Middle Childhood Socioemotional Development

Middle and Late Childhood Socioemotional Development citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Erik Erikson citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Social and Emotional Development ▪ Erikson’s industry vs. inferiority stage important as children strive to develop a sense of mastery & competence. ▪ Older children can feel multiple emotions at once and are more likely to: ▪ connect emotional reactions with their concepts of themselves. ▪ use emotions to guide behavior. ▪ maintain feelings for longer periods of time. citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Maturing Emotional Lives Children in middle childhood: ▪ Come to recognize simultaneous emotions. ▪ Develop self-conscious emotions. ▪ can explain emotions and think of others’ reactions ▪ Come to understand that people may not show their true feelings. ▪ understand cultural display rules citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Fears and Worries ▪ All children fear death and danger. ▪ After 10, worry more about fitting into social environment. ▪ Report fewer fears with age. ▪ Girls express more fears at all ages. ▪ Most fears are short-lived, but some can develop into: ▪ anxiety disorders ▪ phobias (age 6-8) citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Learning about Themselves More complex thinking leads to three changes in children’s self concepts: 1. They pay more attention to abilities and personality traits. 2. They distinguish among various domains of competency, and selfdescriptions become more differentiated. 3. Self-esteem, global evaluation of self, declines citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Emotional Intelligence ▪ Based on Daniel Goleman’s 1997 book ▪ Best described by ability to: ▪ Accurately perceive and express feelings. ▪ Use emotional information to form thoughts and opinions. ▪ Understand causes and consequences of emotion. ▪ Manage emotions. ▪ Emotional intelligence helps children/people ▪ maintain friendship. ▪ avoid unnecessary risks. ▪ achieve relationship and job success. citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Raising Self-Esteem ▪ Achievement and success with peers leads to high self-esteem. ▪ Adults can promote: ▪ positive self-concepts by helping children learn what they need to succeed. ▪ sense of self-efficacy, belief that they have the skill to achieve specific goals. citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Does Praise Work? Praise doesn’t always work: ▪ Children begin to see relationship between effort and ability. ▪ There are risks for overemphasizing talent OR effort. ▪ Excessive Praise can interfere with intrinsic motivation. Pride from accomplishment is rewarding. When sincere, praise works. ▪ Encourage achievement, attribute performance to factors that the child can control, and communicate reasonable expectations ▪ Avoid excessive, meaningless praise that dilutes the value of hardearned praise citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Peers ▪ People of approximately the same age and status ▪ Piaget, Erikson and Vygotsky argue that peer relationships provide a unique context for cognitive, social, and emotional development ▪ In their view, the equality, reciprocity, cooperation, and intimacy that can develop in peer relationships enhance children’s reasoning ability and their concern for others citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Interactions with Friends ▪ Interactions are punctuated with talking, smiling, and laughter. ▪ Children work with friends to resolve disputes and preserve relationship. ▪ Familiarity encourages children to work together as team. ▪ Friendship gives opportunity to practice social skills not emphasized in other relationships. More companionship and intimacy with friends than with parents citations Provide emotional support and helps cope with stress PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Choice of Friends ▪ By age 7, children tend to like peers who are similar to themselves in the cognitive maturity of their play and in their aggressive behavior ▪ Fourth- to eighth-grade friends are more similar than nonfriends in prosocial behaviors, antisocial behavior, peer acceptance, and academic motivation ▪ Adolescent friends tend to have similar interests, attitudes, and behavior citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional A graphic representation of Annie’s peer social world. Annie is a typical 8-year-old. citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Peer (Social) Status ▪ Dodge (1983) study revealed basic differences between groups. ▪ Five status groups include: ▪ Popular-11 percent ▪ Rejected-13 percent ▪ Neglected-9 percent ▪ Controversial-7 percent ▪ Average-60 percent citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Fitting In ▪ Even popular children are sometimes rejected or ignored. ▪ Children rarely try to put others at ease. ▪ Popular children blend in while figuring out norms of group rather than calling attention to themselves. ▪ Aggression