DEVELOPMENTAL PSYCHOLOGY THE MIDDLE CHILDHOOD YEARS (SCHOOL-AGED YEARS) • WHAT AGE RANGE MARKS THIS STAGE? __________ • WHAT WAS YOUR FAVORITE BOOK DURING THIS PERIOD? ___________________________________ _ • WHAT WERE YOUR THREE FAVORITE ACTIVITIES DURING THIS PERIOD? 1)____________________ 2)____________________ 3)____________________
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DEVELOPMENTAL PSYCHOLOGY THE MIDDLE CHILDHOOD YEARS (SCHOOL-AGED YEARS) WHAT AGE RANGE MARKS THIS STAGE?__________ WHAT WAS YOUR FAVORITE BOOK DURING THIS.
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DEVELOPMENTAL PSYCHOLOGYTHE MIDDLE CHILDHOOD YEARS
(SCHOOL-AGED YEARS)• WHAT AGE RANGE MARKS TH IS
STAGE?__________• WHAT WAS YOUR FAVORITE BOOK
DURING TH IS PER IOD? ____________________________________
• WHAT WERE YOUR THREE FAVORITE ACT IV IT IES DURING TH IS PER IOD?
1) ____________________
2) ____________________
3) ____________________
DEVELOPMENTAL PSYCHOLOGYTHE MIDDLE CHILDHOOD YEARS
(SCHOOL-AGED YEARS)DURING MIDDLE CH ILDHOOD
CH ILDREN DEVELOP NEW PHYS ICAL , COGNIT IVE , AND SOC IAL SK ILLS . THE IR PERSONAL ITY ALSO TAKES ON NEW CHARACTER IST ICS .
L I S T C H A N G E S T H AT A R E K N O W N T O YO U T H AT O C C U R D U R I N G T H I S S TAG E F O R E AC H O F T H E S E F O U R D O M A I N S .
P H Y S I C A L :
C O G N I T I V E :
S O C I A L :
P E R S O N A L I T Y:
THE MIDDLE CHILDHOOD YEARS: OBJECTIVES
At the completion of this unit you will be able to:
1) Explain changes that relate to cognitive, physical, social, & personality that occur over this period.
2) Identify factors that influence physical, cognitive, social and personality development.
3) Apply theories relating to growth & development (Piaget, Vygotsky, Erickson, & Kohlberg) to the childhood years.
4) Compare & contrast the tasks and benchmarks that occur during this stage to those of previous stages.
I. PHYSICAL DEVELOPMENT
Grow 2 to 3 inches per year
Girls are usually taller than boys
Girls develop more rapidly
Both sexes gain about 5 to 7 pounds per year
Baby fat disappears
Much variation in height and weight
I. PHYSICAL DEVELOPMENT
Variables that affect growth
Nutritional
Illness/disease
Genetics
Stress affects pituitary gland
I. PHYSICAL DEVELOPMENT: NUTRITION
Those that receive more nutrients: • Have increased cognitive performance• Show more positive emotion• Have increased social interactions• Experience less anxiety• Display higher energy levels• Have increased self-confidence• Are more attentive• Display increased motivation to learn
PHYSICAL DEVELOPMENT: CHILDHOOD OBESITY
• Obesity: > 20% of average weight (on growth chart)
• Increasing numbers of obese children• Obese children are more likely to remain obese
throughout adulthood health risks
Verses• U.S. preoccupation with being thin: Media• Increasing obsession about being thin• 40% of 9 to 10 year olds girls worry about
becoming fat; teach that media representations are exaggerated or unobtainable.
• Also on the rise with males
CHILDHOOD OBESITY: CAUSES
• Genetic / inheritance: predisposition• Social factors: need to teach self-
limitations; parents should not set or impose the limits
• Poor diets: Carbs, fats, concentrated sweets; too few fruits and vegetables
• Lack of exercise: from the ages of 6 to 18 boys decrease their physical activity by 24% and girls by 36%; favored activities are sedentary.
CHILDHOOD OBESITY: CAUSES
List five activities that are common with school-aged children today:
1) _________________________
2) _________________________
3) _________________________
4) _________________________
5) _________________________
I. PHYSICAL DEVELOPMENT: MOTOR DEVELOPMENT
Despite disinterest in physical activity, children have improved fitness and athletic potentials
Motor skills: muscle strength and coordination increase
Gross motor tasks: use of large groups of muscles simple & generalized tasks. i.e.: walking, jumping, hopping, running.
