Santrock Life-span development 16th edition slides.

1. LIFE-SPAN DEVELOPMENT
Sixteenth Edition
Chapter 10
Socioemotional
Development
in Middle and
Late Childhood
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prior written consent of McGraw-Hill Education.

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Chapter Outline
• Emotional and personality development
• Families
• Peers
• Schools

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Emotional and Personality
Development
• The self
• Emotional development
• Moral development
• Gender

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The Self (1 of 3)
• Development of self-understanding
– During middle and late childhood:
 Children describe themselves in terms of
psychological characteristics and traits
 Children recognize social aspects of the self
 Self-description increasingly involves social
comparison
• Understanding others
– Perspective taking: Social cognitive process
involved in assuming the perspective of others
and understanding their thoughts and feelings
– Children become skeptical of others’ claims

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The Self (2 of 3)
• Self-esteem and self-concept
– Self-esteem: Global evaluations of the self
 Referred as self-worth or self-image
– Self-concept: Domain-specific evaluations of the
self
• Children with high self-esteem:
– Do not necessarily perform better in school
– Have greater initiative
 Positive or negative

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The Self (3 of 3)
• Self-efficacy: Belief that one can master a
situation and produce favorable outcomes
• Self-regulation
– Characterized by deliberate efforts to manage
one’s behavior, emotions, and thoughts
 Leads to increased social competence and
achievement
• Industry versus inferiority
– Industry - Children become interested in how
things are made and work
– Parents who see their children’s efforts as
mischief encourage inferiority

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Emotional Development (1 of 3)
• Developmental changes
– Improved emotional understanding
– Increased understanding that more than one
emotion can be experienced in a particular
situation
– Increased awareness of the events leading to
emotional reactions

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Emotional Development (2 of 3)
– Ability to suppress or conceal negative emotional
reactions
– Use of self-initiated strategies for redirecting
feelings
– Capacity for genuine empathy

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Emotional Development (3 of 3)
• Coping with stress
– Older children generate more coping alternatives
to stressful situations
– Outcomes for children who experience disasters
 Acute stress reactions
 Depression
 Panic disorder
 Post-traumatic stress disorder

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Kohlberg’s Three Levels and Six States
of Moral Development (1 of 5)
LEVEL 1
Preconventional Level No Internalization
Stage 1
Heteronomous Monthly
Children Obey because adults tell them to obey. People
base their moral decisions on fear of punishment
Stage 2
individuals, Instrumental Purpose, and Exchange
individuals pursue their own interests but let others do
the same. What is right involves equal exchange.

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Kohlberg’s Three Levels and Six States
of Moral Development (2 of 5)
LEVEL 2
Conventional Level Intermediate Internalization
Stage 3
Mutual Interpersonal Expectations, Relationships,
and Interpersonal Conformity
Individuals value trust, caring, and loyalty to others as
a basis for moral judgments.
Stage 4
Social System Morality
Moral judgments are based on understanding and the
social order, law, justice, and duty.

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Kohlberg’s Three Levels and Six States
of Moral Development (3 of 5)
LEVEL 3
Postconventional Level Full Internalization
Stage 5
Social Contract Or Utility and Individual Rights
Individuals reason That values, rights, and
principles undergird or transcend the law.
Stage 6
Universal Ethical Principles
The poison has developed moral
Judgments then we based on universal human rights.
When laced with a dilemma between law and
conscience, a personal, individualized conscience Is
followed.

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Kohlberg’s Three Levels and Six States
of Moral Development (4 of 5)
• Level 1: Preconventional Reasoning
– Stage 1: Heteronomous morality
– Stage 2: Individualism, instrumental purpose,
and exchange
• Level 2: Conventional reasoning
– Stage 3: Mutual interpersonal expectations,
relationships and conformity
– Stage 4: Social system morality

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Kohlberg’s Three Levels and Six States
of Moral Development (5 of 5)
• Level 3: Postconventional Reasoning
– Stage 5: social contract or utility and individual
rights
– Stage 6: Universal ethical principals

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Moral Development (1 of 6)
• Influences on Kohlberg’s stages
– Cognitive development
– Experiences dealing with moral questions and
moral conflicts
– Peer interaction and perspective taking

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Moral Development (2 of 6)
• Kohlberg’s critics
– Moral thought and behavior
 Too much emphasis on thought and not enough
emphasis on behavior
– Conscious/Deliberate Versus Unconscious/
Automatic
 Moral behavior can be automatic
– Culture and moral reasoning
 Theory is culturally biased

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Moral Development (3 of 6)
• Kohlberg’s critics
– The Role of Emotion
 Emotion strongly influences morality
– Families and moral development
 Argued that parents’ moral values and actions
influence children’s development of moral
reasoning

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Moral Development (4 of 6)
– Gender and the care perspective
 Justice perspective: Focuses on the rights of the
individual and in which individuals independently
make moral decisions
 Care perspective: Views people in terms of their
connectedness with others
o Emphasizes interpersonal communication,
relationships with others, and concern for others

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Moral Development (5 of 6)
• Domain theory: Moral, social conventional,
personal reasoning
– Domain theory of moral development: Different
domains of social knowledge and reasoning
 Moral, social conventional, and personal domains
– Social conventional reasoning: Focuses on
conventional rules that have been established by
social consensus in order to control behavior and
maintain the social system

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Moral Development (6 of 6)
• Prosocial behavior
– Studies behavioral aspects of moral development
• Moral personality - Components include
– Moral identity
– Moral character
– Moral exemplars

