Middle and Late Childhood Socioemotional Development
Middle and Late Childhood: Socioemotional Development
Presenter: Lucía G. Medina, MA.
Course: HDFS 2400
Today's Plan
The self, emotional development, resilience, moral development
Developmental changes (family), attachment
Peer status, social cognition, friends
Reading reflection #3 – questions
The Self
Development of Self-Understanding
Children begin to describe themselves using psychological traits.
They recognize social aspects of who they are.
Use of social comparison helps define their identity.
Understanding Others
Development of perspective-taking abilities.
Improved perspective taking leads to prosocial behavior.
Ineffective perspective-taking can lead to relationship difficulties.
Self-Efficacy
Definition: Belief in one’s ability to succeed or master tasks.
Influences choices in activities pursued.
High self-efficacy correlates with increased effort and persistence in tasks.
Self-Regulation
Refers to managing behavior, emotions, and thoughts.
Involves deliberate control and planning of actions.
Promotes social competence and academic success across various domains.
Self-Efficacy Reflection
Erikson's Psychosocial Development Stages
Building Trust
Identify Strength:
Ask: What is one thing you are really good at?
Past Experiences:
Reflect on experiences that made you feel competent.
Consider role models or mentors who inspired you.
Acknowledge instances of positive feedback or encouragement.
Reflect on physical sensations during these activities.
Beliefs:
Example beliefs: “I can succeed if I try,” “I improve with practice.”
Behavior:
Examine how beliefs influence effort and persistence.
Industry vs. Inferiority (Erikson’s 4th Stage)
Occurs during middle and late childhood.
Industry: Represents curiosity about how things work, fostered through encouragement.
Inferiority: Develops from criticism or punishment, leading to feelings of inadequacy.
Emotional Development
Improved Emotional Understanding
More nuanced recognition of multiple emotions in a single situation.
Increased awareness of triggers for emotions.
Ability to suppress or hide negative feelings effectively.
Develop strategies to manage and express feelings appropriately.
Display genuine empathy towards others.
Example: "Just Breathe"
Written by Julie Bayer Salzman & Josh Salzman, focuses on emotional regulation.
Social–Emotional Learning (SEL) Programs
CASEL Framework
Focus on core SEL skills important for child development:
Self-awareness.
Self-management.
Social awareness.
Relationship skills.
Responsible decision-making.
Resilience
Definition
Resilience: Ability to adapt to challenges affecting growth or survival.
It is not merely a trait or a factor of mind/body; it relies on several factors.
Success in resilience depends on individual characteristics, relationships, and external systems.
Concept of "ordinary magic": Everyday supports are crucial in fostering resilience.
Exposure Dose and Cumulative Risk
Significant risk exposure directly impacts a child's adaptation capacity.
Importance of severity of exposure, which can be a single trauma or cumulative risks.
Notable individual variations: Some children demonstrate positive adaptation despite high risks.
Key question: What accounts for the success of resilient children?
Processes for Building Resilience
Restoring adequate short- and long-term functioning when faced with challenges.
Analysis of risk, protective, and promotive factors in resilience.
Protective Factors
Family & Relationships
Sensitive caregiving, maintaining close emotional bonds, and providing emotional security are vital.
Consistent routines and rituals can foster a positive family outlook.
Individual Skills
Development of executive functions, temperament, self-efficacy, hope, optimism, and humor.
School & Community
Engagement in well-functioning schools contributes significantly.
Connections with supportive communities provide additional buffers against risk.
Cultural engagement and the development of ethnic identity enhance resilience.
Moral Development
Piaget's Theory
Children move from heteronomous morality to autonomous morality, around age 10.
They begin to consider intentions alongside consequences of actions.
Rules are seen as flexible; punishment is not perceived as automatic.
Kohlberg's Theory
Three Universal Levels of Moral Reasoning
Development progresses through social interaction and perspective-taking experiences.
Growth in moral reasoning occurs through conflicts that demand higher reasoning.
Kohlberg’s Levels of Moral Development
Level 1: Preconventional Reasoning
Stage 1: Obedience and Punishment Orientation (Ages 4–7)
Behavior is directed by fear of punishment.
