Chapter 13 - EMOTIONAL AND SOCIAL DEVELOPMENT IN MIDDLE CHILDHOOD 1

Erikson’s Psychosocial Theory?

Proposes that personality develops in 8 stages throughout the lifespan, each characterized by a specific conflict or crisis that individuals must resolve. Stages span frominfacy to late adulthood.

Industry vs. Inferiority in Erikson’s Psychosocial Theory?

This fourth stage occurs during ages 6 to 12, where children develop a sense of competence through achievements and skills (industry). Successfully navigating this stage results in feelings of industry, while failure can lead to feelings of inferiority.

What is self understanding in middle childhood?

Children begin to understand themselves more deeply, beyond physical traits

During this time of developement children also gain a sense of Self-Concept?

Children start to define themselves using psychological traits —> Saying, I am smart, I am helpful, rather than physical descriptions

Social comparison?

Comparisons influence self-esteem and how they view their competencies. Children compare themselves to peers to evaluate their own abilites and worth.

→ Saying “I am better that math than her”

What are the three things that influences self-concept

• Cognitive influences

• Social influenes

• Cultural Inluences

Cognitive Influences?

Shapes self-concept, as children grow, their thinking becomes more logical and comlex. They become better at organizing and integrating information about themselves.

They begin to combine specific experiences and behaviors into general traits or dispositions and combine positive and negative traits at onces —> “I’m good at drawing, but I get mad easily”

Social comparison, to avaluate thier abilities and traits

Social influences? Ideal self v.s real self? What can this lead to?

Children begain to form an ideal self, mental image of the peron they want to be, and compare their real self to who they actually are.

It can lead to low self esteem —> supportive environments could stop this.

Cultural Influences? What do children gain sense of? What can lead to favorable self-concepts?

Seek out social groups for a sense of identity

When there is elaborative parent-child conversations —> leading to stable complex, and favorable self-concepts.

What are cultural differences in self-concept?

• Individualistic cultures —> promote self-concepts based on personal traits and independence

• Collectivist cultures → Emphasize relationships, family roles, and group harmony as a part of self-concept.

What is Self-Esteem? What are the general key areas of it?

Over all evaluation of one’s worth or value, it is influenced by how children feel about their abilites in specific areas.

• Academic Competence - How confident a child feels in school subjects

• Physical/athletic commpetence - How skilled/capable they believe they are in sports.

• Social competence - How well they think they interact with peers

• Physical appearance - How satisfied they are withhow they look

Influences on Self-Esteem? What are the two types?

• Achievement-related attribution

  • Mastery-Oriented attributions

  • Learned Helplessnes

What is Mastery-oriented attributions? What is this associated with?

incremental view of ability, meaning children believe effort leads to success. That they have the ability to grow with practice and learning. Focus on goals

Higher self-esteem

What is learned Helplessness? Learning goals vs. performance goals? Person Praise vs. Process Praise

Fixed view of ability → Children believe success or failure is due to fied traits, ot effort. Focus on perfomance goals -→ Trying to look smart or avoid looking dumb. Leads to lower self-esteem, avoidance of challenges

Praise —> encourages fixed mindset “you’re so smart”

process Praise → encourages incremental mindset “you worked really hard”

What does emotional development depend on?

• Self-conscious emotions

• Emotional understanding

• Emotional self-regulation

Emotional Development: Self-Conscious Emotions

Children gain a better understanding of how their actions affect others and how they are viewed by others.

Emotions such as: Pride, guilt, and shame, become more complex and sophisticated in middle childhood

Emotional Development: Emotional understanding

As children mature, their ability to understand and interpret emotions becomes more advanced.

• Focus on internal states → Understand that emotions are not just shown outwardly, they can be felt internally and hidden from others

• Understanding mixed emotions → Can have multiple emotions

• Receptiveness to contradictory cues → Can interprete conflicting emotional signals → someone is smiling but has a sad tone

Emotional Development: Emotional Self-Regulation. They can shift effectively between two types of self-regulation coping, what are they? What can they develope?

As children grow, they become better at managing their emotions and responding appropriately in different situations.

• Problem-centered coping → Used when a situation can be changed, child identifies the problem and tries to solve or improve it (studying harder aftr getting a bad grade)

• Emotion-Center Coping → Used when the situation can’t be changed, Child tries to manage their emotion response, calming down, reframing thoughts (Accepting that a pet is gone and finding a way to feel better)

Emotional self-efficacy → Growing belief that “I can manage my emotions” leading to confidence or resilience and a sense of contol

Moral Development

As children’s cognitive and social understanding grows, their sense of morality becomes more nuanced and flexible

• Children start to understand that rules are not absolute.

• They apply moral principles with more flexibility, considering intentions and context (e.g., accidental vs. intentional harm).

• They judge actions more by the person's intent than just the outcome.

• For example, breaking a rule to help a friend may be seen as more acceptable.

Moral Development in Invidual Rights and Diversity and Inequality

Understanding of Individual Rights

• Children develop a stronger sense of fairness and personal rights, including the idea that individuals should be treated equally.

. Awareness of Diversity and Inequality

• They become more aware of social differences (e.g., race, gender, ability).

• Some children may start to question inequality, while others may adopt in-group biases.

In-Group vs. Out-Group Bias

• Loyalty to their own group (in-group) may cause them to view outsiders unfairly.

• This can lead to early signs of prejudice or stereotyping.

Fixed View of Personality Traits

• Children may believe that people’s traits are unchangeable (e.g., "He’s a bad kid").

• This can lead to judgmental attitudes and less empathy.

Overly High Self-Esteem

• Overconfidence can make children more prone to judge others harshly, especially if they feel their group or self-image is threatened.

Social World with Groups

• Children increasingly navigate a group-based social world—understanding group dynamics, norms, and inclusion/exclusion.

What reduces prejudice?

Reducing Prejudice
• Intergroup contact
• Collaboration
• Exposure to ethnic diversity
• Directly address damage of prejudice
• Perspective-taking and empathy
• Viewing others’ traits as changeable

Peer relations involve what?

Peer groups

Friendships

Peer Groups

• Formed on basis of proximity and similarity
• “Peer culture”
• Deviations from peer culture or actions that threaten group
stability may lead to exclusion

Friendship

• More selective
• Defined by trust

Peer Acceptance

• Popular Children
• Popular-Prosocial vs. Popular-Antisocial
• Rejected Children
• Rejected-Aggressive vs. Rejected-Withdrawn
• Controversial Children
• Neglected Children