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Gender (1 of 3)
• Gender stereotypes: Broad categories that
reflect general impressions and beliefs about
males and females
• Gender similarities and differences
– Physical development
– Cognitive development
– Socioemotional development

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Gender (2 of 3)
• Cognitive Development
– Gender differences
 Verbal skills
 No difference in math
 Visuospatial skills
 Writing skills
 Achievement

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Gender (3 of 3)
• Socio-emotional Development
– Aggression
– Emotion
– Prosocial behavior
• Gender role classification
– Androgyny: Presence of positive masculine and
feminine characteristics in the same individual
 Individuals are more flexible, competent, and
mentally healthy
• Gender in context
– Traits people display may vary with the situation

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The BEM Sex Role Inventory
• Examples of masculine items
– Defends own beliefs
– Forceful
– Willing to take risks
– Dominant
– Aggressive
• Examples of feminine items
– Does not use hash language
– Affectionate
– Loves children
– Understanding
– Gentle

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Families (1 of 5)
• Developmental Changes in Parent-Child
Relationships
• Parents as Managers
• Attachment in Families
• Stepfamilies

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Families (2 of 5)
• Developmental changes in parent-child
relationships
– Parents spend less time with children during
middle and late childhood
– Parents support and stimulate children’s
academic achievement
– Parents use less physical forms of punishment as
children age

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Families (3 of 5)
• Parents as managers
– Parents manage children’s opportunities, monitor
behavior, and initiate social contact
– Important to maintain a structured and
organized family environment

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Families (4 of 5)
• Attachment in families
– More sophisticated
– Spend less time with parents
– Secure attachment - Associated with lower levels
of:
 Internalized symptoms
 Anxiety
 Depression

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Families (5 of 5)
• Stepfamilies
– Remarriages involving children has grown in
recent years
– Types of stepfamily structure
 Stepfather
 Stepmother
 Blended or complex

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Peers (1 of 7)
• Developmental Changes
• Peer Status
• Social Cognition
• Bullying
• Friends

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Peers (2 of 7)
• Developmental changes
– Reciprocity becomes important in peer
interchanges
– Size of peer group increases
– Peer interaction is less closely supervised by
adults
– Children’s preference for same-sex peer groups
increases
• Peer status
– Popular children: Frequently nominated as a best
friend and are rarely disliked by their peers

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Peers (3 of 6)
– Average children: Receive an average number of
both positive and negative nominations from
peers
– Neglected children: Infrequently nominated as a
best friend but are not disliked by their peers
– Rejected children: Infrequently nominated as a
best friend and are actively disliked by their
peers
– Controversial children: Frequently nominated
both as someone’s best friend and as being
disliked by their peers

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Peers (4 of 6)
• Social cognition - Thoughts about social matters
– Important for understanding peer relationships
– Steps children go through in processing social
information
 Attend to social cues and attribute intent
 Generate goals
 Access behavioral scripts from memory
 Make decisions and enact behavior

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Peers (5 of 6)
• Bullying
– Verbal or physical behavior intended to disturb
someone less powerful
– Boys and younger middle school students are
most likely to be affected
– Cause of concern - Peer bullying and cyber
bullying
– Outcomes of bullying
 Depression, suicidal ideation, and attempted
suicide

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Peers (6 of 6)
• Friends
– Typically characterized by similarity
– Friendships serves following functions
 Companionship
 Stimulation
 Physical and ego support
 Social comparison
 Affection and intimacy
o Intimacy in friendships: Self-disclosure and the
sharing of private thoughts

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Bullying Behaviors among U.S. Youth

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Schools (1 of 6)
• Contemporary Approaches to Student Learning
• Socioeconomic Status, Ethnicity, and Culture

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Schools (2 of 6)
• Contemporary approaches to student learning
– Constructivist and direct instruction approaches
 Constructivist approach: Learner-centered
approach that emphasizes the importance of
individuals actively constructing their own
knowledge and understanding with guidance from
the teacher
 Direct-instruction approach: Structured, teacher-
centered approach characterized by:
o Teacher direction and control
o Mastery of academic skills
o High expectations for students’ progress
o Maximum time spent on learning tasks
o Efforts to keep negative affect to a minimum

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Schools (3 of 6)
– Accountability
 No Child Left Behind (NCLB) legislation
 Statewide standardized testing
• Socioeconomic status, ethnicity, and culture
– Students from low-income, ethnic minority
backgrounds have more difficulties in school
– U.S. students have lower achievement in math
and science than a number of other countries

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Schools (4 of 6)
• Socioeconomic status, ethnicity, and culture
– Education of students from low-income
backgrounds
 Face more barriers to learning
 Schools in low-income area tend to have:
o More students with low achievement test scores
o Low graduation rates
o Smaller percentages of students going to college
o Young teachers with less experience

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Schools (5 of 6)
• Socioeconomic status, ethnicity, and culture
– Ethnicity in schools
 Strategies for improving relationships among
ethnically diverse students
o Turn the class into a jigsaw classroom
o Encourage students to have positive personal
contact with diverse other students
o Reduce bias
o View the school and community as a team
o Be a competent cultural mediator

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Schools (6 of 6)
– Cross-cultural comparisons of achievement
 Poor performance of American children in math
and science is well publicized
 Asian teachers spend more of their time teaching
math than American teachers
– Mindset:Cognitive view individuals develop for
themselves
 Fixed mindset
 Growth mindset

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Mothers’ Beliefs About the Factors
Responsible for Children’s Math
Achievement in Three Countries