1. Socioemotional Development in Middle and Late Childhood
Chapter 10
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2. Chapter Outline Emotional and personality development Families Peers
Schools
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3. Emotional and Personality Development
The self
Emotional development
Moral development
Gender
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

4. The Self The development of self understanding
During middle and late childhood:
Describe themselves in terms of psychological characteristics and traits
Children recognize social aspects of the self
Social comparison increases
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

5. The Self Understanding others
Perspective taking: Ability to assume other people’s perspectives and understand their thoughts and feelings
Children become skeptical of others’ claims
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

6. The Self Self-esteem and self-concept Children with high self-esteem
Self-esteem: Global evaluations of the self
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)
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

7. The Self
Self-efficacy: Belief that one can master a situation and produce favorable outcomes
Self-regulation
Deliberate efforts to manage one’s behavior, emotions, and thoughts:
Leading to increased social competence and achievement
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

8. What are some self regulation techniques for children?

9. The Self Industry versus inferiority
Industry - Children become interested in how things work
Inferiority - Parents who see their children’s efforts as mischief may encourage inferiority
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

10. Emotional Development
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
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

11. Emotional Development
Ability to suppress or conceal negative emotional reactions
Use of self-initiated strategies for redirecting feelings
Capacity for genuine empathy
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

12. Emotional Development
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
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

13. How do we help children cope with stressful situations?

14. Moral Development http://www.youtube.com/watch?v=Onkd8tChC2A
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

15. Figure 10.1 - Kohlberg’s Three Levels and Six States of Moral Development
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

16. Moral Development Kohlberg’s critics Moral thought and behavior
Too much emphasis on thought, not enough emphasis on behavior
Culture and moral reasoning
Theory is culturally biased
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

17. Emotional and Personality Development
Moral development
Kohlberg’s critics
Families and moral development
Kohlberg underestimated
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

18. Emotional and Personality Development
Moral development
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 to:
Control behavior and maintain the social system
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

19. Emotional and Personality Development
Moral development
Prosocial behavior
Behavioral aspects of moral development
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

20. Emotional and Personality Development
Gender
Gender stereotypes: Broad categories that reflect general impressions and beliefs about males and females
Gender similarities and differences
Physical development
Cognitive development
Socioemotional development
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

21. Emotional and Personality Development
Gender
Gender role classification
Androgyny: Presence of positive masculine and feminine traits in the same person
Androgynous individuals are more flexible, competent, and mentally healthy
Gender in context
Traits people display may vary with the situation
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

22. Families 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
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

23. Families Parents as managers
Parents manage children’s opportunities, monitor behavior, and initiate social contact
Important to maintain a structured and organized family environment
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

24. Families Attachment More sophisticated Spend less time with parents
Insecure attachment – associated with:
Anxiety
Depression
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

25. Families Stepfamilies
Remarriages involving children has grown in recent years
Types of stepfamily structure
Stepfather
Stepmother
Blended or complex
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

26. Peers 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
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

27. Peers
Peer status
Popular children: Frequently nominated as a best friend and are rarely disliked by their peers
Average children: Receive an average number of both positive and negative nominations from peers
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

28. 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 a best friend as being disliked by their peers
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

29. Peers
Bullying
Verbal or physical behavior intended to disturb someone less powerful
Boys and younger middle school students are most likely to be affected
70-80% of victims and bullies are in the same classroom
Outcomes of bullying
Depression, suicidal ideation, and attempted suicide
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

30. Figure 10.5 - Bullying Behaviors among U.S. Youth
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

31. Peers Friends Typically characterized by similarity
Serve six functions
Companionship
Stimulation
Physical support
Ego support
Social comparison
Affection and intimacy
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

32. Schools Contemporary approaches to student learning
Constructivist and direct instruction approaches
Constructivist approach: Learner-centered approach that emphasizes:
Importance of individuals actively constructing their own knowledge and understanding
Direct-instruction approach: Structured, teacher-centered approach
Characterized by teacher direction and control
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

34. Schools Contemporary approaches to student learning Accountability
No Child Left Behind (NCLB) legislation
Statewide standardized testing
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

35. Schools Socioeconomic status, ethnicity, and culture
Low-income, ethnic minority students have more difficulties in school
U.S. students have lower achievement in math and science than a number of other countries
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

36. Schools Socioeconomic status, ethnicity, and culture
The education of students from low-income backgrounds
Face more barriers to learning
Most low-SES area schools tend to have:
Lower test scores, lower graduation rates, and lower college-attendance rates
Young teachers with less experience
Fewer resources
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.