Fine motor tasks: use of small muscles complex small tasks i.e.: writing, eating utensils, picking up objects, keyboards (dexterity). Can tie shoes at approximately 7 years old.
Fine motor + gross motor movement coordination
I. PHYSICAL DEVELOPMENT: MOTOR DEVELOPMENT
Reasons for motor advances: changes in the neurons of the nervous system; development of myelin sheaths is the major change of the NS.
1) What is the function of myelin? ________________
_____________________________________________
2) Do girls and boys have differing
motor skill development? ___________
3) Should the sexes be separated in
physical and athletic activities?
_________
I. PHYSICAL DEVELOPMENT: HEALTHFAST FACTS
• Immune system is more mature; most ailments are mild and brief
• Period of robust health• Immunizations have significantly lowered
incidence of life-threatening illnesses that were common to this age.
• 1 in 9 children will have the onset of a chronic or persistent illness
• Injury increases; increased level of physical activity
• Frequent sources of injury: MVAs, hit by cars, bicycles, burn injuries, drowning, poisoning
I. PHYSICAL DEVELOPMENT: HEALTHFAST FACTS
• The most frequent cause of accidental death is transportation related
• 4 out of 100,000 children between ages 5 and 9 are killed in transportation injuries annually
• Increased activity levels of the 5 to 7 age group makes them the highest risk group for injuries; are not responsible cognitively & make poor jugements.
• Community teaching: seat belts, car seats, protective gear, fire prevention, water safety, poison control
I. PHYSICAL DEVELOPMENT: HEALTHFAST FACTS
Asthma
• One of the most common chronic conditions of middle childhood
• Is a world wide problem; more prevalent within lower-socioeconomic groups.
• Characterized by periodic attacks of wheezing, coughing, & SOB; attacks are usually triggered by a variety of factors.
I. PHYSICAL DEVELOPMENT: PSYCHOLOGICAL DISORDERS
• 1:5 has a psychological disorder that may result in mild severe impairment
• Most common: depressive and anxiety disorders
• Bipolar disorder: cycles back and fourth between two emotional states; high energy and spirits at one extreme and depression on the other. (Read Ben Cramer on p. 280)
• Symptoms are often overlooked or neglected; they do not manifest the same as with adults
• Use of antidepressants is controversial
CHILDREN WITH SPECIAL NEEDS
• Children with special needs usually have normal intellectual capacities
• Visual impairment: a difficulty involving the sense of sight; ranges from partial sightedness to total blindness
• Auditory impairment: difficulty with the sense of hearing; ranges from loss of an aspect of hearing (frequencies or pitches) to total deafness
• What impacts will these have on academic success?
CHILDREN WITH SPECIAL NEEDS
Speech impairment: speech that deviates from usual speech, calls attention to itself, interferes with communication, or produces a maladjustment of the affected child.
Stuttering: disruption in the rhythm and fluency of speech
Learning disability: difficulty with the acquisition and use of reasoning, listening, reading, speaking, writing or mathematical calculations.
CHILDREN WITH SPECIAL NEEDS
What is a learning disability?It is a significant discrepancy
between a child’s actual academic ______________ and his/her apparent intellectual ____________________.
Attention deficit hyperactivity disorder (ADHD): manifests with inattention, impulsiveness, a low tolerance for frustration, and inappropriate behaviors.
Common Symptoms:• Difficulty finishing tasks, organizing work, &
following instructions• Inability to wait or remain seated• Jumps to next task without hearing all of
the instructions• Inability to watch a whole program• Fidgeting and squirming
CHILDREN WITH SPECIAL NEEDS
ADHD Continued• Ritalin & Dexadrine: Stimulants that decrease
activity levels in children• Treatment is controversial• Side-effects: depression, decreased appetite,
irritability; does not cause dependency• Behavior therapy has been successful in some
cases• Increased structure in the classroom• Diet therapy: fatty foods, concentrated sweets,
and foods with high levels of preserves linked to mental/cognitive performance in negative ways. Good nutrition improved performance
I. PHYSICAL DEVELOPMENT OF CHILDHOOD
Obesity and Physical Unfitness is on the rise
• Culture is contributing to this• Encourage exercise and balanced nutrition• Be an exercise role model and make
exercise fun.• Start slowly and do not push beyond their
capabilities• Do not make winning a goal; competitive
sports are not for everyone• Never make physical activity a
punishment
II. COGNITIVE/INTELLECTUAL DEVELOPMENT DURING MIDDLE
CHILDHOOD
During this period, children’s cognitive abilities _______________ and they become increasingly able to perform __________________ tasks.
