Socioemotional DevelopmentSocioemotional Development

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Social Contexts and Social Contexts and Socioemotional DevelopmentSocioemotional Development

Chapter OutlineChapter OutlineContemporary Theories

Bronfenbrenner’s Ecological Theory Erikson’s Life-Span Development Theory

Social Contexts of Development Families Peers Schools

Socioemotional Development The Self Moral Development

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Social Contexts and Socioemotional Development

Learning Goals :

1. Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

2. Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

3. Explain these aspects of children’s socioemotional development: self-esteem, identity, and moral concepts.

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Social Contexts and

Socioemotional Development

ContemporaryTheories

Erikson’sLife-Span

Development Theory

Bronfenbrenner’sEcological

Theory

Bronfenbrenner’s Ecological Theory

The primary focus of Bronfenbrenner’s Theory is the social contexts in which children live and the people who influence their development.

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Microsystem: Within this system the student has direct interactions with parents, teachers, peers, and others.

Mesosystem: This system involves the linkages between microsystems such as family and school, and relationships between students and peers.

Exosystem: This system works when settings in which a child does not have an active role influence the student’s experiences.

Bronfenbrenner’s Ecological Theory

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Continued

Macrosystem: This system involves the broader culture in which students and teachers live.

Chronosystem: The sociohistorical conditions of a student’s development.

Bronfenbrenner’s Ecological Theory

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Continued

Erikson’s Life-Span Development Theory

Development proceeds in stages.

Each stage is characterized by a psychosocial challenge or

crisis.

Stages reflect the motivation of the individual.

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Erikson’s psychosocial theory - 'psychosocial' term is derived from the two source words - namely

psychological 'psycho' = mind, brain, personality, and social = external relationships and environment.

both at the heart of Erikson's theory. term extended to biopsychosocial, in which bio refers to life, as in

biological Pioneered psychoanalytical development from the late 1940's until the

1990's.

Erikson’s Human Development Stages

Trust vs. Mistrust0–2 years

Autonomy vs. Shame and Doubt 2–4 years

Initiative vs. Guilt4–6 years

Developed through consistent love and support.

Independence fostered by support and encouragement.

Developed by exploring and accepting challenges

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Erikson’s Human Development Stages

Industry vs. Inferiority6–8 years

Identity vs. Role ConfusionAdolescence

Intimacy vs. IsolationEarly adult years

Mastery comes from success and recognition

Exploration of different paths to attain a healthy identity

Form positive, close relationships with others

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Erikson’s Human Development Stages

Generativity vs. StagnationMiddle Adulthood

Integrity vs. DespairLate Adulthood

Transmitting something positive to the next generation

Life review and retrospective evaluation of one’s past

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Strategies for Erikson’s Stages of Development

Identity• Recognize that identity is multi- dimensional• Encourage independent thinking• Stimulate students to examine different perspectives•Industry• Nourish motivation for mastery• Be tolerant of honest mistakes •Initiative• Encourage social play• Have children assume responsibility• Structure assignments for success

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Contemporary Theories in the Classroom

Child is embedded in several environmental systems

Important link between schools and families

Community, culture, and socioeconomic status are powerful influences

Encourage imagination and social play— Initiative

Nourish the motivation for mastery—Industry

Recognize the value of self-exploration— Identity

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EriksonBronfenbrenner

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COMPARISON BETWEEN ERIKSON AND FRUED THEORY

Erikson was interest and compassion for people, especially young people,

Erikson's proposed eight stages o9d developmental powerful model

Erikson's concept incorporated cultural and social aspects Freud's biological and sexually oriented theory. Erikson's theory is useful for teaching, parenting, self-

awareness, managing and coaching, dealing with conflict, and generally for understanding self and others .

developmental stage involves a crisis of two opposing emotional forces. A helpful term used by Erikson for these opposing forces is 'contrary dispositions'.

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Social Contexts and

Socioemotional Development

Social Contextsof Development

Families Peers Schools

Baumrind’s Parenting Styles

AuthoritarianParents place firm limits and controls on children. Children tend to be socially incompetent with poor communication skills.

IndulgentParents are highly involved but set few restrictions. Children have poor self-control.

Neglectful Parents are permissive and uninvolved. Children have poor self-control and low achievement motivation.

AuthoritativeParents are nurturing and supportive. Children are self-reliant, get along with peers, and have high self-esteem.

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Peer Relationships

Neglected•Infrequently “best friend”

•Are not disliked

Rejected•Seldom

“best friend”•Often disliked

Controversial•Frequently

“best friend”•Often disliked

Popular•Listen carefully

•Act like themselves•Show enthusiasm

•Are happy

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Socioemotional Development

Socioemotional Development

The SelfMoral

Development

Self-Concept and Self-Esteem

Self-Esteem is the affective or emotional reaction to one’sself-concept (reflects a person’s overall confidence and

satisfaction with oneself ).

Self-Concept is a cognitive appraisal of our social, physical, and academic competence (a measure of such

things are our skill in various subject areas, our assessment of our appearance, and the skill we have in peer relationships).

Academic skills

Social skills Physical Cognitive

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Improving Children’s Self-Esteem

Encourage and facilitate Competence in areas students find important

Improvement of academic skills through the use of professional tutors, parent volunteers, and peer tutors

Emotional support and social approval by parents, friends, and peers

Social skills that promote positive peer relationships

Coping skills to face the day-to-day problems as they appear

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Domains of Moral DevelopmentPiaget’s Theory of Moral Development

Heteronomous morality age 4–7

Autonomous moralityage 7–10

Rules are unchangeable properties of the worldImminent justice—if the rule is broken, punishment is immediate

Laws are created by people, and intention and consequences should be considered.

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