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Socioemotional Development

in Middle and Late Childhood

Chapter 10

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Chapter Outline

• Emotional and personality development• Families• Peers• Schools


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Emotional and Personality Development

• The self• Emotional development• Moral development• Gender


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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


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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


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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)


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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


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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


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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


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– Ability to suppress or conceal negative emotional reactions

– Use of self-initiated strategies for redirecting feelings

– Capacity for genuine empathy


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• 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


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Figure 10.1 - Kohlberg’s Three Levels and Six States of Moral Development


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Moral Development

• Influences on Kohlberg’s stages– Cognitive development– Experiences dealing with moral questions/conflicts– Peer interaction and perspective taking are crucial


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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


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• Moral 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


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• Moral development– 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


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• Moral development– Prosocial behavior• Behavioral aspects of moral development

– Moral personality• Three possible components

– Moral identity– Moral character– Moral exemplars


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• 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


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• 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


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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


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Families

• Parents as managers– Parents manage children’s opportunities, monitor

behavior, and initiate social contact– Important to maintain a structured and organized

family environment


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Families

• Attachment– More sophisticated– Spend less time with parents– Insecure attachment – associated with:• Anxiety• Depression


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Families

• Stepfamilies– Remarriages involving children has grown in

recent years– Types of stepfamily structure• Stepfather• Stepmother• Blended or complex


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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


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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


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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


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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


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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


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Figure 10.5 - Bullying Behaviors among U.S. Youth


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Peers

• Friends– Typically characterized by similarity– Serve six functions• Companionship• Stimulation• Physical support• Ego support• Social comparison• Affection and intimacy


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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


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Schools

• Contemporary approaches to student learning– Accountability• No Child Left Behind (NCLB) legislation• Statewide standardized testing


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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


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Schools

• Socioeconomic status, ethnicity, and culture– 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


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Schools

• Socioeconomic status, ethnicity, and culture– 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


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Schools

• Socioeconomic status, ethnicity, and culture– 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


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Figure 10.6 - Mothers’ Beliefs About the Factors Responsible for Children’s Math Achievement in Three

Countries
