Chapter 10 Santrock

Socioemotional
Development
in Middle and Late
Childhood
Chapter 10
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Chapter Outline
• Emotional and personality development
• Families
• Peers
• Schools
10 - 2
Emotional and Personality
Development
• The self
• Emotional development
• Moral development
• Gender
10 - 3
The Self
• The development of self understanding
– During middle and late childhood:
• Describe themselves in terms of psychological
characteristics and traits
• Children recognize social aspects of the self
• Social comparison increases
10 - 4
The Self
• Understanding others
– Perspective taking: Ability to assume other
people’s perspectives and understand their
thoughts and feelings
– Children become skeptical of others’ claims
10 - 5
The Self
• Self-esteem and self-concept
– Self-esteem: Global evaluations of the self
– Self-concept: Domain-specific evaluations of the
self
• Children with high self-esteem
– Do not necessarily perform better in school
– Have greater initiative (positive or negative)
10 - 6
The Self
• Self-efficacy: Belief that one can master a
situation and produce favorable outcomes
• Self-regulation
– Deliberate efforts to manage one’s behavior,
emotions, and thoughts:
• Leading to increased social competence and
achievement
10 - 7
The Self
• Industry versus inferiority
– Industry - Children become interested in how
things work
– Inferiority - Parents who see their children’s efforts
as mischief may encourage inferiority
10 - 8
Emotional Development
• Developmental changes
– Improved emotional understanding
– Increased understanding that more than one
emotion can be experienced in a particular
situation
– Increased awareness of the events leading to
emotional reactions
10 - 9
– Ability to suppress or conceal negative emotional
reactions
– Use of self-initiated strategies for redirecting
feelings
– Capacity for genuine empathy
10 - 10
• Coping with stress
– Older children generate more coping alternatives
to stressful situations
– Outcomes for children who experience disasters
• Acute stress reactions
• Depression
• Panic disorder
• Post-traumatic stress disorder
10 - 11
Figure 10.1 - Kohlberg’s Three Levels and
Six States of Moral Development
10 - 12
Moral Development
• Influences on Kohlberg’s stages
– Cognitive development
– Experiences dealing with moral questions/conflicts
– Peer interaction and perspective taking are crucial
10 - 13
Moral Development
• Kohlberg’s critics
– Moral thought and behavior
• Too much emphasis on thought, not enough emphasis
on behavior
– Culture and moral reasoning
• Theory is culturally biased
10 - 14
Emotional and Personality Development
– Kohlberg’s critics
• Families and moral development
– Kohlberg underestimated
• Gender and the care perspective
– Justice perspective: Focuses on the rights of the individual
and in which individuals independently make moral decisions
– Care perspective: Views people in terms of their
connectedness with others
» Emphasizes interpersonal communication, relationships
with others, and concern for others
10 - 15
– Domain theory: Moral, social conventional,
personal reasoning
• Domain theory of moral development: Different
domains of social knowledge and reasoning
– Moral, social conventional, and personal domains
• Social conventional reasoning: Focuses on
conventional rules that have been established by social
consensus to:
– Control behavior and maintain the social system
10 - 16
– Prosocial behavior
• Behavioral aspects of moral development
– Moral personality
• Three possible components
– Moral identity
– Moral character
– Moral exemplars
10 - 17
• Gender
– Gender stereotypes: Broad categories that reflect
general impressions and beliefs about males and
females
– Gender similarities and differences
• Physical development
• Cognitive development
• Socioemotional development
10 - 18
• Gender
– Gender role classification
• Androgyny: Presence of positive masculine and
feminine traits in the same person
• Androgynous individuals are more flexible, competent,
and mentally healthy
– Gender in context
• Traits people display may vary with the situation
10 - 19
Families
• Developmental changes in parent-child
relationships
– Parents spend less time with children during
middle and late childhood
– Parents support and stimulate children’s academic
achievement
– Parents use less physical forms of punishment as
children age
10 - 20
Families
• Parents as managers
– Parents manage children’s opportunities, monitor
behavior, and initiate social contact
– Important to maintain a structured and organized
family environment
10 - 21
Families
• Attachment
– More sophisticated
– Spend less time with parents
– Insecure attachment – associated with:
• Anxiety
• Depression
10 - 22
Families
• Stepfamilies
– Remarriages involving children has grown in
recent years
– Types of stepfamily structure
• Stepfather
• Stepmother
• Blended or complex
10 - 23
Peers
• Developmental changes
– Reciprocity becomes important in peer
interchanges
– Size of peer group increases
– Peer interaction is less closely supervised by adults
– Children’s preference for same-sex peer groups
10 - 24
Peers
• Peer status
– Popular children: Frequently nominated as a best
friend and are rarely disliked by their peers
– Average children: Receive an average number of
both positive and negative nominations from
peers
10 - 25
Peers
– Neglected children: Infrequently nominated as a
best friend but are not disliked by their peers
– Rejected children: Infrequently nominated as a
best friend and are actively disliked by their peers
– Controversial children: Frequently nominated
both as a best friend as being disliked by their
peers
10 - 26
Peers
• Social cognition - Thoughts about social
matters
– Important for understanding peer relationships
– 6 steps in processing social information
• Attend to social cues
• Attribute intent
• Generate goals
• Access behavioral scripts from memory
• Make decisions
• Enact behavior 10 - 27
Peers
• Bullying
– Verbal or physical behavior intended to disturb
someone less powerful
– Boys and younger middle school students are
most likely to be affected
– 70-80% of victims and bullies are in the same
classroom
– Outcomes of bullying
• Depression, suicidal ideation, and attempted suicide
10 - 28
Figure 10.5 - Bullying Behaviors among
U.S. Youth
10 - 29
Peers
• Friends
– Typically characterized by similarity
– Serve six functions
• Companionship
• Stimulation
• Physical support
• Ego support
• Social comparison
• Affection and intimacy
10 - 30
Schools
• Contemporary approaches to student learning
– Constructivist and direct instruction approaches
• Constructivist approach: Learner-centered approach
that emphasizes:
– Importance of individuals actively constructing their own
knowledge and understanding
– Direct-instruction approach: Structured, teacher-
centered approach
• Characterized by teacher direction and control
10 - 31
Schools
• Contemporary approaches to student learning
– Accountability
• No Child Left Behind (NCLB) legislation
• Statewide standardized testing
10 - 32
Schools
• Socioeconomic status, ethnicity, and culture
– Low-income, ethnic minority students have more
difficulties in school
– U.S. students have lower achievement in math and
science than a number of other countries
10 - 33
Schools
– The education of students from low-income
backgrounds
• Face more barriers to learning
• Most low-SES area schools tend to have:
– Lower test scores, lower graduation rates, and lower college-
attendance rates
– Young teachers with less experience
– Fewer resources
10 - 34
Schools
– Ethnicity in schools
• Strategies for improving relationships among ethnically
diverse students
– Turn the class into a jigsaw classroom
– Encourage students to have positive personal contact with
diverse other students
– Reduce bias
– View the school and community as a team
– Be a competent cultural mediator
10 - 35
Schools
– Cross-cultural comparisons of achievement
• Poor performance of American children in math and
science is well publicized
• Asian teachers spend more of their time teaching math
than American teachers
– Mindset: Cognitive view individuals develop for
themselves
• Fixed mindset
• Growth mindset
10 - 36
Figure 10.6 - Mothers’ Beliefs About the Factors
Responsible for Children’s Math Achievement in Three
Countries
10 - 37

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Socioemotional

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