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CHAPTER 13 EMOTIONAL AND SOCIAL DEVELOPMENT IN MIDDLE CHILDHOOD Walking in the Rain Hennie Brandt, 7 years, Republic of Namibia As children reach school age, empathy increases and friendships become more selective, developing into mutual relationships based on trust and emotional commitment. Reprinted with permission from Children’s Museum of the Arts Permanent Collection, New York, NY WHAT’S AHEAD IN CHAPTER 13 13.1 Self-Understanding Self-Concept • Cognitive, Social, and Cultural Influences on Self-Concept • Self-Esteem • Influences on Self-Esteem 13.2 Emotional Development Self-Conscious Emotions • Emotional Understanding • Emotional Self-Regulation 13.3 Moral Development Moral and Social-Conventional Understanding • Understanding Individual Rights • Culture and Moral Understanding • Understanding Diversity and Inequality 13.4 Peer Relations Peer Groups • Friendships • Peer Acceptance ■ Biology and Environment: Bullies and Their Victims 13.5 Gender Typing Gender-Stereotyped Beliefs • Gender Identity and Behavior 13.6 Family Influences Parent–Child Relationships • Siblings • Only Children • Lesbian and Gay Families • Never-Married Parent Families • Divorce • Blended Families • Maternal Employment and Dual-Earner Families 13.7 Some Common Problems of Development Fears and Anxieties • Child Sexual Abuse • Fostering Resilience in Middle Childhood ■ Cultural Influences: Impact of Ethnic and Political Violence on Children ■ Social Issues: Health: Children’s Eyewitness Testimony One afternoon as school dismissed, Joey urgently tapped his best friend Terry on the shoulder. “Gotta talk to you,” Joey pleaded. “Everything was going great until I got that word—porcupine,” Joey went on, referring to the fifth-grade spelling bee that day. “Just my luck! P-o-r-k, that’s how I spelled it! I can’t believe it. Maybe I’m not so good at social studies,” Joey confided, “but I know I’m one of the best spellers in our class, better than that stuck-up Belinda Brown. I knocked myself out studying those spelling lists. Then she got all the easy words. If I had to lose, why couldn’t it be to a nice person?” Joey’s conversation reflects new emotional and social capacities. By entering the spelling bee, he illustrates a major change of middle childhood: energetic pursuit of meaningful achievement in his culture. As Erik Erikson emphasized, children whose previous experiences have been positive enter middle childhood ready to forge a sense of industry: feelings of competence at useful skills and tasks. In cultures everywhere, adults respond to children’s improved physical and cognitive capacities by making new demands, and children are ready to benefit from these challenges. In most of the world, the transition to middle childhood is marked by the beginning of formal schooling. With it comes literacy training, which prepares children for a vast array of specialized careers. In school, children discover their own and others’ unique capacities. Notice how the spelli.
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After reading Chapters 1 through 10, how would you compare growth between children and adolescents? Provide examples from the book. Be elaborative with your answer. Once you finish your post, you must comment on a classmates post for all points. Plagiarism with result in an automatic 0. Who Am I? During middle childhood, children begin to view themselves:Less in terms of external physical attributes More in terms of psychological traits * Psychosocial Development in Middle Childhood Success in the industry-versus-inferiority stage brings with it feelings of mastery and proficiency and a growing sense of competenceIndustry = feelings of mastery and proficiency and a growing sense of competence Inferiority = feelings of failure and inadequacy *Lasting from roughly age 6 to age 12, the industry-versus-inferiority stage is characterized by a focus on efforts to meet the challenges presented by parents, peers, school, and the other complexities of the modern world. Erik Erikson's middle childhoodEncompasses the INDUSTRY-VERSUSINFERIORITY STAGEPeriod from ages 6 to 12 years of ageCharacterized by a focus on efforts to attain competence in meeting the challenges related to:ParentsPeersSchoolOther complexities of the modern world * Understanding One's Self: A New Response to “Who Am I?” How do school-agers change?Children realize they are good at some things and not so good at others Self-concept and self-esteem continue to develop Children's self-concepts become divided into personal and academic spheres * Looking Inward: The Development of Self As children get older, their views of self become more differentiated, comprising several personal and academic spheres. What cognitive changes make this possible? (Source: Based on Shavelson, Hubner, & Stanton, 1976.) * Social Comparison Children use social comparison to themselves to abilities, expertise, and opinions of others Festinger (1959)When objective measures are absent children rely on social reality How others act, think, feel, and view the world Festinger is known for the Theory of Cognitive Dissonance which suggests a tendency for individuals to seek consistency among their cognitions, and if conflict exists between attitude and behavior, attitude will likely change first. * Sometimes… Children Make Downward Social Comparisons With others who are:Less competentLess successful To raise or protect their self-esteem * Self-Esteem: Developing a Positive-or Negative-View of the Self Develops in important ways during middle childhoodChildren increasingly compare themselves to others Children are developing their own standards For most children self-esteem improves in middle childhood As children progress in ...
