Tâm lý học - Chapter 10: Socioemotional development in middle and late childhood

© 2011 The McGraw-Hill Companies, Inc. All rights reservedChapter 10: Socioemotional Development in Middle and Late ChildhoodLife-Span DevelopmentThirteenth Edition1The SelfThe Development of Self UnderstandingDuring middle and late childhood:Defining one’s “self” shifts to using internal characteristics or personality traits.Children recognize social aspects of the selfSocial comparison increasesEmotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reserved2The SelfUnderstanding OthersChildren show an increase in perspective taking – the ability to assume other people’s perspectives and understand their thoughts and feelingsChildren become increasingly skeptical of others’ claims© 2011 The McGraw-Hill Companies, Inc. All rights reservedEmotional and Personality Development3The SelfSelf-Esteem and Self-ConceptSelf-esteem: global evaluations of the selfSelf-concept: domain-specific evaluations of the selfChildren with high self-esteemDo not necessarily perform better in schoolHave greater initiative (can be positive or negative)Emotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reserved4The SelfFour Ways to Improve Self-Esteem Identify causes of low self-esteemProvide emotional support and social approvalHelp child achieveHelp child copeEmotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reserved5The SelfSelf-Efficacy: belief that one can master a situation and produce favorable outcomesIncreased capacity for self-regulationDeliberate efforts to manage one’s behavior, emotions, and thoughts, leading to increased social competence and achievement© 2011 The McGraw-Hill Companies, Inc. All rights reservedEmotional and Personality Development6The SelfIndustry vs. Inferiority (Erickson) Industry: children become interested in how things workInferiority: parents who see their children’s efforts as mischief may encourage inferiorityEmotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reserved7Emotional DevelopmentDevelopmental Changes Include:Improved emotional understandingIncreased understanding that more than one emotion can be experienced in a particular situationIncreased awareness of the events leading to emotional reactionsAbility to suppress or conceal negative emotional reactionsUse of self-initiated strategies for redirecting feelingsA capacity for genuine empathyEmotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reserved8Emotional DevelopmentCoping with Stress:Older children generate more coping alternatives to stressful situationsCoping with stressful events:By 10 years of age, most children are able to use cognitive strategies to cope with stressEmotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reserved9Moral DevelopmentLawrence Kohlberg’s Theory:Based on Piaget’s cognitive stagesProposed 3 levels and 6 universal states of moral developmentDeveloped stages based on interviews using moral dilemmasEmotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reserved10Emotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reservedKohlberg’s Moral Development11Moral DevelopmentInfluences on Kohlberg’s Stages:Cognitive developmentExperiences dealing with moral questions/conflictsPeer interaction and perspective taking are crucialEmotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reserved12Moral DevelopmentKohlberg’s CriticsMoral Thought and BehaviorToo much emphasis on thought, not enough emphasis on behaviorCulture an Moral ReasoningTheory is culturally biased© 2011 The McGraw-Hill Companies, Inc. All rights reservedEmotional and Personality Development13Moral DevelopmentKohlberg’s CriticsFamilies and Moral DevelopmentKohlberg underestimatedGender and the Care PerspectiveGilligan argues that Kohlberg’s theory is based on a male normSocial Conventional ReasoningInadequate distinction between moral reasoning and social conventional reasoning© 2011 The McGraw-Hill Companies, Inc. All rights reservedEmotional and Personality Development14Moral DevelopmentProsocial Behavior:Emphasized behavioral aspects of moral developmentMoral Personality:Three possible components:Moral identityMoral characterMoral exemplarsEmotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reserved15GenderGender Stereotypes – broad categories that reflect general impressions and beliefs about males and femalesGender Similarities and DifferencesPhysical developmentCognitive developmentSocioemotional developmentEmotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reserved16GenderGender Role ClassificationIndividuals can have both masculine and feminine traitsAndrogyny – presence of positive masculine and feminine traits in the same personAndrogynous individuals are more flexible, competent, and mentally healthyGender in ContextTraits people display may vary with the situationEmotional