Jean Piaget: Theory of Cognitive Development
1) The name of the stage for preschoolers between the ages of 2 & 7 is: _____________________________
List the classic characteristics of this stage:
2) The name of the stage for the school-aged (middle-childhood) between the ages of 7 and 12 is ______________________________
II. COGNITIVE/INTELLECTUAL DEVELOPMENT DURING MIDDLE
CHILDHOOD
II. COGNITIVE/INTELLECTUAL DEVELOPMENT:
JEAN PIAGET: CONCRETE OPERATIONAL STAGE• Shifts from one stage to the next are
gradual & have back and forth shifts for about 2 years
Characteristics• Appropriate use of logic• Less ego-centricity decentering
(considers multiple aspects of a situation)• Reversibility: 3+4 =7, therefore 4+3 = 7 & 7-3=4. Can remold clay: ball bowl ball• Understand relationship between time and
speed (figure 9-8, p. 287)
II. COGNITIVE/INTELLECTUAL DEVELOPMENT:JEAN PIAGET: CONCRETE OPERATIONAL STAGE• Environment plays a role: some early cultures never progressed beyond the preoperational stage.
• Provide nurturing environments that facilitate growth, opportunity, & discovery; home and educational environments have equal importance.
• Variables, such as culture must be
considered
II. COGNITIVE/INTELLECTUAL DEVELOPMENT:JEAN PIAGET: CONCRETE OPERATIONAL STAGECriticisms of Cognitive Development
TheoryPro: Powerful tool for educational approaches
and materials. Piaget was an expert observer of children and set the standards.
Con: Does not account for the variations between children. Some children may begin the concrete operational stage before the age of 7; progression occurs gradually and back and fourth shifts occur. May have characteristics of different stages.
INFORMATION PROCESSING
Memory: the process by which information is initially encoded, stored, and retrieved.
Children will not encode (record) 2+2=4 until they are taught the fact and they pay attention (exposure)
Retrieval: brought to awareness Metamemory: school aged children become
aware of memory and gradually learn ways to improve it; i.e.: rehearsal & repetition
Strategies to improve memory are learned
II. COGNITIVE DEVELOPMENT: LEV VYGOTSKY’S APPROACH
Cognitive advances occur thought the exposure to information within a child’s zone of ______________________; this is when a child can almost, but not quite understand or perform a __________________.
Learning should involve task-driven interactions with others.
Cooperative learning: Reciprocal teaching:
II. COGNITIVE DEVELOPMENT: LANGUAGE DEVELOPMENT
Average 6 y/o vocabulary = 8,000 to 14,000 words
Average 10 y/o vocabulary = 13,000 to 19,000 words.
Improved ability to pronounce phonemes (i.e.: j,v, & th sounds)
Learn social rules governing conversation (pragmatics); i.e.: taking turns speaking.
Metalinguistic awareness: become aware of miscommunication and seek clarification when information is not understood.
II. COGNITIVE DEVELOPMENT: LANGUAGE DEVELOPMENT
The use of language promotes self-control: able to remind themselves of reward for a desired behavior (“self-talk”)
Bilingualism: the use of one or more language.
Goal of bilingual education = respect for native language, but shift primary language to English.
Bilingual individuals have greater metalinguistic awareness; understand rules of language in greater detail positively impacts cognitive abilities.
II. COGNITIVE DEVELOPMENT & SCHOOLING
In US education is a universal right and a legal requirement
World plague of Illiteracy: 160 million children do not receive any school education; an additional 100 million do not progress beyond what is relative to our elementary school level. A billion individuals (2/3s are women) remain illiterate throughout their lives.
In many countries, education is provided for males and not females; cultural practices differences in how education is valued.
II. COGNITIVE DEVELOPMENT & SCHOOLING
A Classroom in UgandaCompare this classroomto a U.S. classroom; What is different?
II. COGNITIVE DEVELOPMENT & SCHOOLING
READING Reading skill development occurs in stages Stage 0: Birth to first grade learn
prerequisites for reading Stage 1: 1st & 2nd grades, acquire
Stage 3: 4th to 8th grade, interpret meaning and becomes a means for learning.
Stage 4: 8th grade & beyond, can understand multiple points of view
II. COGNITIVE DEVELOPMENT & SCHOOLING
READINGConclusion: Children can use
reading as a source for learning at about the fourth grade. Because they can : ___________
__________________
II. COGNITIVE DEVELOPMENT & SCHOOLING
U.S schools are returning to a fundamental focus on reading, writing, and arithmetic.