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How does the development of self-awareness and self-esteem factor into the development of social problem solving skills? Based on what you’ve learned, does the media (social, video games, music, movies, etc.) help or hurt the development of social problem solving skills? Please give examples to support your claim. I have a challenge for you. Can you find an example, online, of a child, (any stage of development), showing positive social problem solving skills and an example with poor or no social problem solving skills? Start your search locally. If you can't find anything, broaden your search to state and national news. If you still can't find anything you may use social media. Please post the results of your search. If you found something, post the link/s, a summary of what you found, and your thoughts about it. READING CHFD215 | LESSON 7 Social Understanding, Peers, Media, and Schooling This week addresses the development of social cognition, or how children come to understand their multifaceted social world. We will also learn about the importance of peer relations, television, computers, and schooling in child development. Topics to be covered include: · Stages in Social Understanding. · Impact of Peer Relations, Media, and Schooling in Child Development Development of Self-Awareness and Self-Concept How do children come to understand their multidimensional social world? How do they think about and interpret their experiences with others? These questions address the concept of social cognition, thinking about characteristics of the self and other people. The first step in this development is self-awareness. You may wonder when babies begin to recognize the concept of self. The development of self-awareness occurs in stages, with the first stage commencing at birth. As language takes more of a role in the toddler’s interactions, self-awareness increases, as the toddler is now able to express the self in a more defined manner. Between 18 and 30 months, children begin to classify themselves and others on the basis of perceptually distinct attributes and behaviors, such as age, gender, size, and temperament. This is known as the categorical self. The remembered self encompasses a bigger picture as children rely on autobiographical memories to view themselves as continuously existing individuals. This type of awareness grows out of conversations and interactions with adults who can elaborate on past experiences. Finally, the concept of the enduring self is developed as preschoolers begin to discuss future events and begin to view themselves as persisting over time. SELF-AWARENESS · NEWBORNS · INFANTS · TODDLERS You may recall that newborns have the capacity for intermodal perception, or making sense of light, sound, tactile, odor, and taste information. As babies touch their toes, watch their arms move, and hear themselves cry, they begin to differentiate their own bodies from their surroundings. After feeling a particular object with their ...
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CHAPTER 4 Notes Families I. IS CONFLICT BETWEEN TEENAGERS AND PARENTS INEVITABLE? A. Contrary to stereotypes, adolescents and parents usually get along very well, share similar values, and see eye-to-eye on a range of important issues. Unfortunately, parents who believe in the stereotype that adolescents are difficult are more likely to have more negative relationships with their adolescent—known as a self-fulfilling prophecy. B. The Generation Gap: Fact and Fiction: Although most people believe there is a gap between the generations (holding of different values between adolescents and adults), this is not the case. When there are sharp differences in opinion, they tend to revolve around matters of personal taste rather than fundamental values and attitudes. C. What Do Adolescents and Parents Usually Fight About? Studies find that the most common types of disagreements between parents and adolescents include things like teenagers’ curfews, leisure-time activities, clothing, and the cleanliness of their rooms. Additionally, conflict between teenagers and parents typically involves the different ways that they define the same issues. For example, making sure that an adolescent’s bedroom is tidy is often seen by parents as an area over which they have “jurisdiction.” Teenagers, however, tend to see their rooms as their own private space, and decisions about neatness are matters of personal choice. In other words, teenagers and their parents often clash more over the definition of the issue (e.g., whether something is a matter of safety rather than a matter of personal choice) than over the specific details. Researchers in many countries have found similar results on this issue. D. Rebels With a Cause: Contrary to stereotype, adolescents rarely rebel against their parents just for the sake of rebelling. Adolescents are usually willing to accept their parents’ rules when they agree that the issue is a moral one (such as cheating on a test) or a safety-related one (such as drinking and driving), but they are less inclined to accept their parents’ authority when they view the issue as personal. Adolescents who believe that their parents are overcontrolling are more likely to become oppositional. As adolescents age, they become more willing to lie to their parents. II. FAMILY RELATIONSHIPS AT ADOLESCENCE A. A Time of Reorganization and Change: Family systems’ theorists suggest that families must adapt to the changing needs and capabilities of each of their members. Families move through phases and stages in their development that make up a family life cycle. Adolescence presents a challenge to most families. Because of biological, cognitive, and social changes in the adolescent, the entire system—especially parents—must adjust with resultant changes in family functions and needs. B. The Adolescent’s Parents at Midlife: For many adults, midlife is a time of heightened intros ...
