Early & Middle ChildhoodEarly & Middle Childhood

SocialSocial

DevelopmentDevelopment

AggressionAggression InstrumentalInstrumental

– Common in preschoolers, Common in preschoolers,

but decrease with agebut decrease with age

HostileHostile: : overt & relationalovert & relational– Overt increases 4-7, then declinesOvert increases 4-7, then declines– Relational increasesRelational increases

Gender differences?Gender differences?

Why and when are children aggressive?Why and when are children aggressive?

Bobo Doll ExperimentBobo Doll Experiment (Albert Bandura)(Albert Bandura) Participants: 36 boys & girls; Participants: 36 boys & girls; MM age = 4.5 age = 4.5

MethodMethod– Watched video of either: Watched video of either:

Non-aggressive modelNon-aggressive model Aggressive modelAggressive model

– Frustration periodFrustration period– Testing sessionTesting session

Number & type of aggressive acts were Number & type of aggressive acts were recordedrecorded

Bobo Doll ExperimentBobo Doll Experiment (Albert (Albert

Bandura)Bandura) Results:Results:

– 88% of children (more boys) that watched 88% of children (more boys) that watched aggressive model, imitated behavior…aggressive model, imitated behavior…

……in exactly the same way!in exactly the same way!

– More likely to play aggressively, even if not More likely to play aggressively, even if not modeledmodeled

– 8 months later, 40% reproduced the aggressive 8 months later, 40% reproduced the aggressive behaviorbehaviorWhat does this say about violence on TV?What does this say about violence on TV?

Aggression: SummaryAggression: Summary

Aggressive families breed aggressive Aggressive families breed aggressive childrenchildren– View the world from a violent point of viewView the world from a violent point of view

Violent media is Violent media is particularlyparticularly influential in influential in early childhood because: early childhood because: – Susceptible to models that admire/respectSusceptible to models that admire/respect– Lack of perspective taking, centration, etc. Lack of perspective taking, centration, etc.

Friendships in Childhood Friendships in Childhood ** Types of play**** Types of play**

EarlyEarly: someone you play with, who likes you: someone you play with, who likes you– LimitLimit: don’t describe long-term qualities: don’t describe long-term qualities

MiddleMiddle: trust becomes defining feature: trust becomes defining feature

Think of your first friend… why were they a Think of your first friend… why were they a friend?friend?

Peer Groups in Middle Childhood Peer Groups in Middle Childhood Social unit that shares Social unit that shares valuesvalues, similar , similar

standards for behaviorsstandards for behaviors, & has a , & has a social social structurestructure

– ProximityProximity– SimilaritySimilarity

Moderately stable “peer culture”Moderately stable “peer culture”

– Vocabulary, dress codes, “hang out” spotsVocabulary, dress codes, “hang out” spots

How do peer groups become organized?How do peer groups become organized?

What makes up a peer groups “culture”?What makes up a peer groups “culture”?

Peer AcceptancePeer Acceptance

Sociometric techniqueSociometric technique““Name 3 children you would like to play with most & 3 least.”Name 3 children you would like to play with most & 3 least.”

Social behaviorSocial behavior is primary determinant is primary determinant

Powerful predictor of current & later Powerful predictor of current & later adjustmentadjustment

Four major categories of peer acceptance…Four major categories of peer acceptance…– 66% fit categories, 33% are average66% fit categories, 33% are average

How could we measure peer acceptance?How could we measure peer acceptance?

What do you think determines peer What do you think determines peer acceptance?acceptance?

Popular childrenPopular children

Many positive votesMany positive votes

Popular-prosocialPopular-prosocial– Socially & academically Socially & academically

competentcompetent– Good adjustmentGood adjustment

Popular-antisocialPopular-antisocial – Socially competent, athletic Socially competent, athletic

“tough” boys, poor students“tough” boys, poor students– Likeability offers protection from Likeability offers protection from

maladjustment maladjustment

Rejected childrenRejected children

Many negative votesMany negative votes

Rejected-aggressiveRejected-aggressive– Socially hostile & conflicts; hyperactive & Socially hostile & conflicts; hyperactive &

inattentiveinattentive– Poor academically & at risk for delinquencyPoor academically & at risk for delinquency

Rejected-withdrawnRejected-withdrawn – Socially awkward & passive; anxiety Socially awkward & passive; anxiety

influences academicsinfluences academics– At risk for vicimization by bulliesAt risk for vicimization by bullies

Bullies & VictimsBullies & Victims

Statistics: 10% bullied on weekly basisStatistics: 10% bullied on weekly basis Who does the bullying?Who does the bullying?

