in the hotel there all right,” said Ned.
“He’d never have got away before the storm.”
Dorothy hoped Garry had not started for the West and had
become snowbound in some train; but she said nothing about it.
It took two full days for the roads to be broken around North
Birchland. And then, of course, to use an automobile was quite
impossible.
The Dale boys were naturally delighted, for there was no school
for several days and snow-caves, snowmen and snow monuments
of all kind were constructed all over the White lawns.
Nor were Joe and Roger alone in these out-of-door activities. The
girls, as well as Ned and Nat, lent their assistance, and Tavia proved
to be a fine snow sculptor.
“Always was. Believe I might learn to work putty and finally
become a great sculptor,” she declared. “At Glenwood they said I
had a talent for composition.”
“What kind of figure do you prefer to sculp, Tavia?” asked Ned,
with curiosity.
“Oh, I think I should just love a job in an ice-cream factory, turning
out works of art for parties and banquets. Or making little figures on
New Year’s and birthday cakes. And then—think of all the nice
‘eats’!”
“Oh! I’d like to do that,” breathed Roger, with round eyes.
“Now, see,” laughed Dorothy, “you have started Roger, perhaps, in
a career. He does love ice-cream and cake.”
At least the joke started something else if it did not point Roger on
the road to fame as an “ice-cream sculptor.” The boy was
inordinately fond of goodies and Tavia promised him a treat just as
soon as ever she could get into town.
A few days before Tavia had been the recipient of a sum of money
from home. When he had any money himself Mr. Travers never
forgot his pretty daughter’s need. He was doing very well in business
now, as well as holding a political position that paid a good salary.
This money she had received was of course burning a hole in Tavia’s
pocket. She must needs get into town as soon as the roads were
passable, to buy goodies as her contract with Roger called for.
The horses had not been out of the stable for a week and the
coachman admitted they needed exercise. So he was to drive Tavia
to town directly after breakfast. It was washday, however, and
something had happened to the furnace in the laundry. The
coachman was general handy man about the White premises, and
he was called upon to fix the furnace just as Tavia—and the horses
—were ready.
“But who’ll drive me?” asked Tavia, looking askance at the spirited
span that the boy from the stables was holding. “Goodness! aren’t
they full of ginger?”
“Better wait till afternoon,” advised Dorothy.
“But they are all ready, and so am I. Besides,” said Tavia with a
glance at Roger’s doleful face, “somebody smells disappointment.”
Roger understood and said, trying to speak gruffly:
“Oh, I don’t mind.”
“No. I see you don’t,” Tavia returned dryly, and just then Nat
appeared on the porch in bearskin and driving gloves.
“Get in, Tavia, if you want to go. The horses need the work,
anyway; and the coachman may be all day at that furnace.”
“Oh—I—ah——” began Tavia. Then she closed her lips and
marched down the steps and got into the cutter. Whatever her
feeling about the matter, she was not going to attract everybody’s
attention by backing out.
Nat tucked the robes around her and got in himself. Then he
gathered up the reins, the boy sprang out of the way, and they were
off.
With the runners of the light sleigh humming at their heels the
horses gathered speed each moment. Nat hung on to the reins and
the roses began to blow in Tavia’s cheeks and the fire of excitement
burn in her eyes.
How she loved to travel fast! And in riding beside Nat the pleasure
of speed for her was always doubled. Whether it was in the
automobile, or behind the galloping blacks, as now, to speed along
the highways by Nat’s side was a delight.
The snow was packed just right for sleighing and the wildly excited
span tore into town at racing speed. Indeed, so excited were the
horses that Nat thought it better not to stop anywhere until the
creatures had got over their first desire to run.
So they swept through the town and out upon the road to The
Beeches.
“Don’t mind, do you?” Nat stammered, casting a quick, sidelong
glance at Tavia.
“Oh, Nat! it’s wonderful!” she gasped, but looked straight ahead.
“Good little sport—the best ever!” groaned Nat; but perhaps she
did not hear the compliment thus wrested from him.
He turned into the upper road for The Beeches, believing it would
be more traveled than the other highway. In this, however, he was
proved mistaken in a very few minutes. The road breakers had not
been far on this highway, so the blacks were soon floundering
through the drifts and were rapidly brought down to a sensible pace.
“Say! this is altogether too rough,” Nat declared. “It’s no fun being
tossed about like beans in a sack. I’d better turn ’em around.”
“You’ll tip us over, Nat,” objected Tavia.
“Likely to,” admitted the young man. “So we’d better both hop out
while I perform the necessary operation.”
“Maybe they will get away from you,” she cried with some fear. “Be
careful.”
“Watch your Uncle Nat,” he returned lightly. “I’ll not let them get
away.”
Tavia was the last person to be cautious; so she hopped out into
the snow on her side of the sleigh while Nat alighted on the other. A
sharp pull on the bits and the blacks were plunging in the drift to one
side of the half beaten track. Tavia stepped well back out of the way.
The horses breasted the deep snow, snorting and tossing their
heads. Their spirits were not quenched even after this long and hard
dash from The Cedars.
The sleigh did go over on its side; but Nat righted it quickly. This,
however, necessitated his letting go of the reins with one hand.
The next moment the sleigh came with a terrific shock into
collision with an obstruction. It was a log beside the road, completely
hidden in the snow.
Frightened, the horses plunged and kicked. The doubletree
snapped and the reins were jerked from Nat’s grasp. The horses
leaped ahead, squealing and plunging, tearing the harness
completely from their backs. The sleigh remained wedged behind the
log; but the animals were freed and tore away along the road, back
toward North Birchland.
Tavia had made no outcry; but now, in the midst of the snow cloud
that had been kicked up, she saw that Nat was floundering in the
drift.
“Oh, Nat! are you hurt?” she moaned, and ran to him.
But he was already gingerly getting upon his feet. He had lost his
cap, and the neck of his coat, where the big collar flared away, was
packed with snow.
“Badly hurt—in my dignity,” he growled. “Oh gee, Tavia! Come and
scoop some of this snow out of my neck.”
She giggled at that. She could not help it, for he looked really
funny. Nevertheless she lent him some practical aid, and after he
had shaken himself out of the loose snow and found his cap, he
could grin himself at the situation.
“We’re castaway in the snow, just the same, old girl,” he said.
“What’ll we do—start back and go through North Birchland, the
beheld of all beholders, or take the crossroad back to The Cedars—
and so save a couple of miles?”
“Oh, let’s go home the quickest way,” she said. “I—I don’t want to
be the laughing stock for the whole town.”
“My fault, Tavia. I’m sorry,” he said ruefully.
“No more your fault than it was mine,” she said loyally.
“Oh, yes it was,” he groaned, looking at her seriously. “And it
always is my fault.”
“What is always your fault?” she asked him but tremulously and
stepping back a little.
“Our scraps, Tavia. Our big scrap. I know I ought not to have
questioned you about that old letter. Oh, hang it, Tavia! don’t you see
just how sorry and ashamed I am?” he cried boyishly, putting out
both gloved hands to her.
“I—I know this isn’t just the way to tell you—or the place. But my
heart just aches because of that scrap, Tavia. I don’t care how many
letters you have from other people. I know there’s nothing out of the
way in them. I was just jealous—and—and mean——”
“Anybody tell you why Lance Petterby was writing to me?” put in
Tavia sternly.
“No. Of course not. Hang Lance Petterby, anyway——”
“Oh, that would be too bad. His wife would feel dreadfully if Lance
were hung.”
“What!”
“I knew you were still jealous of poor Lance,” Tavia shot in,
wagging her head. “And that word proves it.”
“I don’t care. I said what I meant before I knew he was married. Is
he?” gasped Nat.
“Very much so. They’ve got a baby girl and I’m its godmother.
Octavia Susan Petterby.”
“Tavia!” Nat whispered still holding out his hands. “Do—do you
forgive me?”
“Now! is this a time or a place to talk things over?” she demanded
apparently inclined to keep up the wall. “We are castaway in the
snow. Bo-o-ooh! we’re likely to freeze here——”
“I don’t care if I do freeze,” he declared recklessly. “You’ve got to
answer me here and now, Tavia.”
“Have I?” with a toss of her head. “Who are you to command me,
I’d like to know?” Then with sudden seriousness and a flood of
crimson in her face that fairly glorified Tavia Travers: “How about that
request I told you your mother must make, Nat? I meant it.”
“See here! See here!” cried the young man, tearing off his gloves
and dashing them into the snow while he struggled to open his
bearskin coat and then the coat beneath.
From an inner pocket he drew forth a letter and opened it so she
could read.
“See!” Nat cried. “It’s from mother. She wrote it to me while I was
in Boston—before old Ned’s telegram came. See what she says
here—second paragraph, Tavia.”
The girl read the words with a little intake of her breath:
“And, my dear boy, I know that you have quarreled in