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Our last forum will look at social development. Please answer the following three questions in your initial posting. 1-How is social learning linked to academic learning? 2-How are schools providing for social development for children? 3-What are notable issues on gender-role development in society today and how are we as a family and society reacting? Emotional and Social Development in Early Childhood The focus of this lesson is the emotional and social development in early childhood. It is critical that, during a child’s early years, he or she is exposed to great variety of experiences that contribute to healthy social and emotional growth. Furthermore, this lesson will focus on the ways in which children develop a sense of self. When children interact with peers, they also advance in their social skills and social development. Finally, being aware of the different roles that genetic and environmental influences play on gender-role development will lead to greater understanding of gender expectations for these young children. TOPICS TO BE COVERED INCLUDE: · The development of the aspects of the self · Peer sociability · Moral development · Gender-role development Development of Aspects of the Self As children learn to talk and their language skills improve, they become more self-aware as seen in the ways in which they subjectively talk about themselves. As children become able to understand their self-concept ‒ their attributes, attitudes, abilities, and qualities that make them unique ‒ they truly begin to develop a sense of self-awareness. This self-awareness has a profound impact on a child’s emotional and social life. Additionally, self-esteem is also affected by children’s awareness of self. Self-Awareness · RECOGNIZING SELF AS SEPARATE · SELF-AWARENESS GROWS · REFERRING TO SELF BY NAME · PREFERENCES AND EMOTIONS In infancy children develop an awareness of their body. As children continue to age, they begin to understand that they are separate beings from others. For example, during late toddlerhood, children learn that they have different emotional states, different characteristics (physical and emotional) and different actions or responses from others. Psychosocial Developmental Stages This self-awareness development corresponds to the second stage of Erik Erikson’s Psychosocial Development. Click on the icons to read about the milestones for each stage. Age Erikson’s Stage 1 ½ to 3 Autonomy versus Shame and Doubt. 3 to 4 Initiative versus Guilt. 5 Superego FREUD’S SUPEREGO CONSCIOUS PRIDE AND HAPPINESS IF SUPEREGO IS OVERLY STRICT SOME SHAME AND GUILT IS NEEDED Self-Concept Self-concept is the image that we hold about ourselves. These ideas or images stem from the beliefs that a child has about him or herself as well as how other individuals view that particular child. Self-concept is what children think about themselves, how they evaluate themselves, and perceives themselves. .
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CHFD215 | LESSON 7 Social Understanding, Peers, Media, and Schooling This week addresses the development of social cognition, or how children come to understand their multifaceted social world. We will also learn about the importance of peer relations, television, computers, and schooling in child development. Topics to be covered include: Stages in Social Understanding. Impact of Peer Relations, Media, and Schooling in Child Development Development of Self-Awareness and Self-Concept How do children come to understand their multidimensional social world? How do they think about and interpret their experiences with others? These questions address the concept of social cognition, thinking about characteristics of the self and other people. The first step in this development is self-awareness. You may wonder when babies begin to recognize the concept of self. The development of self-awareness occurs in stages, with the first stage commencing at birth. As language takes more of a role in the toddler’s interactions, self-awareness increases, as the toddler is now able to express the self in a more defined manner. Between 18 and 30 months, children begin to classify themselves and others on the basis of perceptually distinct attributes and behaviors, such as age, gender, size, and temperament. This is known as the categorical self. The remembered self encompasses a bigger picture as children rely on autobiographical memories to view themselves as continuously existing individuals. This type of awareness grows out of conversations and interactions with adults who can elaborate on past experiences. Finally, the concept of the enduring self is developed as preschoolers begin to discuss future events and begin to view themselves as persisting over time. SELF-AWARENESS NEWBORNS INFANTS TODDLERS You may recall that newborns have the capacity for intermodal perception, or making sense of light, sound, tactile, odor, and taste information. As babies touch their toes, watch their arms move, and hear themselves cry, they begin to differentiate their own bodies from their surroundings. After feeling a particular object with their hands, they are able to visually distinguish it from other objects. Theory of Mind Development You may recall that, as children think about themselves and others, they form a naïve theory of mind, which is a coherent understanding of their own and others’ vivid mental lives. In other words, they are aware that people have personal thoughts. This contributes to their ability to consider the perspective of others, as they understand that someone else may not be thinking the same thoughts as them. By the time children have reached the age of three, children begin to realize the connections among perceiving, feeling, and desiring. Factors influencing theory of mind include language and verbal reasoning, executive function, parent-child conversations about mental states, make-believe play, and social interaction wit ...
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Child development, chapter 13, paduano
1.
Chapter 13 Social
Development in Middle Childhood Caprice Paduano Child Development
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Most- and Least-Liked
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Characteristics of Best
and Worst Child- and Youth-Care Workers
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Characteristics of Best
and Worst Child- and Youth-Care Workers, cont’d
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