Social and Emotional Development in Middle Childhood Flashcards
(24 cards)
Erikson’s Theory
Industry versus Inferiority
Industry
- Developing a sense of competence at useful skills
- School provides many opportunities
Inferiority
- Pessimism and lack of confidence in own ability to do things well
- Family environment, teachers, and peers can contribute to negative feelings
Changes in Self-Concept during Middle Childhood
- More balanced, less all-or-none descriptions
- Social comparisons
- Ideal and real self
- Reference social groups
- Cultural variations
Gender Identity
- Self-evaluations effect adjustment
- Gender typicality
- Gender contentedness
- Felt pressure to conform to gender roles
Hierarchical Structure
General Self Esteem
-Academic Competence (Language Arts, Math, Other school subjects)
-Social Competence
(Relationship with Peers/Relationship with Parents)
-Physical/Athletic Competence (Outdoor games, Various Sports)
-Physical Appearance
Influences on Self-Esteem
- Culture
- Child-rearing Practices
- Attributions (Mastery Oriented, Learned Helplessness)
Achievement-Related Attributions
Mastery and Learned Helplessness
Mastery (Achievement-Related Attributions)
- Reason for Success: Ability
- Reason for Failure: Controllable factors, Can change by working hard
Learned Helplessness (Achievement-Related Attributions)
- Reason for Success: External Factors
- Reason for Failure: Ability, Can NOT be changed by working hard
Influences on Achievement-Related Attributions
- Parents (Too-high standards, Believe child incapable, Trait statements)
- Teachers (Learning vs performance goals)
- Gender
- SES, Ethnicity
Emotional Development in Middle Childhood
- Self-conscious Emotions
- Emotional Understanding
- Emotional Self-Regulation
Self-conscious Emotions (Emotional Development in Middle Childhood)
- More governed by personal responsibility
- Pride and guilt
Emotional Understanding (Emotional Development in Middle Childhood)
- Explain emotion using internal states
- Understand mixed emotions
- Rise in empathy
- Supported by cognitive development and social experience
Emotional Self-Regulation (Emotional Development in Middle Childhood)
- Motivated by self-esteem & peer approval
- Emotional self-efficacy
Coping Strategies
Problem-Centered Coping and Emotion-Centered Coping
Problem-Centered Coping (Coping Strategies)
- Situation is seen as changeable
- Difficulty is identified
- Decision made on what to do
Emotion-Centered Coping (Coping Strategies)
- Used if problem-centered coping does not work
- Internal, private, and aimed at controlling distress when little can be done about outcome
Development of Distributive Justice
Strict Equality: 5 to 6 yrs
Merit: 6 to 7 yrs
Equity and Benevolence: around 8 yrs
Changes in Moral Views
- Flexible Moral Rules
- Clarify link between moral imperative and social convention
Flexible Moral Rules (Changes in Moral Views)
- Lying is not always bad
- Truth is not always good
Clarify link between moral imperative and social convention (Changes in Moral Views)
- More respect for conventions with purpose
- Consider intentions
Understanding Individual Rights
- Challenge adult authority within personal domain
- View denials of personal choices are wrong
- However, place limits on individual choice (Typically decide in favor of kindness and fairness)
Understanding Inequality
- By school age, children associate power and privilege with white people (Assign stereotyped traits to minorities)
- With age, reduce prejudice (Consider inner traits)
- Individual differences based on (Fixed view of personality traits, Overly high self-esteem, Social world in which people are sorted into groups)
