Chapter 10, Middle Childhood Social Development - Industry vs. Inferiority

what skills are kids trying to get good at, at this age? what are important to them for them to be able to do well?

academics (reading, writing, doing well in school). activities (sports, clubs, instruments, etc.)

what is a sense of industry?

sense that one has real world skills and are competent socially, academically, etc. lack of such leads to low self esteem.

what happens to self concept in this stage?

it goes from being physical and concrete to social and psychological (i play baseball, i get along with my friends, im interested in this subject, etc,).

what are some self conscious emotions that continue to develop in this stage?

guilt, embarrassment, empathy, shame. these are tied to better emotional understanding and perspective taking. the more self conscious emotion, the better this skill will be

how does cognitive development occur in this stage?

kids start thinking more logically, with social experience helping. have better social understanding. they also understand mixed emotions (dilemmas, etc.)

what is problem centered coping?

occurs when the problem is something you can act upon, you can identify, and can generate solutions for. (ex. if you made a friend mad and you know why)

what is emotion centered coping?

used if problem centered coping doesn’t work, or is used in conjunction with it. (ex. you have to find a solution to a flat tire, but you may also have to mitigate your frustration).

what is an example situation where emotion centered coping would be utilized?

a pet dies. you must deal with sadness, grief, but cannot fix the issue.

how does moral development regarding diversity and inequality develop? how do you reduce prejudice?

differences and individuality (US) in race, gender, etc. begin to be noticed. to reduce prejudice, you must get to know people who are different from you. otherwise bullying occurs.

what are peer groups? why do they form?

kids that hang around with each other. usually formed due to close proximity, similar contexts, similar interests/activities, etc. (sports, scouts, clubs, etc.)

what are some examples of elements of peer culture?

affects what clothing they may want to wear, what memes they reference, what games/toys they play with, etc. they should not be on social media, though.

what is an example of a sociometric technique used to measure peer acceptance?

having a child list three kids they like the most, and three kids they like the least. then you compile those and categorize a kid into popular, controversial, average, neglected, or rejected.

describe the popular-prosocial kids.

the helpful, nice, dependable, and usually attractive ones

describe the popular-antisocial kids.

the “mean'“ kids. attributes (attractiveness, wealth, etc.) give them power to be mean, or vice vera.

describe the rejected/unpopular aggressive kids.

they get a lot of “i dont like them” votes. rejected aggressive are mean, maybe unattractive, maybe are manipulated by popular kids, irritate others, might not be doing well in school. may be bullies or victims.

describe the rejected/unpopular withdrawn kids.

tend to be vulnerable and do not stand up for themselves. don’t have anyone else to stand up for them (older sibling, etc.). socially inept, but not necessarily shy.

describe the rejected/unpopular different kids.

rejected because they stand out in some way, maybe because of a disability, different ethnicity/skin color, weight, gender atypicality, etc. tend to have more issue with academics and mental health problems.

describe controversial children.

are liked and disliked by many. have high rates of social behavior. may be the “class clown”. outcomes tend to be good due to social support and friends.

describe socially neglected children.

not necessarily disliked or liked, but just not mentioned. their name isn’t really put down in the sociometric experiment. don’t draw attention to themselves.

describe bullies in this age range.

most are boys, both online and in person. tend to be high status and powerful, as well as physically and relationally aggressive.

describe victims of bullying.

passive when active behavior is expected. physically frail, maybe. overprotected or controlled by parents.

how should peer culture be affected to reduce bullying?

by encouraging the calling out of bullying when one sees it.

how does gender typing appear at this point?

stereotypes are extended to include personalities and school subjects (“boys are better than girls, girls are smarter, etc,”). they also are more flexible about what both genders can do, and that the stereotypes don’t always hold true.

what happens to gender identity during this period?

most boys strengthen masculine traits, while most girls show less identification with feminine traits - they exhibit more freedom and carefree-ness.

what are some important resources in terms of family structure (i.e. within the family)?

adequate food, clothing, emotional affection and attention, shelter

what are some common family structures? (split these)

two parent families (heteronormative and lgbt). adoptive families (kids are more likely to have physical or mental health problems). multigenerational (grandparents are living with them, or are raising the kids. kids have poorer outcomes, unless the family is normative).