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Chapter 10:Social and Personality Development
in Middle Childhood
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In This Chapter
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Theories of Social and Personality
Development
Psychoanalytic Theories
Freud: challenge is to form emotional bonds
with peers and move beyond sole earlier
formed bonds
Erison: challenge is to develop a sense of
competence and willingness to work toward
goal
Industry versus Inferiority Stage
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Theories of Social and Personality
DevelopmentTrait !pproach
What trait or traits describe you best?
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The "i# Five Personality Traits
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Theories of Social and Personality
Development
Social$Co#nitive Perspectives
"andura and reciprocal determinism
Three components
Person component (traits)
Behavior
nvironment
These three mutually
influence one another
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Fi#ure 10%1 "andura&s Determinism Model
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Self$ConceptThe Psycholo#ical Self
Psycholo#ical self: Person!s understanding of
his or her enduring psychological
characteristics
"ore comple#
$omparisons in self%descriptions
&ess tied to e#ternal features
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Self$ConceptSelf$Efficacy
Self$efficacy: Individual!s belief in their capacity
to cause intended events
Social comparisons
ncouragement from valued sources
'ctual e#periences
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Self$ConceptThe 'alued Self
(ature of self$esteem
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Self$ConceptSelf$Esteem
)ey components
iscrepancy between what desires and
perceived achievement
Perceived support from important people
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Self$Concept*ri#ins of Self$Esteem
irect e#perience with success or failure
&abels and udgments from others
*alue attached to some skill or +uality
affected by peers! and parents! attitudes
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Fi#ure 10%+ ,arter&s -esearch on Social Support.
Domain 'alues and Self Esteem
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!dvances in Social Co#nitionSelf$Concept
The Child as Psycholo#ist
,ocuses on internal traits and motivations of
others
Better understanding that same person
plays different roles in life
&ess emphasis on e#ternal appearance
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Fi#ure 10%/ Chan#es in Children&s Descriptions of
*thers
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Self$ConceptMoral -easonin#: Pia#et
Moral reasonin#: -udgments about rightness
and wrongness of specific actions
"oral realism
"oral relativism
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The Social orld of the School$!#ed Child
Family -elationships
Parental Epectations
Parents recogni.e children!s increasing
abilities to self%regulate
$ulture may play a role in the age of
e#pected behaviors
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The Social orld of the School$!#ed Child
Family -elationships
Parental Epectations
Boys given more autonomy
/irls held more accountable
Parental authoritative style more often
produces socially competent children
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The Social orld of the School$!#ed Child
Family -elationships
*nly Children and Si2lin#s
*nly children
's well adusted as children with siblings
Si2lin#s
Positively contribute to children!s social
and emotional understanding
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The Social orld of the School$!#ed Child
Friendships
Peer importance increases in middle
childhood
0Best ,riend1 emerges
,riendships depend on reciprocal trust by age
23
,riends help with problem solving and conflictmanagement
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Fi#ure 10%3 ! 10$4ear$*ld&s Eplanation of
Friendship
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5ender Se#re#ation
$ultural influence
'ge of appearance
Playmate preference
Playmate style by gender
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The Social orld of the School$!#ed Child
5ender Se#re#ation
Boundary violations
Play group composition by gender
Play focus
$ooperative play
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The Social orld of the School$!#ed Child
Patterns of !##ression
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The Social orld of the School$!#ed Child
Patterns of !##ression
/irls display more relational aggression
Both boys and girls increase retaliatory
aggression
Can you think of examples to illustrate each
kind of aggression?
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The Social orld of the School$!#ed Child
Social Status
Social status: egree to which children are
accepted by peers
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The Social orld of the School$!#ed ChildT6o Types of -e7ected Children
4ow are these types of reected children alike?
4ow are do they differ?
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The Social orld of the School$!#ed ChildT6o Types of -e7ected Children
5eglected or reected
*ery different frompeers6 shy6 highly
creative
7 h e i n v i s
i b l e
c h i l d
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Influences "eyond Family and Peers!fter$School Care Pros and Cons
P-*S8!D'!(T!5ES C*(S8DIS!D'!(T!5ES
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Influences "eyond Family and PeersPoverty
$hildhood poverty rate
8ate is higher for younger children
$haracteristics of parents in poverty
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Fi#ure 10%9 Poverty. !#e and Time
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Influences "eyond Family and Peers
Poverty
Children in poverty
"ore often ill
&ower average I9 scores
Perform poorly in school
#hibit more behavior problems
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Influences 2eyond Family and PeersInner$City Poverty
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Influences 2eyond Family and PeersInner$City Poverty
Children of inner$city poverty may #ro6 up
#posed to street gangs and street
violence
In over%crowded homes
Subect to more abuse and drug use
Witnessing or becoming victims of more
violent crimes Subect to P7S
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What are three factors that schools can focuson to help a student develop their sense of
industry?
Since we know poverty is a maor factor in poor
developmental outcomes for education6 whatcan we do to encourage poor students to besuccessful?
9uestions 7o Ponder 9uestions 7o Ponder
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True or False
7here is a causal link between viewing
violent television and aggressivebehavior in children:
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Television
Prosocial 2ehavior
nhanced by +uality programs that teach children
moral and social values
"r: 8ogers! 5eighborhood
Sesame Street
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Computers and the Internet
conomic differences
;ses
/ender differences
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'ideo 5ames
Influences on child behavior
*iolent content and game preferences
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Influences "eyond Family and Peers
Policy ;uestion
Test$"ased -eform(ational !ssessment of Educational
Pro#ress
5'P< 07he 5ation!s 8eport $ard1 'ssessment of educational improvement
07eaching to the test1
Student efforts
Fi#ure 10%< (!EP !vera#e Scores *ver
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Fi#ure 10%< (!EP !vera#e Scores *ver
Time