Emotional and Social Development in Middle Childhood PDF

Development Through the Lifespan Chapter 10 Emotional and Social Development in Middle Childhood. Dr. F Z Sai, Associate Professor in Cognitive Psychology  Describe the psychological and social needs and behaviors of the child in the Middle childhood....

Development Through the Lifespan Chapter 10 Emotional and Social Development in Middle Childhood. Dr. F Z Sai, Associate Professor in Cognitive Psychology  Describe the psychological and social needs and behaviors of the child in the Middle childhood. We will learn about Social development: Eric Erickson theory, Concept and issues Research findings Dr. F Z Sai, Associate Professor in Cognitive Psychology  Erikson’s Theory: Industry versus Inferiority Industry Inferiority? Developing a sense Pessimism and lack of of competence in confidence in own ability to do things well useful skills Family environment, School provides teachers, and peers can many opportunities contribute to negative feelings Dr. F Z Sai, Associate Professor in Cognitive Psychology  Changes in Self‐Concept during Middle Childhood More balanced, less all‐or‐none descriptions Social comparisons Ideal and real self Reference social groups Cultural variations Dr. F Z Sai, Associate Professor in Cognitive Psychology Influences on Self‐Esteem Culture Child‐rearing Practices Attributions Mastery‐oriented Learned Helplessness Dr. F Z Sai, Associate Professor in Cognitive Psychology Achievement‐Related Attributions Reason for Reason for Failure Success Controllable factors Mastery Ability  Can change by working hard Ability Learned External Helplessness factors  Can NOT be changed by working hard Influences on Achievement‐Related Attributions Parents Teachers Gender SES, Ethnicity Dr. F Z Sai, Associate Professor in Cognitive Psychology Emotional Development in Middle Childhood Self‐conscious emotions Emotional Understanding Emotional Self‐ Regulation Dr. F Z Sai, Associate Professor in Cognitive Psychology  Coping Strategies Problem‐Centered Coping? Emotion‐Centered Coping? Situation is seen as Used if problem‐centered changeable coping does not work Difficulty is identified Internal, private, and Decision made on what to aimed at controlling do distress when little can be done about outcome Dr. F Z Sai, Associate Professor in Cognitive Psychology Selman’s Stages of Perspective Taking Level 0 Undifferentiated 3 – 6 years Social- Level 1 4 – 9 years informational Level 2 Self-reflective 7 – 12 years 10 – 15 Level 3 Third-party years 14 years to Level 4 Societal adult Development of Distributive Justice Strict Equality: 5 to 6 yrs Merit: 6 to 7 yrs Equity and Benevolence: around 8 yrs Dr. F Z Sai, Associate Professor in Cognitive Psychology  Changes in Moral Views Flexible moral rules Clarify link between moral imperative & social convention Dr. F Z Sai, Associate Professor in Cognitive Psychology Understanding Individual Rights Challenge adult authority within personal domain View denials of personal choices as wrong However, place limits on individual choice Typically decide in favor of kindness and fairness Dr. F Z Sai, Associate Professor in Cognitive Psychology  Understanding Inequality By school age, children associate power and privilege with white people With age, reduce prejudice Individual differences based on Dr. F Z Sai, Associate Professor in Cognitive Psychology Peer Groups Formed from proximity, similarity Peer Culture Behavior, vocabulary, dress code + relational aggression and exclusion Dr. F Z Sai, Associate Professor in Cognitive Psychology  Friendship in Middle Childhood  Personal qualities, trust become important  More selective in choosing friends  Friendships can last several years Type of friends influences development Dr. F Z Sai, Associate Professor in Cognitive Psychology Bullies and Victims Bullies Victims Most are boys Passive when active behavior Physically, relationally expected aggressive Give in to demands High‐status, powerful Lack defenders Popular and disliked Inhibited temperament Physically frail Overprotected, controlled by parents Dr. F Z Sai, Associate Professor in Cognitive Psychology  Gender Typing in Middle Childhood Gender Stereotypes Gender Identity (3rd‐4th grade) Influence of cultural and social factors Dr. F Z Sai, Associate Professor in Cognitive Psychology  Gender Identity Self‐evaluations affect adjustment Gender typicality Gender contentedness Felt pressure to conform to gender roles Dr. F Z Sai, Associate Professor in Cognitive Psychology  Family Relationships Parents Coregulation Siblings Rivalry Companionship and assistance Dr. F Z Sai, Associate Professor in Cognitive Psychology Only Children  High in self-esteem, achievement motivation Closer relationships with parents Peer acceptance may be a problem Lack of practice in conflict resolution Dr. F Z Sai, Associate Professor in Cognitive Psychology  Consequences of Parental Divorce Immediate? Long‐Term Parental stress, Instability, conflict, Improved adjustment after 2 years drop in income Boys & children with difficult Affected by age, sex, temperament. temperaments are more likely to have problems. Dr. F Z Sai, Associate Professor in Cognitive Psychology  Helping Families Through Divorce Divorce mediation Joint custody Child support Dr. F Z Sai, Associate Professor in Cognitive Psychology  Blended Families Mother‐Stepfather? Father‐Stepmother? Older children and adolescents Girls & stepmothers are slow of both sexes display more to get along at first, but more problems. positive interactions later Less contact with the father. Boys adjust fast. Dr. F Z Sai, Associate Professor in Cognitive Psychology  Maternal Employment and Child Development Benefits Positive family + more income, etc. Drawbacks less time for children, Dr. F Z Sai, Associate Professor in Cognitive Psychology  Support for Working Parents Flexible schedules, job sharing Sick leave Involvement of other parent Equal pay and opportunities Quality child care Dr. F Z Sai, Associate Professor in Cognitive Psychology  Fears and Anxieties in Middle Childhood Fears of dark, thunder, lightning, supernatural beings persist Fears based on wider world emerge School phobia 5–7 years – separation from home 11 –13 – particular aspects of school Dr. F Z Sai, Associate Professor in Cognitive Psychology Child Sexual Abuse Characteristics More often female of Victims Reported in middle childhood Characteristics Usually Male of Abusers Parent or known by parent Emotional reactions Consequences Physical symptoms Effects on behavior Prevention and Prevention: education Treatment Treatment: long-term therapy  Factors Related to Resilience Personal Characteristics Warm parental relationship Supportive adult outside family Community resources Dr. F Z Sai, Associate Professor in Cognitive Psychology  Summary You can now describe and explain psychological and social needs and behaviors of the child in the middle childhood Dr. F Z Sai, Associate Professor in Cognitive Psychology