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Social Development in Middle Childhood. Erin Sherlock & Mayu Moriyasu. Social Influence on Self-Concept and Self-Esteem. During middle childhood, self-concepts include: Personality traits Competency - PowerPoint PPT Presentation
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Social Development in Middle Childhood
Erin Sherlock & Mayu Moriyasu
Social Influence on Self-Concept and Self-Esteem
During middle childhood, self-concepts include:
Personality traits
Competency
Social comparison: judging their own appearance, abilities, and behavior in relation to those of others
Achievement-related Attributions
Attribution: common everyday explanations of the causes of behavior
Mastery-oriented attribution: credit success to abilities and failure to lack of effort. Believe they can improve by trying harder.
Learned Helplessness: believe success is due to external factors (luck). Believe they can’t improve by trying hard.
Influences on achievement-related attributions
Parents and teachers play a role to encourage mastery- oriented attributions.
Cultural Influences
Cultural values and beliefs, social system
Understanding Others: Perspective Taking
Perspective taking: capacity to imagine what other people are thinking and feeling
Selman’s stages of perspective taking
Level 1 Ages 4-9 Social-informational perspective taking
Level 2 Ages 7-12 Self-reflective perspective taking
Level 3 Age 10-15 Third party perspective taking
Social Influence on Moral Development
Learning about justice through sharing
Distributive justice: beliefs about how to divide material good fairly
Children’s basis of reasoning
1. Strict equality (5-6 years)
2. Merit (6-7 years)
3. Equity and benevolence (8-9 years)
Social Influence on Moral Development
Moral and social-conventional understanding
Prosocial and antisocial intentions
Moral rules and social conventions
People’s intentions and the context of their actions
Children’s realization in people’s knowledge differences
Social Influence on Moral Development
Understanding individual rights
Culture and moral understanding
Understanding diversity and inequality
In-group favouritism
Out-group prejudice
Out-group favouritsm
The level of racial and ethnic biases is influenced by:
1. Fixed view of personality traits
2. Overly high self-esteem
3. A social world in which people are sorted into group
Peer Relations
Peer groups
Friendship
Peer acceptance
4 general categories of peer acceptance
1. Popular (prosocial, antisocial)
2. Rejected (aggressive, withdrawn)
3. Controversial
4. Neglected
Gender Typing
Gender-stereotyped belief
Gender identity and behavior
Peers, gender typing, and culture
Sibling Influence Rivalry
Companionship
Resolve conflict
Emotional support and assistance in difficult tasks
Resiliency
Resilience: capacity to overcome adversity
Factors to promote resilience
Children’s personal characteristics
Family life including parenting style
Social support at school and in the community
Building Blocks of Resiliency
True or False Questions!
1.Cultural forces have no impact on self-esteem.
FALSE
Strong emphasis on social comparison in school explains why Chinese, Japanese and Korean children score lower in self-esteem than NA children. Asian culture values modesty and social harmony, children less often call on social comparisons to promote own self-esteem.
True or False Questions!
2. Between ages 4-9 children can “step into another person’s shoes.”
FALSE
Ages 7-12
True or False Questions!
3. Peer groups organize on the basis of proximity (same classroom) and similarity in sex, ethnicity, academic achievement, popularity and
aggression.
TRUE
True or False Questions!
4. School aged children of both sexes are aware that society attaches greater prestige to “masculine” characteristics and they rate “masculine”
occupations as having higher status than “feminine” occupations.
TRUE
True or False Questions!
5. An older sibling’s academic and social competence tends to lead to poor academic achievement and negative peer relations in younger peer
relations.
FALSE
When siblings feel affection for one another, the older sibling’s academic and social competence tends to “rub off on” younger siblings fostering
higher achievement and more positive peer relations.
True or False Questions!
6. Children are born with resilient characteristics and their resilience increases through negative social interactions and peer relations
FALSE
Resilience is not pre-existing attribute. It develops through childhood experiences.
Children’s personal characteristics, a warm family life that includes authoritative parenting and social support at school and in community are
related to resilience in the face of stress.