middle childhood (pt 3)
DESCRIPTION
Social and emotional development in middle childhood.TRANSCRIPT
Self-Self-DevelopmentDevelopment
Industry v. InferiorityThe focus is on competence in meeting challenges presented by parents, peers, school, etc.
Understanding One’s SelfOne’s self-concept is divided into personal & academic areas
Social Comparison
Evaluating one’s behavior, abilities, expertise, & opinions by comparing them with others’
Self-esteemOverall & Specific + & - Self-evaluationThe self-concept reflects beliefs & thoughts about oneself; self-esteem is more emotionally orientedSelf-esteem becomes more diversified at this time
High in some areas, low in others
Change & Stability in Self-esteemIncreases during this time with a brief decline around 12 yearsParenting needs to become more authoritative
Race & Self-esteem
Racial DifferencesAfrican Americans show slightly higher self-esteem around age 11 than WhitesHispanics show increase in self-esteem toward the end of middle childhoodAsian self-esteem is higher in elementary school but lower than Whites by the end of childhoodSocial identity theory
Members of a minority group are likely to accept the negative
views of the majority group only if they perceive that there is little realistic possibility of changing the power & status differences between the groups
Stages of Friendship
Stage 1 (4 – 7 years)Stage 1 (4 – 7 years)Friendship is based on others’ behavior
Friends are those who like them & who share toys, games, etc.
Stage 2 (8 – 10 years)Stage 2 (8 – 10 years)Friendship is based on a mutual share of trust
Stage 3 (11 – 15 years)Stage 3 (11 – 15 years)Friendship is based on feelings of closeness through sharing personal thoughts & feelings
PopularityPopularityCharacteristicsCharacteristicsSocial competenceSocial competence
Collection of Collection of individual individual social skills social skills that permit that permit individuals individuals to perform to perform successfully successfully in social in social settingssettings
Popular children are high in Popular children are high in social competencesocial competence
Social problem-solvingSocial problem-solving
Use of strategies for Use of strategies for solving social solving social
conflicts in conflicts in ways that ways that are satisfactory are satisfactory both to both to oneself & othersoneself & others
Better at interpreting the Better at interpreting the meaning of others’ behaviorsmeaning of others’ behaviors
Gender & Race Friendships
Gender FriendshipsDominance hierarchy
Rankings that present the relative social power of those in the groupMiddle childhood friendships tend to be restricted to the same sexBoys tend to be concerned with placement in the groupGirls tend to have 1 or 2 “best friends” of relatively equal statusConflicts are resolved through compromise
Cross-race FriendshipsClosest friends tend to be of the same raceThere are more cross-race best friends around 3rd grade than 10th
Family Family ChangesChanges
Major Major Challenge Challenge Facing Middle Facing Middle ChildhoodChildhoodCoregulationCoregulation
Children & parents jointly Children & parents jointly control behaviorcontrol behavior
Parents provide broad guidelines Parents provide broad guidelines for conduct & children have control for conduct & children have control over everyday behaviorover everyday behavior
Family LifeFamily LifeSiblings’ InfluenceSiblings’ InfluenceImportant during middle Important during middle childhoodchildhood
Can provide support, Can provide support, companionship, & sense of companionship, & sense of security as well as strifesecurity as well as strife
Working ParentsWorking ParentsGood adjustment of children Good adjustment of children whose parents both work whose parents both work relates to psychological relates to psychological adjustment of parents, esp. adjustment of parents, esp. mothersmothers
The more satisfaction The more satisfaction at at work, the more work, the more supportive of the childrensupportive of the children
Home AloneHome AloneSelf-care childSelf-care child
Children who let Children who let themselves into their themselves into their homes after school & homes after school & wait wait until their parents until their parents return from workreturn from work
There are few differences There are few differences between self-care children & between self-care children & those whose parents are at those whose parents are at home when they get therehome when they get there
There are some There are some negative negative experiences experiences but they’re but they’re not not emotionally damagedemotionally damaged
Staying at home can Staying at home can avoid avoid some problematic some problematic activitiesactivities
DivorceDivorceDivorce Rate: 50%Divorce Rate: 50%
Reaction to DivorceReaction to DivorceDepends on the age at divorceDepends on the age at divorce
From 6 months to 2 years after it can From 6 months to 2 years after it can show maladjustment problemsshow maladjustment problems
The quality of mother & child The quality of mother & child relationship declinesrelationship declines
2X as many children of divorced 2X as many children of divorced parents enter psychological counseling parents enter psychological counseling as children from intact familiesas children from intact families
Single-Parent Families
¼ Under 18 in ¼ Under 18 in US Live with 1 US Live with 1 ParentParentNot negative or positiveNot negative or positive
The consequences depends of many The consequences depends of many factors including economics, quality factors including economics, quality time, & household stresstime, & household stress
RemarriageRemarriageBlended FamiliesBlended FamiliesRemarried couples with at Remarried couples with at least 1 step-child living least 1 step-child living with themwith them17% of children live in blended families in U.S.Role ambiguity
Roles & expectations unclear
Gay & Lesbian ParentsGay & Lesbian ParentsChildren develop similarly to heterosexual households
Orphanages““Group Home” Group Home” or “Residential or “Residential Treatment Treatment Center”Center”300,000 removed from homes each 300,000 removed from homes each yearyear
¾ return home¾ return home
Other ¼ so psychologically Other ¼ so psychologically damage due to abuse, etc. they are damage due to abuse, etc. they are left in group care & remain thereleft in group care & remain there
School Success & Failure
Attributions TheoryDispositional factors (I’m not so smart) or situational factor contribute (I didn’t get enough sleep)
Cultural ComparisonsDifferent experiences give different perceptions of how things should be
Subcultural differences in behaviors related to
achievement & what it isAsian performance
In U.S. attribute school performance to stable, internal causesIn Asia, it is temporary, situational factors