and Personality Development© 2011 The McGraw-Hill Companies, Inc. All rights reserved17Developmental Changes in Parent-Child RelationshipsParents spend less time with children during middle and late childhoodParents support and stimulate children’s academic achievementParents use less physical forms of punishment as children ageFamilies© 2011 The McGraw-Hill Companies, Inc. All rights reserved18Parents as ManagersParents manage children’s opportunities, monitor behavior, and initiate social contactImportant to maintain a structured and organized family environmentFamilies© 2011 The McGraw-Hill Companies, Inc. All rights reserved19StepfamiliesRemarriages involving children has grown steadily in recent yearsHalf of all children from a divorced family will have a step-parent within 4 yearsMore than 75% of adolescents in established stepfamilies describe their relationships with stepparents as “close” or “very close”Relationships usually better with custodial parents than with stepparentsFamilies© 2011 The McGraw-Hill Companies, Inc. All rights reserved20Developmental Changes:Reciprocity becomes increasingly important in peer interchanges during elementary schoolSize of peer group increasesPeer interaction is less closely supervised by adultsChildren’s preference for same-sex peer groups increasesPeers© 2011 The McGraw-Hill Companies, Inc. All rights reserved21Peer StatusPopular ChildrenAverage ChildrenNeglected ChildrenRejected ChildrenControversial ChildrenPeers© 2011 The McGraw-Hill Companies, Inc. All rights reserved22Social Cognition: thoughts about social mattersImportant for understanding peer relationships5 steps in processing social information (Dodge)Decode social cuesInterpretSearch for a responseSelect an optimal responseEnactPeers© 2011 The McGraw-Hill Companies, Inc. All rights reserved23BullyingVerbal or physical behavior intended to disturb someone less powerful70-80% of victims and bullies are in the same classroomBoys and younger middle school students are most likely to be affectedOutcomes of bullying:Depression, suicidal ideation, and attempted suicideMore health problemsPeers© 2011 The McGraw-Hill Companies, Inc. All rights reserved24Peers© 2011 The McGraw-Hill Companies, Inc. All rights reservedBullying25FriendsTypically characterized by similarityServe six functions:CompanionshipStimulationPhysical supportEgo supportSocial comparisonAffection and intimacyPeers© 2011 The McGraw-Hill Companies, Inc. All rights reserved26Contemporary Approaches to Student LearningConstructivist and Direct Instruction ApproachesConstructivist Approach: learner-centered approach that emphasizes the importance of individuals actively constructing their own knowledge and understandingDirect-Instruction Approach: structured, teacher-centered approachCharacterized by teacher direction and controlSchools© 2011 The McGraw-Hill Companies, Inc. All rights reserved27Contemporary Approaches to Student LearningAccountabilityNo Child Left Behind Legislation (NCLB) (2002)Statewide standardized testingSchools© 2011 The McGraw-Hill Companies, Inc. All rights reserved28Socioeconomic Status, Ethnicity, and CultureLow-income, ethnic minority students have more difficulties in schoolU.S. students have lower achievement in math and science than a number of other countriesThe Education of Students from Low-Income BackgroundsMinority and low-SES students face more barriers to learningSchools© 2011 The McGraw-Hill Companies, Inc. All rights reserved29Socioeconomic Status, Ethnicity, and CultureThe Education of Students from Low-Income BackgroundsMost low-SES area schools tend to have:Lower test scores, lower graduation rates, and lower college-attendance ratesYoung teachers with less experienceFewer resources© 2011 The McGraw-Hill Companies, Inc. All rights reservedSchools30Socioeconomic Status, Ethnicity, and CultureEthnicity in SchoolsAlmost one-third of all African American and Latino students attend schools in the 47 largest city school districts in the U.S., compared with only 5 percent of all White and 22 percent of all Asian-American studentsMany inner-city schools are still segregated, grossly underfunded, and do not provide adequate learning opportunitiesSchools© 2011 The McGraw-Hill Companies, Inc. All rights reserved31Socioeconomic Status, Ethnicity, and CultureCross-Cultural Comparisons of Achievement:The poor performance of American children in math and science is well publicizedAsian teachers spend more of their time teaching math than American teachersAsian students average 240 days a year compared to 178 in the U.S.American parents believe academic achievement is due to innate ability while Asian parents contribute achievement to effort and trainingSchools© 2011 The McGraw-Hill Companies, Inc. All rights reserved32Schools© 2011 The McGraw-Hill Companies, Inc. All rights reserved33