some way and for some reason with our pretty, impetuous
Tavia. Do not risk your own happiness and hers,
Nathaniel, through any stubbornness. Tavia is worth
breaking one’s pride for. She is the girl I hope to see you
marry—nobody else in this wide world could so satisfy me
as your wife.”
That was as far as Tavia could read, for her eyes were misty. She
hung her head like a child and whispered, as Nat approached:
“Oh, Nat! Nat! how I doubted her! She is so good!”
He put his arms about her, and she snuggled up against the
bearskin coat.
“Say! how about me?” he demanded huskily. “Now that the Widder
White has asked you to be her daughter-in-law, don’t I come into the
picture at all?”
Tavia raised her head, looked at him searchingly, and suddenly
laid her lips against his eager ones.
“You’re—you’re the whole picture for me, Nat!” she breathed.
CHAPTER XXIX
SOMETHING AMAZING
Now that Garry Knapp had left The Cedars—had passed out of
her life forever perhaps—Dorothy Dale found herself in a much
disturbed state of mind. She did not wish to sit and think over her
situation. If she did she knew she would break down.
She was tempted—oh! sorely tempted—to write Garry Knapp all
that was in her heart. Her cheeks burned when she thought of doing
such a thing; yet, after all, she was fighting for happiness and as she
saw it receding from her she grew desperate.
But Dorothy Dale had gone as far as she could. She had done her
best to bring the man she loved into line with her own thought. She
had the satisfaction of believing he felt toward her as she did toward
him. But there matters stood; she could do no more. She did not let
her mind dwell upon this state of affairs; she could not and retain that
calm expected of Dorothy Dale by the rest of the family at The
Cedars. It is what is expected of us that we accomplish, after all. She
had never been in the habit of giving away to her feelings, even as a
schoolgirl. Much more was expected of her now.
The older people about her were, of course, sympathetic. She
would have been glad to get away from them for that very reason.
Whenever Tavia looked at her Dorothy saw commiseration in her
eyes. So, too, with Aunt Winnie and the major. Dorothy turned with
relief to her brothers who had not much thought for anything but fun
and frolic.
Joe and Roger had quite fallen in love with Garry Knapp and
talked a good deal about him. But their talk was innocent enough
and was not aimed at her. They had not discovered—as they had
regarding Jennie Hapgood and Ned—that their big sister was in the
toils of this strange new disease that seemed to have smitten the
young folk at The Cedars.

