Human Development and the Family Chapter 12 PDF

Human Development and the Family Chapter 12 Social and Emotional Development in Middle Childhood  Chapter Outline Theories about Social and Emotional Development in Middle Childhood Self Development Emotional...

Human Development and the Family Chapter 12 Social and Emotional Development in Middle Childhood  Chapter Outline Theories about Social and Emotional Development in Middle Childhood Self Development Emotional Development Gender Development Families and Peers Moral Development  Peer Victimization Three Types Bully Victim Aggressive Bully- victim victim Passive victim 3  Peer Victimization Bully: acting aggressively toward their peers but are rarely attacked in return Victim – Aggressive victim: provoking their peers and respond to threats or attacks with reactive aggression – Passive victim: submitting to aggressors’ demands Bully-victims 4  Peer Victimization In one national survey of 1181 5th and 6th graders in Korea, – 190(16.1%) said that they had experienced occasional or frequent involvement as a victim – 137(11.9%) as bully  What are Outcomes? Victims of bullies – A much higher incidence of headaches, sleeping problems, abdominal pain, tiredness, and depression Bully-victims – Most troubled group, displaying the highest level of conduct, school, and relationship problems  Friends Children’s friendships are typically characterized by similarity Six functions of friendship – Companionship – Stimulation Developmental advantages occur when – Physical support children have socially – Ego support skilled and supportive – Social comparison friends – Affection and intimacy  Moral Development  Moral Development Piaget’s view of moral development Heteronomous morality (4-7) Justice and rules are unchangeable properties of the world Behavior is judged based on its consequences only If a rule is broken, punishment will be given immediately  Piaget’s View of Moral Development Transition Period (7-10) Autonomous Morality (10-) Rules and laws are created by people Actions and intentions should be judged Lawrence Kohlberg 1927-1987  Kohlberg Inspired by the work of Piaget Extended Piaget’s basic theory by interviewing both children and adolescents about moral dilemmas Proposed 6 universal states of moral development Kohlberg’s Heinz Dilemma  The Kohlberg Stages Stage 5 Stage 6 Stage 3 Stage 4 Postconventional Stage 1 Stage 2 conventional Preconventional  The Kohlberg Stages Preconventional reasoning – Stage 1: Heteronomous morality – Stage 2: Individualism, instrumental purpose, and exchange Conventional reasoning – Stage 3: Mutual interpersonal expectations, relationships, and interpersonal conformity – Stage 4: Social systems morality Postconventional reasoning – Stage 5: Social contract or utility and individual rights – Stage 6: Universal ethical principles  Preconventional Reasoning Stage 1: Heteronomous morality – Moral thinking is tied to punishment – Must obey because they fear punishment “You shouldn’t steal the drug because you’ll be caught and sent to jail if you do”  Preconventional Reasoning Stage 2: Individualism, instrumental purpose, and exchange – Individuals reason that pursing their own interests is the right thing to do – What is right involves an equal exchange “The druggist can do what he wants and Heinz can do what he wants to do….But if Heinz decides to risk jail to save his wife, it is his life he is risking.”  Conventional Reasoning Stage 3: Mutual interpersonal expectations, relationships, and interpersonal conformity – Individuals value trust, caring, and loyalty to others as a basis of moral judgments – Children do moral behaviors to be thought of by their parents as a “good girl” or a “good boy”  Conventional Reasoning Stage 4: Social systems morality – Moral judgments are based on understanding the social order, law, justice, and duty “It is a natural thing for Heinz to want to save his wife, but even if his wife is dying, it is still his duty as a citizen to obey the law.”  Postconventional Reasoning Stage 5: Social contract or utility and individual rights – Individuals reason that values, rights, and principles transcend the law – To protect fundamental human rights and values, social systems can be examined “Although there is a law against stealing, the law wasn’t meant to violate a person’s right to life.”  Postconventional Reasoning Stage 6: Universal ethical principles – The person has developed a moral standard based on universal human rights “if Heinz does not do everything he can to save his wife, then he is putting some value higher than the value of life. It doesn’t make sense to put respect for property above respect for life itself.”  Postconventional conventional Preconventional Criticism on Kohlberg’s theory Developmental sequence? Same level of moral decision for every moral issue?