This document discusses socioemotional development in middle and late childhood. It covers topics like emotional and personality development, moral development, gender roles, and the influence of families, peers, and schools. Key points include Kohlberg's stages of moral development, the importance of social relationships, gender stereotypes versus androgyny, attachment styles, peer status and bullying, and challenges faced by students from low-income or minority backgrounds.

1. Socioemotional
Development
in Middle and Late
Childhood
Chapter 10
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2. 10 - 2
Chapter Outline
• Emotional and personality development
• Families
• Peers
• Schools
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3. 10 - 3
Emotional and Personality
Development
• The self
• Emotional development
• Moral development
• Gender
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

4. 10 - 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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

5. 10 - 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
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6. 10 - 6
The Self
• Self-esteem and self-concept
– 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)
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

7. 10 - 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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

8. 10 - 8
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

9. 10 - 9
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

10. 10 - 10
Emotional Development
– Ability to suppress or conceal negative emotional
reactions
– Use of self-initiated strategies for redirecting
feelings
– Capacity for genuine empathy
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

11. 10 - 11
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

12. 10 - 12
Figure 10.1 - Kohlberg’s Three Levels and
Six States of Moral Development
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

13. 10 - 13
Moral Development
• Influences on Kohlberg’s stages
– Cognitive development
– Experiences dealing with moral
questions/conflicts
– Peer interaction and perspective taking are crucial
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

14. 10 - 14
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

15. 10 - 15
Emotional and Personality Development
• Moral development
– Kohlberg’s critics
• Families and moral development
– Kohlberg underestimated
• Gender and the care perspective
– Justice perspective: Focuses on the rights of the individual
and in which individuals independently make moral decisions
– Care perspective: Views people in terms of their
connectedness with others
» Emphasizes interpersonal communication, relationships
with others, and concern for others
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

16. 10 - 16
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

17. 10 - 17
Emotional and Personality Development
• Moral development
– Prosocial behavior
• Behavioral aspects of moral development
– Moral personality
• Three possible components
– Moral identity
– Moral character
– Moral exemplars
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

18. 10 - 18
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

19. 10 - 19
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

20. 10 - 20
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

21. 10 - 21
Families
• Parents as managers
– Parents manage children’s opportunities, monitor
behavior, and initiate social contact
– Important to maintain a structured and organized
family environment
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

22. 10 - 22
Families
• Attachment
– More sophisticated
– Spend less time with parents
– Insecure attachment – associated with:
• Anxiety
• Depression
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

23. 10 - 23
Families
• Stepfamilies
– Remarriages involving children has grown in
recent years
– Types of stepfamily structure
• Stepfather
• Stepmother
• Blended or complex
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

24. 10 - 24
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

25. 10 - 25
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

26. 10 - 26
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

27. 10 - 27
Peers
• Social cognition - Thoughts about social
matters
– Important for understanding peer relationships
– 6 steps in processing social information
• Attend to social cues
• Attribute intent
• Generate goals
• Access behavioral scripts from memory
• Make decisions
• Enact behavior
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

28. 10 - 28
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

29. 10 - 29
Figure 10.5 - Bullying Behaviors among
U.S. Youth
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

30. 10 - 30
Peers
• Friends
– Typically characterized by similarity
– Serve six functions
• Companionship
• Stimulation
• Physical support
• Ego support
• Social comparison
• Affection and intimacy
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

31. 10 - 31
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

32. 10 - 32
Schools
• Contemporary approaches to student learning
– Accountability
• No Child Left Behind (NCLB) legislation
• Statewide standardized testing
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

33. 10 - 33
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

34. 10 - 34
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
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

35. 10 - 35
Schools
• Socioeconomic status, ethnicity, and culture
– Ethnicity in schools
• Strategies for improving relationships among ethnically
diverse students
– Turn the class into a jigsaw classroom
– Encourage students to have positive personal contact with
diverse other students
– Reduce bias
– View the school and community as a team
– Be a competent cultural mediator
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

36. 10 - 36
Schools
• Socioeconomic status, ethnicity, and culture
– Cross-cultural comparisons of achievement
• Poor performance of American children in math and
science is well publicized
• Asian teachers spend more of their time teaching math
than American teachers
– Mindset: Cognitive view individuals develop for
themselves
• Fixed mindset
• Growth mindset
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

37. 10 - 37
Figure 10.6 - Mothers’ Beliefs About the Factors
Responsible for Children’s Math Achievement in Three
Countries
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.