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Essentials of Life Span Development

5th Edition Santrock Solutions Manual

Santrock’s Essentials of Life-Span Development, 5e

Chapter 8: Socioemotional Development in Middle and Late

Learning Objective 2: Describe developmental changes in parent-child relationships, parents as

Learning Objective 4: Characterize aspects of schooling in children’s development in middle and

Santrock: Essentials of Life-Span Development, 5e IM-8 | 1

Families Learning Objective 2: Describe developmental

Peers Learning Objective 3: Identify changes in peer

Review Classroom Activity 5: Critical-Thinking

Santrock: Essentials of Life-Span Development, 5e IM-8 | 2

Classroom Activity 6: Critical-Thinking Essay

A Selection of Resources Available in Connect

Title Activity Type Page # Learning Objective

Milestones: Emotional Milestones 226 8.1: Discuss emotional and personality

Milestones: Understanding Milestones 226 8.1: Discuss emotional and personality

Milestones: Moral Milestones 228 8.1: Discuss emotional and personality

Milestones: Empathy Milestones 227 8.1: Discuss emotional and personality

Relationships with Parents at Video 237 8.2: Describe developmental changes in

Santrock: Essentials of Life-Span Development, 5e IM-8 | 3

Developmental Changes in Video 241 8.3: Identify changes in peer

Santrock: Essentials of Life-Span Development, 5e IM-8 | 4

Santrock: Essentials of Life-Span Development, 5e IM-8 | 5

Santrock: Essentials of Life-Span Development, 5e IM-8 | 6

Lecture Suggestion 2: Aggression

Santrock: Essentials of Life-Span Development, 5e IM-8 | 7

Lecture Suggestion 3: Bullying: A Serious Problem

Santrock: Essentials of Life-Span Development, 5e IM-8 | 8

Santrock: Essentials of Life-Span Development, 5e IM-8 | 9

Daniel Pink’s TED talk http://www.ted.com/talks/dan_pink_on_motivation

Lecture Suggestion 5: The Effects of Peer Rejection

Santrock: Essentials of Life-Span Development, 5e IM-8 | 10

Lecture Suggestion 6: Academic Success and Cultural Influences on Peer Groups

Santrock: Essentials of Life-Span Development, 5e IM-8 | 11

Santrock: Essentials of Life-Span Development, 5e IM-8 | 12

Classroom Activity 2: Common Parenting Situations

Based on information in:

Classroom Activity 3: Rights of Grandparents

Santrock: Essentials of Life-Span Development, 5e IM-8 | 13

Classroom Activity 4: Intervention for Aggressive Children

Santrock: Essentials of Life-Span Development, 5e IM-8 | 14

Classroom Activity 5: Critical-Thinking Multiple-Choice Questions and Suggested Answers

Discuss the critical-thinking multiple-choice questions in Handout 4.

Santrock: Essentials of Life-Span Development, 5e IM-8 | 15

Santrock: Essentials of Life-Span Development, 5e IM-8 | 16

Personal Application 2: Role Model

Santrock: Essentials of Life-Span Development, 5e IM-8 | 17

Personal Application 3: Best Buddies

Santrock: Essentials of Life-Span Development, 5e IM-8 | 18

Research Project Ideas

Research Project 2: Gender/Sex Roles, Gender/Sex Differences, and Television

Santrock: Essentials of Life-Span Development, 5e IM-8 | 19

Research Project 3: After-School Care

Santrock: Essentials of Life-Span Development, 5e IM-8 | 20

Research Project 4: An Interview with Teachers on Bullying

Santrock: Essentials of Life-Span Development, 5e IM-8 | 21

Now and Then (1995)

Stand and Deliver (1988)

Santrock: Essentials of Life-Span Development, 5e IM-8 | 22

Emotions and Parenting

Moral Development and Education

Santrock: Essentials of Life-Span Development, 5e IM-8 | 23

“Shoot the Other Person Down”