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Chapter 10:
Social and Personality Development in Middle Childhood
In This Chapter
Theories of Social and Personality Development
Psychoanalytic Theories
Freud: challenge is to form emotional bonds with peers and move beyond sole earlier formed bonds
Erikson: challenge is to develop a sense of competence and willingness to work toward goal Industry versus Inferiority Stage
Theories of Social and Personality Development Trait Approach
What trait or traits describe you best?
The Big Five Personality Traits
Theories of Social and Personality Development
Social-Cognitive Perspectives
Bandura and reciprocal determinism
Three components Person component (traits) Behavior Environment
These three mutually influence one another
Figure 10.1 Bandura’s Determinism Model
Self-ConceptThe Psychological Self
Psychological self: Person’s understanding of his or her enduring psychological characteristics More complex Comparisons in self-descriptions Less tied to external features
Self-ConceptSelf-Efficacy
Self-efficacy: Individual’s belief in their capacity to cause intended events Social comparisons Encouragement from valued sources Actual experiences
Self-ConceptThe Valued Self
Nature of self-esteem
Self-ConceptSelf-Esteem
Key components Discrepancy between what desires and
perceived achievement Perceived support from important people
Self-ConceptOrigins of Self-Esteem
Direct experience with success or failure
Labels and judgments from others
Value attached to some skill or quality affected by peers’ and parents’ attitudes
Figure 10.2 Harter’s Research on Social Support, Domain Values and Self Esteem
Advances in Social CognitionSelf-Concept
The Child as Psychologist Focuses on internal traits and motivations of
others Better understanding that same person
plays different roles in life Less emphasis on external appearance
Figure 10.3 Changes in Children’s Descriptions of Others
Self-ConceptMoral Reasoning: Piaget
Moral reasoning: Judgments about rightness and wrongness of specific actions Moral realism Moral relativism
The Social World of the School-Aged ChildFamily Relationships
Parental Expectations Parents recognize children’s increasing
abilities to self-regulate
Culture may play a role in the age of expected behaviors
The Social World of the School-Aged ChildFamily Relationships
Parental Expectations Boys given more autonomy Girls held more accountable Parental authoritative style more often
produces socially competent children
The Social World of the School-Aged ChildFamily Relationships
Only Children and Siblings
Only children As well adjusted as children with siblings
Siblings Positively contribute to children’s social
and emotional understanding
The Social World of the School-Aged Child
Friendships Peer importance increases in middle
childhood “Best Friend” emerges Friendships depend on reciprocal trust by age
10 Friends help with problem solving and conflict
management
Figure 10.4 A 10-Year-Old’s Explanation of Friendship
Gender Segregation
Cultural influence
Age of appearance
Playmate preference
Playmate style by gender
The Social World of the School-Aged ChildGender Segregation
Boundary violations
Play group composition by gender
Play focus
Cooperative play
The Social World of the School-Aged ChildPatterns of Aggression
The Social World of the School-Aged ChildPatterns of Aggression
Girls display more relational aggression
Both boys and girls increase retaliatory aggression
Can you think of examples to illustrate each kind of aggression?
The Social World of the School-Aged ChildSocial Status
Social status: Degree to which children are accepted by peers
The Social World of the School-Aged ChildTwo Types of Rejected Children
How are these types of rejected children alike? How are do they differ?
The Social World of the School-Aged ChildTwo Types of Rejected Children
Neglected or rejected
Very different from peers, shy, highly creative
The invis
ible child
Influences Beyond Family and Peers After-School Care Pros and Cons
PROS/ADVANTAGES CONS/DISADVANTAGES
Influences Beyond Family and Peers Poverty
Childhood poverty rate
Rate is higher for younger children
Characteristics of parents in poverty
Figure 10.5 Poverty, Age and Time
Influences Beyond Family and Peers Poverty
Children in poverty More often ill Lower average IQ scores Perform poorly in school Exhibit more behavior problems
Influences beyond Family and Peers Inner-City Poverty
Influences beyond Family and Peers Inner-City Poverty
Children of inner-city poverty may grow up Exposed to street gangs and street
violence In over-crowded homes Subject to more abuse and drug use Witnessing or becoming victims of more
violent crimes Subject to PTSD
What are three factors that schools can focus on to help a student develop their sense of industry?
Since we know poverty is a major factor in poor developmental outcomes for education, what can we do to encourage poor students to be successful?
Questions To PonderQuestions To PonderQuestions To PonderQuestions To Ponder
True or False?
There is a causal link between viewing violent television and aggressive
behavior in children.
Television
Prosocial behavior Enhanced by quality programs that teach children
moral and social values Mr. Rogers’ Neighborhood Sesame Street
Computers and the Internet
Economic differences
Uses
Gender differences
Video Games
Influences on child behavior
Violent content and game preferences
Influences Beyond Family and Peers Policy QuestionTest-Based Reform
National Assessment of Educational Progress
NAEP: “The Nation’s Report Card” Assessment of educational improvement
“Teaching to the test”
Student efforts
Figure 10.6 NAEP Average Scores Over Time