Chapter 10: Social and Personality Development in Middle Childhood.
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Transcript of Chapter 10: Social and Personality Development in Middle Childhood.
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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
Erikson: 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 Development Trait Approach
What trait or traits describe you best?
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The Big Five Personality Traits
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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
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Figure 10.1 Bandura’s Determinism Model
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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
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Self-ConceptSelf-Efficacy
Self-efficacy: Individual’s belief in their capacity to cause intended events Social comparisons Encouragement from valued sources Actual experiences
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Self-ConceptThe Valued Self
Nature of self-esteem
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Self-ConceptSelf-Esteem
Key components Discrepancy between what desires and
perceived achievement Perceived support from important people
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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
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Figure 10.2 Harter’s Research on Social Support, Domain Values and Self Esteem
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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
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Figure 10.3 Changes in Children’s Descriptions of Others
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Self-ConceptMoral Reasoning: Piaget
Moral reasoning: Judgments about rightness and wrongness of specific actions Moral realism Moral relativism
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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
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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
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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
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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
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Figure 10.4 A 10-Year-Old’s Explanation of Friendship
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Gender Segregation
Cultural influence
Age of appearance
Playmate preference
Playmate style by gender
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The Social World of the School-Aged ChildGender Segregation
Boundary violations
Play group composition by gender
Play focus
Cooperative play
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The Social World of the School-Aged ChildPatterns of Aggression
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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?
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The Social World of the School-Aged ChildSocial Status
Social status: Degree to which children are accepted by peers
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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?
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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
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Influences Beyond Family and Peers After-School Care Pros and Cons
PROS/ADVANTAGES CONS/DISADVANTAGES
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Influences Beyond Family and Peers Poverty
Childhood poverty rate
Rate is higher for younger children
Characteristics of parents in poverty
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Figure 10.5 Poverty, Age and Time
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Influences Beyond Family and Peers Poverty
Children in poverty More often ill Lower average IQ scores Perform poorly in school Exhibit more behavior problems
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Influences beyond Family and Peers Inner-City Poverty
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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
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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
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True or False?
There is a causal link between viewing violent television and aggressive
behavior in children.
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Television
Prosocial behavior Enhanced by quality programs that teach children
moral and social values Mr. Rogers’ Neighborhood Sesame Street
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Computers and the Internet
Economic differences
Uses
Gender differences
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Video Games
Influences on child behavior
Violent content and game preferences
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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
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Figure 10.6 NAEP Average Scores Over Time