Chapter 10:

Social and Personality Development in Middle Childhood

In This Chapter

Theories of Social and Personality Development

Psychoanalytic 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

Theories of Social and Personality Development Trait Approach

What trait or traits describe you best?

The Big Five Personality Traits

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

Figure 10.1 Bandura’s Determinism Model

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

Self-ConceptSelf-Efficacy

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

Self-ConceptThe Valued Self

Nature of self-esteem

Self-ConceptSelf-Esteem

Key components Discrepancy between what desires and

perceived achievement Perceived support from important people

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

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

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

Figure 10.3 Changes in Children’s Descriptions of Others

Self-ConceptMoral Reasoning: Piaget

Moral reasoning: Judgments about rightness and wrongness of specific actions Moral realism Moral relativism

The Social World of the School-Aged ChildFamily Relationships

Parental Expectations Parents recognize children’s increasing

abilities to self-regulate

Culture may play a role in the age of expected behaviors

The Social World of the School-Aged ChildFamily Relationships

Parental Expectations Boys given more autonomy Girls held more accountable Parental authoritative style more often

produces socially competent children

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

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

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

Gender Segregation

Cultural influence

Age of appearance

Playmate preference

Playmate style by gender

The Social World of the School-Aged ChildGender Segregation

Boundary violations

Play group composition by gender

Play focus

Cooperative play

The Social World of the School-Aged ChildPatterns of Aggression

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?

The Social World of the School-Aged ChildSocial Status

Social status: Degree to which children are accepted by peers

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?

The Social World of the School-Aged ChildTwo Types of Rejected Children

Neglected or rejected

Very different from peers, shy, highly creative

The invis

ible child

Influences Beyond Family and Peers After-School Care Pros and Cons

PROS/ADVANTAGES CONS/DISADVANTAGES

Influences Beyond Family and Peers Poverty

Childhood poverty rate

Rate is higher for younger children

Characteristics of parents in poverty

Figure 10.5 Poverty, Age and Time

Influences Beyond Family and Peers Poverty

Children in poverty More often ill Lower average IQ scores Perform poorly in school Exhibit more behavior problems

Influences beyond Family and Peers Inner-City Poverty

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

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?

Questions To PonderQuestions To PonderQuestions To PonderQuestions To Ponder

True or False?

There is a causal link between viewing violent television and aggressive

behavior in children.

Television

Prosocial behavior Enhanced by quality programs that teach children

moral and social values Mr. Rogers’ Neighborhood Sesame Street

Computers and the Internet

Economic differences

Uses

Gender differences

Video Games

Influences on child behavior

Violent content and game preferences

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

Figure 10.6 NAEP Average Scores Over Time