Download Chapter 10 PowerPoint

MIDDLE CHILDHOOD:
Emotional and social development
The Quest for SelfUnderstanding
Erickson
 Erikson’s
Stage of Industry Versus
Inferiority
 Self-Image: The overall view that children
have of themselves.
Self-Esteem
 Coopersmith:
Parental attitudes associated
with development of high self-esteem.
High self-esteem; accepting of children
Enforced clearly-defined limits
Respect for children’s rights and opinions
Self-Regulated Behaviors
 Emotionally
Disturbed (ED) children:
Cannot control their over-impulsive or
aggressive behaviors toward others.
Understanding Emotion
 Fear:
unpleasant emotion aroused by
impending danger, pain or misfortune.
 Phobia: excessive, persistent and
maladaptive fear response.
 Stress: process involving the recognition of
and response to a threat or danger.
Coping
 The
responses we make in order to master,
tolerate, or reduce stress
 Problem-focused
 Emotion-focused
Locus of control
 Our
perception of who or what is
responsible for the outcome of events and
behaviors in our lives.
 Trauma: any extremely stressful event that
affects a child’s emotional and
psychological well-being.
Continuing Family Influences
Mothers and Fathers
 Employed
Mothers
77% of all mothers work.
 Caregiving
Fathers
Sibling Relationships
 Average
of three children under age 18 in
household
 Stepsiblings, half-brothers, half-sisters,
adopted siblings, nonrelated “siblings”
Children of Divorce
 Wallerstein
and Kelly tasks for child:
Accept divorce
Get back to previous routine
Resolve the loss of the family
Resolve anger and self-blame; forgive
Accept permanence of divorce
Believe in relationships
Single-Parent Families
 Bray
and Heatherington:
 If children have a good relationship with the
single parent and income stress is not a
factor, they are inclined to be better adjusted
than if they remain in a two-parent home
that is a divided and hostile environment.
Stepfamilies
 75-80%
of divorced parents remarry.
 Reconstituted or blended families
Later Childhood: The
Broadening Social
Environment
The World of
Peer Relationships
 Peer
relationships assume a vital role in
children’s development.
Developmental Functions of
Peer Groups
 Arena
in which children can exercise
independence from adult control
 Experience relationships with equal footing
with others
 Position of children is not marginal
 Peer groups transmit informal knowledge.
Gender Cleavage
 The
tendency for boys to associate with
boys and girls with girls
 Children fashion coherent gender-based
identity.
 Maccoby - Factors for segregation:
Differing styles for interacting
Girls have difficulty influencing boys
Popularity, Social Acceptance
and Rejection
 Group:
two or more people who share a
feeling of unity and are bound together in
relatively stable patterns of social
interactions
Values
 Criteria
people use in deciding the relative
merit and desirability of things
 Sociogram: depicts patterns of choice
among members of a group.
Physical Attractiveness
 Culturally
defined
Behavioral characteristics
 Popular:
Successful
 Unpopular:
Social isolates
Introverted
Overbearing, aggressive
Social Maturity
 Increases
during early school years
Racial Awareness and
Prejudice
 Prejudice:
a system of negative
conceptions, feelings and action orientations
regarding the members of a particular
religious, racial, or nationality group
The World of School
Developmental Functions
 Teach
specific cognitive skills
 Share with family responsibility for
transmitting cultural goals and values
 Serve as “sorting and sifting” agency
selecting young people for upward social
mobility
Motivating Students
 Motivation:
the inner states and processes
that prompt, direct, and sustain activity.
 Intrinsic: undertaken for its own sake.
 Extrinsic: undertaken for some purpose
other that its own sake.
 Causality: factors that produce given
outcomes.
Social Class
 The
higher the social class:
Greater number of grades children complete
Greater participation in extracurricular
activities
Higher scores on achievement tests
 Lower
rates of failure, truancy, suspensions
and dropping out
Middle-Class Bias
 Middle-class
teachers, unaware of
prejudice, find lower socioeconomic status
students unacceptable
 Subcultural Differences
Different experiences and attitudes
 Educational
Self-Fulfilling Prophecies
Teacher expectation effects