Stage 2: Individualism and Exchange (Instrumental Purpose) (Ages 7–10)
Actions are guided by self-interest or fairness principles.
Level 2: Conventional Reasoning
Stage 3: Good Interpersonal Relationships (Ages 10–13)
Behavior seeks approval and aims to maintain relationships.
Stage 4: Maintaining Social Order (Early to mid-adolescence)
Emphasis placed on obeying laws and fulfilling one's duties.
Level 3: Postconventional Reasoning
Stage 5: Social Contract and Individual Rights (Late adolescence to adulthood)
Acknowledgment of differing values and principles extending beyond legal bounds.
Stage 6: Universal Ethical Principles (Adulthood, rare)
Moral reasoning is guided by self-selected ethical principles encompassing justice and equality.
Summary of Kohlberg’s Stages of Moral Development
Pre-Conventional (Ages 3-7): Focus on rewards and punishment.
Conventional (Ages 8-13): External ethics govern morality.
Post-Conventional (Adulthood): Guided by personal ethics.
Moral Development and Prosocial Behavior
Emphasis on behavior in moral development rather than just reasoning.
Children exhibit both antisocial and prosocial behaviors.
Prosocial behaviors correlate with positive developmental outcomes.
Significant role of parents in shaping prosocial behaviors.
Prosocial and Active Learning (PAL)
Strategies
Inductive discipline to foster empathy and self-regulation.
Use of person-focused praise to affirm identity and promote prosocial motivation.
Developing strong teacher-student relationships ensuring trust, safety, and role modeling.
Create emotionally upbeat classrooms to encourage emotional regulation and cooperation.
Cultural Influences on Development
Self-Esteem
WEIRD cultures (Western, Educated, Industrialized, Rich, and Democratic): Emphasis on independence.
Non-WEIRD cultures: Focus on interdependence.
Social Skills
In WEIRD cultures: Assertiveness and self-expression are prominent.
In Non-WEIRD cultures: Emphasis on cooperation and respect for hierarchy.
Moral Reasoning
In WEIRD cultures: Centered on individual rights and fairness.
In Non-WEIRD cultures: Relates primarily to social duties and relational responsibilities.
Influence of Schools on Child Development
Comparison with Family Influence
Family establishes primary socialization, values, and personality foundations.
Schools contribute by teaching academic skills, social norms, and alternative behavior models.
Peer influence shapes choices, social behaviors, and identity experimentation.
Interactions:
Schools and peers can either reinforce or moderate parental influence.
Conflicting influences may lead to behavioral experimentation by children.
Attachment
As children age, their social worlds expand, leading to less time spent with parents.
Secure attachment is associated with lower anxiety and depression levels.
Parenting traits linked to secure attachment:
Responsive and supportive of autonomy.
Effective monitoring practices.
Less harsh disciplinary measures.
Peer Status
Categories
Popular: Many nominations as "best friends"; rarely disliked.
Average: Typical mix of positive and negative nominations.
Neglected: Few "best friend" nominations; not actively disliked.
Rejected: Few "best friend" nominations; actively disliked by peers.
Controversial: Many best friend nominations but also many dislike nominations.
Importance of Peer Acceptance and Rejection
Becomes increasingly significant for social and emotional development during middle and late childhood.
Friends
Reflective Questions
Recall the characteristics of friends during elementary school.
Consider common interests, shared activities, and experiences.
Characteristics of Friendships
Friends exhibit increasing similarities in interests and behaviors.
Six Key Functions of Friendships
Companionship: Shared activities and play.
Stimulation: Sharing new ideas and experiences.
Physical Support: Providing help in times of need.
Ego Support: Offering encouragement and building confidence.
Social Comparison: Evaluating abilities and opinions against one another.
Affection & Intimacy: Creating trust, closeness, and emotional bonds.
Impact of Friendships
Friends model social skills and provide support.
Conflict-ridden or coercive friendships are detrimental.
Positive friendships are correlated with enhanced emotional well-being and academic success.