Chapter 10:

1. Chapter 10: Social and Personality Development in Middle Childhood

2. In This Chapter

3. Theories of Social and Personality DevelopmentPsychoanalytic 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

4. Theories of Social and Personality Development Trait Approach What trait or traits describe you best?

5. The Big Five Personality Traits

6. 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

7. Figure 10.1 Bandura’s Determinism Model

8. 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

9. Self-ConceptSelf-Efficacy Self-efficacy: Individual’s belief in their capacity to cause intended events • Social comparisons • Encouragement from valued sources • Actual experiences

10. Self-ConceptThe Valued Self Nature of self-esteem

11. Self-ConceptSelf-Esteem Key components • Discrepancy between what desires and perceived achievement • Perceived support from important people

12. 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

13. Figure 10.2 Harter’s Research on Social Support, Domain Values and Self Esteem

14. 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

15. Figure 10.3 Changes in Children’s Descriptions of Others

16. Self-ConceptMoral Reasoning: Piaget Moral reasoning: Judgments about rightness and wrongness of specific actions • Moral realism • Moral relativism

17. The Social World of the School-Aged ChildFamily Relationships ParentalExpectations • Parents recognize children’s increasing abilities to self-regulate • Culture may play a role in the age of expected behaviors

18. The Social World of the School-Aged ChildFamily Relationships ParentalExpectations • Boys given more autonomy • Girls held more accountable • Parental authoritative style more often produces socially competent children

19. 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

20. 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

21. Figure 10.4 A 10-Year-Old’s Explanation of Friendship

22. Gender Segregation Cultural influence Age of appearance Playmate preference Playmate style by gender

23. The Social World of the School-Aged ChildGender Segregation Boundary violations Play group composition by gender Play focus Cooperative play

24. The Social World of the School-Aged ChildPatterns of Aggression

25. 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?

26. The Social World of the School-Aged ChildSocial Status Social status: Degree to which children are accepted by peers

27. 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?

28. The Social World of the School-Aged ChildTwo Types of Rejected Children Neglected or rejected Very different from peers, shy, highly creative The invisible child

29. Influences Beyond Family and Peers After-School Care Pros and Cons CONS/DISADVANTAGES PROS/ADVANTAGES

30. Influences Beyond Family and Peers Poverty Childhood poverty rate Rate is higher for younger children Characteristics of parents in poverty

31. Figure 10.5 Poverty, Age and Time

32. Influences Beyond Family and Peers Poverty Children in poverty • More often ill • Lower average IQ scores • Perform poorly in school • Exhibit more behavior problems

33. Influences beyond Family and Peers Inner-City Poverty

34. 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

35. ? ? Questions To Ponder 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?

36. True or False? There is a causal link between viewing violent television and aggressive behavior in children.

37. Television Prosocial behavior Enhanced by quality programs that teach children moral and social values • Mr. Rogers’ Neighborhood • Sesame Street

38. Computers and the Internet • Economic differences • Uses • Gender differences

39. Video Games Influences on child behavior Violent content and game preferences

40. 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

41. Figure 10.6 NAEP Average Scores Over Time