increases chances of rejection when not offset by socially appropriate behavior. citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Rejected Peer Status ▪ Liked by few peers and disliked by many peers ▪ A majority of rejected children tend to fall into two categories: AggressiveRejected WithdrawnRejected citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Aggressive-Rejected Children ▪ Are especially prone to hostile and threatening behavior, physical aggression, disruptive behavior, and delinquency ▪ About 40% to 50% of rejected children tend to be aggressive ▪ When they are angry or want their own way, many rejected children also engage in relational aggression ▪ Aggressive behavior often underlies rejection by peers ▪ However, not all aggressive peers are rejected; some develop a network of aggressive friends citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Withdrawn-Rejected Children ▪ Are socially withdrawn, wary, and often timid ▪ Make up about between 10-25% of the rejected category ▪ Not all socially withdrawn children are rejected or socially excluded ▪ Withdrawn behavior combined with negative actions or emotions is correlated with rejection, although this pattern may change with age citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Peer Status Consequences ▪ Rejected children ▪ tend to recreate unpleasant status ▪ want to avoid school ▪ score lower than other groups on school achievement ▪ are more likely to later have problems with the law ▪ Perceived “sociable leaders” score better on numerous outcomes ▪ Academic achievement, job performance, social competence ▪ Early interventions recommended. citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Relation of Children’s Sociometric Status to Academic and Behavioral Problems citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Relation of Children’s Sociometric Status to Academic and Behavioral Problems citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Relation of Children’s Sociometric Status to Academic and Behavioral Problems citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Relation of Children’s Sociometric Status to Academic and Behavioral Problems citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Quality of Parent-Child Interactions and Peer Relationships ▪ Parent-child interactions are associated with peer relationships in much the same way that attachment patterns are ▪ Mothers of popular children are more likely than mothers of less popular children to discuss feelings with their children and to use warm control, positive verbalizations, reasoning, and explanations ▪ Fathers’ parenting practices in general appear to be somewhat less closely related to children’s social competence and sociometric status citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Sharing and Cooperation ▪ Prosocial children: ▪ are competent ▪ are advanced in moral reasoning ▪ are good at imagining themselves in others’ shoes ▪ have prosocial parents as models ▪ Altruism more likely when child is happy and helping someone she knows. ▪ Increasing empathy makes them better friends. citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Importance of Friendship ▪ Focus changes from concrete attributes to abstract qualities. ▪ Similarity is important. ▪ By late childhood, most children are part of a peer group that is: ▪ Organized in hierarchical fashion. ▪ Identified by shared values. citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Cliques and Social Networks in Middle Childhood ▪ Cliques are friendship groups that children voluntarily form or join themselves ▪ In middle childhood, cliques tend to include 3 to 9 children who are usually of the same sex and race ▪ By age 11, many of children’s social interactions occur within the clique citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Hostile Behavior ▪ Aggressive behavior (e.g., teasing, name calling, ridiculing) likely to occur during middle school years. ▪ Mutual antipathies, dislike for children who dislike them, is common. ▪ Bullies, children repeatedly cruel to others, have more antipathies. citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional Bullying ▪ There is a bullying continuum with many bullies also being victims. ▪ There is physical and relational bullying. ▪ Some use physical force while others treat children as outcasts. ▪ Boys more likely to be physical victims. ▪ Physical and relational victims at risk for depression and future rejection. citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional More on Bullying ▪ Victims are not all alike. ▪ Varying Attributional styles. ▪ Some are anxious while others might be irritable or hot tempered. ▪ Bullies and victims benefit from programs that teach ways to handle peer problems. ▪ Bullying has long term effect. ▪ Parents and schools have role in preventing bullying. ▪ It does not disappear on its own. citations PSYC-420 Survey of Developmental Psychology Middle Childhood Socioemotional

Middle Childhood Socioemotional Development

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