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Feldman Child Development, 3/e©2004 Prentice Hall
Social and Personality Development in Middle Childhood
Feldman Child Development, 3/e©2004 Prentice Hall
Psychosocial (Erikson) Development in Middle Childhood
Industry vs. Inferiority stage – period from ages 6 to 12 characterized by a focus on efforts to attain competence in meeting the challenges presented by parents, peers, school, and the complexities
of the world
Feldman Child Development, 3/e©2004 Prentice Hall
Industry vs. Inferiority• Children really begin to learn and play by rules• Concern for how things work, how things are
made, and what things actually do• Children who are encouraged to make things, do
things or build things will develop a sense of industry
Feldman Child Development, 3/e©2004 Prentice Hall
Erikson cont’dParents who see their child as mischievous or
as messy will help the child develop a sense of inferiority
School plays a critical role during this period-friends and teachers play an integral role in development
It is in this stage that lifelong academic failure can begin
Feldman Child Development, 3/e©2004 Prentice Hall
Social Comparison
• When children begin to
compare themselves to
others their age
sports
academics
physical attributes
Feldman Child Development, 3/e©2004 Prentice Hall
– Downward social comparison – makes child feel better to compare themselves to those who are less able (although children with a negative cognition about the world may set impossible standards)
Feldman Child Development, 3/e©2004 Prentice Hall
Social comparison and self-esteem
• Which student do you think will have higher self-esteem – higher achieving students or lower achieving students?
Feldman Child Development, 3/e©2004 Prentice Hall
Understanding the Self
• As children become older, they view themselves in terms of psychological attributes in addition to their physical attributes
• Children’s self-concept becomes divided into personal and academic spheres
Feldman Child Development, 3/e©2004 Prentice Hall
Looking Inward: Development of the Self
Feldman Child Development, 3/e©2004 Prentice Hall
• Self-Esteem – an individual’s overall and specific positive and negative self-evaluation
• Self-esteem drops around 12 and picks up again in late teens (puberty? Hypothetical thinking? High school transition?)
• If self-esteem is low in middle childhood, the result can be a cycle of failure
Feldman Child Development, 3/e©2004 Prentice Hall
A Cycle of Low Self-Esteem
Feldman Child Development, 3/e©2004 Prentice Hall
Success Cycle
Feldman Child Development, 3/e©2004 Prentice Hall
Freud’s Theory of Psychosexual Development
• Latent Stage –– At this point in time, Freud
believed that sexual desires would be sublimated and would reemerge in the teenage years
– Child is identifying with same sex parent
– Love for opposite sex parent is repressed
Feldman Child Development, 3/e©2004 Prentice Hall
Kohlberg’s Stages of Moral Reasoning
• Level 1 – Preconventional Stage – child’s moral reasoning is based on external authority – Stage 1 – Punishment
orientation – based on being or not being punished (ages 1 to 5)
– Stage 2 – Naïve Reward Orientation – based on receiving or not receiving a reward (age 5 to 10)
Feldman Child Development, 3/e©2004 Prentice Hall
• Level 2 – Conventional Level – child sees rules as necessary for maintaining order.
– Stage 3 – Good boy/good girl-seeks approval and avoids disapproval from others (8 to 12 years old)
– Stage 4 – Authority Orientation – morals based on society’s rules which should be obeyed. Rules are very rigid (around 10 to 14 years old)
Feldman Child Development, 3/e©2004 Prentice Hall
Gilligan – Moral Development• Looked at
moral development of girls-
• Felt that
Kohlberg
viewed
the same ways as boys
Does things thatshe likes
Realizes that all should have funDoes things that others like
Feldman Child Development, 3/e©2004 Prentice Hall
Friendship in Middle Childhood• Stage 1 – Basing friendship on others’ behavior
– 4 to 7 years old
• Stage 2 – Basing friendship on trust – 8 to 10 years old
• Stage 3 – Basing friendship on psychological closeness – 11 to 15 years old
Feldman Child Development, 3/e©2004 Prentice Hall
What Makes A Child Popular?
• Status- the relative position of a person ascribed by other members of a group
• Social competence – the social skills that allow children to understand others’ cues and emotions
• Social problem solving – the use of strategies for solving social conflicts that appease everyone in the group
Feldman Child Development, 3/e©2004 Prentice Hall
Bullying
• Bullying victims are often passive, cry easily, and lack social skills.
• Bullies often come from abusive homes, watch more violent TV, misbehave more at home and school, and they often lie their way out of things.
Feldman Child Development, 3/e©2004 Prentice Hall
Psychology of the bully• They have a strong need to dominate and subdue
other students and to get their own way • Are impulsive and are easily angered • Are often defiant and aggressive toward adults,
including parents and teachers • Show little empathy toward students who are
victimized
Feldman Child Development, 3/e©2004 Prentice Hall
Psychology of victims• The typical passive or submissive victims,
generally have some of the following characteristics:
• Are cautious, sensitive, quiet, withdrawn and shy
• Are often anxious, insecure, unhappy and have low self-esteem
• Are depressed and engage in suicidal ideation much more often than their peers
• Often do not have a single good friend and relate better to adults than to peers
• If they are boys, they may be physically weaker than their peers
Feldman Child Development, 3/e©2004 Prentice Hall
Family Life During Childhood• Co-regulation – joint control of children’s
behavior exercised by the parents and the children themselves-beginning of a ‘mind of their own’
• Children spend significantly less time with their parents during middle childhood.
• Children with both parents working fare quite well. As long as parents are loving and sensitive to their children’s needs, the children can be well adjusted.
Feldman Child Development, 3/e©2004 Prentice Hall
How Children Spend Time
Feldman Child Development, 3/e©2004 Prentice Hall
DivorceBoth children and parents may show psychological
maladjustment for 6 months to a few years following divorce. Children may experience anxiety, depression, sleep disturbances, or phobias. By the age of 10, children feel the pressure to choose sides and experience some divided loyalty. In some cases, the divorce produces a more positive effect since the children are no longer subject to the high conflict that existed in the intact relationship.
Feldman Child Development, 3/e©2004 Prentice Hall
Single Mothers
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