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Learning Goals. Describe two contemporary perspectives on socioemotional development: Bronfenbrenner's ecological theory and Erikson's life-span development theory.Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.Explain these aspects of
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1. CHAPTER 3 Social Contexts and Socioemotional Development
2. Learning Goals Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.
Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.
Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and coping with stress.
3. Social Contexts and Socioemotional Development
4. Bronfenbrenner’s Ecological Theory
5. Bronfenbrenner’s Ecological Theory cont’d
6. Bronfenbrenner’s Ecological Theory cont’d
7. Bronfenbrenner’s Ecological Theory Theory into Practice A1: Family, school, health services
A2: Social services, legal services A1: Family, school, health services
A2: Social services, legal services
8. Bronfenbrenner’s Ecological Theory Theory into Practice A3: There does not appear to be much communication. However, at least the school is aware of the economic situation of the family. A3: There does not appear to be much communication. However, at least the school is aware of the economic situation of the family.
9. Bronfenbrenner’s Theory in the Classroom Think about children embedded in several environmental systems and influences
Attend to connections between school and families
Recognize the importance of community, culture, and socioeconomic status
10. Erikson’s Life-Span Development Theory
11. Erik Erikson’s Eight Stages of Human Development
12. Erikson’s Human Development Stages
13. Erikson’s Human Development Stages
14. Erikson’s Human Development Stages
15. Strategies for Erikson’s Stages of Development
16. Social Contexts and Socioemotional Development
17. Baumrind’s Parenting Styles
18. The Changing Family
19. Ethnic and Socioeconomic Variations in Families
20. Ethnic and Socioeconomic Variations in Families Middle-class families
Often place high value on internal characteristics such as self-control and delayed gratification
See education as a mutual responsibility
21. School-Family Linkages
22. Peer Statuses
23. Peer Statuses
24. Friendships Quality of Friendships Affect Outcomes During a slideshow, text may be written on the slide in the white box, and then saved for later reference.
During a slideshow, text may be written on the slide in the white box, and then saved for later reference.
25. Early Childhood and Elementary School
26. Schools for Adolescents
27. Social Contexts and Socioemotional Development
28. Self-Concept and Self-Esteem
29. Improving Children’s Self-Esteem
30. Marcia’s Four Statuses of Identity
31. Ethnic Identity … Positive ethnic identity
Higher school engagement
Lower aggression
Navajo adolescents: higher self-esteem, school connectedness, and social functioning
32. Kohlberg’s Levels of Moral Development Preconventional
Conventional
Postconventional
33. Kohlberg’s Theory of Moral Development Theory into Practice A: Stage 4: Social Systems Morality. He is obeying the rule because he understands the importance of rules to maintaining order. A: Stage 4: Social Systems Morality. He is obeying the rule because he understands the importance of rules to maintaining order.
34. Kohlberg’s Theory of Moral Development Theory into Practice A: Stage 1: Heteronomous morality. He is obeying the rule out of fear of punishment. A: Stage 1: Heteronomous morality. He is obeying the rule out of fear of punishment.
35. Kohlberg’s Theory of Moral Development Theory into Practice A: Stage 3: Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity. He is obeying the rule to preserve a relationship.A: Stage 3: Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity. He is obeying the rule to preserve a relationship.
36. Care vs. Justice Perspective
37. Reflection & Observation Reflection:
Recall a cheating incident. What factors influenced the decision to cheat? This slide accompanies the video segment, Cheating and Moral Reasoning, on the McGraw-Hill DVD Teaching Stories: A Video Collection for Educational Psychology.
This slide accompanies the video segment, Cheating and Moral Reasoning, on the McGraw-Hill DVD Teaching Stories: A Video Collection for Educational Psychology.
38. Enter the Debate Should teachers teach students values/morality? During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.
39. Moral Education
40. Moral Education
41. Moral Education
42. Crack the Case The Case of the Fight What are the issues in this case?
At what stage of moral development would you expect these boys to be, based on the information you have? What predictions can you make regarding each boy’s sense of self and emotional development?
What can you say about the boys’ mothers? This case is on page 111 of the text.This case is on page 111 of the text.
43. What do you think about the punishment that Luke received? How would you have handled this situation?
What impact do you think this will have on the boys’ future relationship? What impact will it have on their attitudes toward school? Crack the Case The Case of the Fight This case is on page 111 of the text.This case is on page 111 of the text.
44. Strategies for Coping with Stress Reassure children
Encourage talk
Protect from re-exposure to stress
Help make sense