– Older children bully youngerOlder children bully younger– Boys bullied by boys; if girls, 60% bullied by boysBoys bullied by boys; if girls, 60% bullied by boys– Mostly rejected-aggressive or popular antisocialMostly rejected-aggressive or popular antisocial

Are victims always passive?Are victims always passive?– Proactive victims: pick fights & get angry easilyProactive victims: pick fights & get angry easily

Long-term consequences?Long-term consequences?– Bullies > criminalsBullies > criminals– Victims > low self-esteem, depressionVictims > low self-esteem, depression

Controversial childrenControversial children

Many positive & negative votes Many positive & negative votes – Socially hostile, but engage in Socially hostile, but engage in

prosocial behaviors prosocial behaviors – Relatively happy & comfortable Relatively happy & comfortable

relationshipsrelationships

Neglected childrenNeglected children Almost no votes either way Almost no votes either way

– Low rates of social interaction & shyLow rates of social interaction & shy– Relatively well-adjustedRelatively well-adjusted

Child Rearing StylesChild Rearing Styles

Child Rearing StylesChild Rearing Styles Warm & attentiveWarm & attentive

Reasonable Reasonable demands, & demands, & consistently explainsconsistently explains

Allows appropriate Allows appropriate decision making decision making

OutcomeOutcome HappyHappy Self-confidentSelf-confident

Child Rearing StylesChild Rearing Styles

Cold & rejectingCold & rejecting

Coercive & Coercive & criticizing demandscriticizing demands

Makes decisions for Makes decisions for childchild

OutcomeOutcome Anxious & unhappyAnxious & unhappy Hostile reactionsHostile reactions

Child Rearing StylesChild Rearing Styles

Warm, but overly Warm, but overly indulgentindulgent

Few or no demandsFew or no demands

Allows decision Allows decision making before readymaking before ready

OutcomeOutcome Immature Immature Impulsive & less Impulsive & less

persistentpersistent

Child Rearing StylesChild Rearing Styles Emotionally detached Emotionally detached

& withdrawn& withdrawn

Few or no demandsFew or no demands

Indifferent to Indifferent to decision makingdecision making

OutcomeOutcome Poor emotion controlPoor emotion control Low achievement & Low achievement &

delinquencydelinquencyNeglect!Neglect!

In-Class Assignment 5In-Class Assignment 5

The purpose of this assignment is to The purpose of this assignment is to give you practice identifying and give you practice identifying and

distinguishing between Baumrind’s distinguishing between Baumrind’s child-rearing styles. child-rearing styles.

Parental Relationships in ChildhoodParental Relationships in Childhood Major developmentsMajor developments

– Amount of time with parents decline in middle Amount of time with parents decline in middle childhoodchildhood

– Not ready for complete independenceNot ready for complete independence

What type of household did What type of household did you grow up in? you grow up in?

¼ of children in single-¼ of children in single-parent parent household…household…

For an average of 5 yearsFor an average of 5 years

Divorce’s Influences on ChildrenDivorce’s Influences on Children

AgeAge: the younger the child, the more difficult: the younger the child, the more difficult– Blame themselvesBlame themselves– Fear of abandonment & separation anxietyFear of abandonment & separation anxiety– Fantasize about reunionFantasize about reunion

TemperamentTemperament– Difficult children have most problems Difficult children have most problems

SexSex– Girls cry & withdraw; boys act outGirls cry & withdraw; boys act out– Boys have most difficulty in mother-Boys have most difficulty in mother-

custody homescustody homes– School problems greater for boysSchool problems greater for boys

Long-term consequences?Long-term consequences? Improved adjustment by 2-years after Improved adjustment by 2-years after

divorcedivorce

Some problems…Some problems…– Increased sexual activity in adolescence Increased sexual activity in adolescence – More likely to divorce in adulthood More likely to divorce in adulthood

Positive adjustment most likely when…Positive adjustment most likely when…– Parent adopts authoritative styleParent adopts authoritative style– Boys are placed with fathersBoys are placed with fathers

Low-conflict, single-parent household better Low-conflict, single-parent household better than stressed, high-conflict intact family! than stressed, high-conflict intact family!