Teachers are experiencing increased pressure to improve student performance.
Diversity and multiculturalism impacts (cultural impacts) new models for education
Culture: a set of behaviors, beliefs, expectations, values
COGNITIVE DEVELOPMENT & SCHOOLING:
MULTICULTURAL EDUCATIONPlease define each of the following (use
p. 298 – 299 as reference)1) Multicultural education:
2) Cultural assimilation model
3) Pluralistic society model:
4) Bicultural identity:
II. COGNITIVE DEVELOPMENTCULTURAL INTEGRATION
What are the similarities between concepts relating to multicultural education, cultural assimilation model, pluralistic society model, & bicultural identity?
is administered orally and child is given progressively more difficult problems until they cannot proceed. i.e.: answer questions about everyday activities, copy figures, make analogies, explain proverbs
2) Wechsler Intelligence Scale: divides test into verbal and nonverbal parts; separate and total scores are provided. (review p. 303 fig. 9-14)
II. COGNITIVE DEVELOPMENT: ASSESSING INTELLIGENCE WITH
INTELLIGENCE TESTS3) Kaufman Assessment Battery: the
most flexible structure; allows the administrator to use alternative wording or gestures, can even interpret in a different language. This encourages the child and facilitates better test performance.
Controversy: Do you believe that these are complete and
exclusive measures of intelligence? Do intelligence tests measure or consider all
aspects of intelligent performance?
II. COGNITIVE DEVELOPMENT: INTELLIGENCE
Some developmentalists suggest that there are two types of intelligence
1) Fluid Intelligence: intelligence that reflects information processing, reasoning, and memory capabilities.
2) Crystallized intelligence: the accumulation of information skills & strategies that individuals have developed through life experiences that will be applied to problem-solving situations.
intelligences may operate independently or interdependently depending on the activity.
Theory suggests that classroom instruction should be modified to incorporate and expose children to the different intelligences.
II. COGNITIVE DEVELOPMENT: INTELLIGENCE
TRIARCHIC THEORY OF INTELLIGENCEStates that intelligence consists of three
information processing domains: 1) Componential: how efficiently can an
individual process and analyze information.
2) Experiential: ability to assimilate new information with what is already known (insightful comparisons).
3) Contextual: practical intelligence; how to deal with day-to-day issues.
II. COGNITIVE DEVELOPMENT: INTELLIGENCE
Intelligence is determined by heredity and environment
Controversy: to what degree is intelligence determined by heredity and to what degree by environment?
Cultural practices, living environments, and social-economical conditions impact intellectual development
IQ Test Controversy: Do they discriminate against minority groups who have not had exposures to environments that the more privileged have?
II. COGNITIVE DEVELOPMENT: INTELLIGENCE
Today intelligence is seen as a product of a nature & nurture interaction.
Intelligence is increased by enriching a child's environment.
Learning starts in the home with parental guidance and where education is valued.
II. COGNITIVE DEVELOPMENT: BELOW INTELLIGENCE NORMS
Education for all Handicapped Children Act of 1975
Ensures that all children with special needs will receive a full education
Receive education in least restrictive environment: the environment that is most similar to that of children without special needs.
Integrated into regular classrooms and activities to the greatest extent possible
II. COGNITIVE DEVELOPMENT: BELOW INTELLIGENCE NORMS
Education for all Handicapped Children Act of 1975
Goal: integrate exceptional children with typical children to the fullest extent possible.
Mainstreaming: an educational approach in which exceptional children are integrated to the extent possible into typical classrooms while alternative activities are also provided.
II. COGNITIVE DEVELOPMENT: BELOW INTELLIGENCE NORMS
Benefits of Mainstreaming Shows positive impacts on integration
into regular society (social adjustment), educational outcomes, self-concept, & personality development
II. COGNITIVE DEVELOPMENT: MENTAL RETARDATION (INTELLECTUAL
DISABILITY) 1 to 3% of the school aged population is
considered mentally retarded. A disability characterized by limitations in
intellectual functioning and adaptive behavior (includes conceptual, social and practical adaptive skills).
IQ Ranges for functional levels of MR Mild MR: Moderate MR: Severe MR: Profound MR:
II. COGNITIVE DEVELOPMENT: MENTAL RETARDATION (INTELLECTUAL
DISABILITY)Full Inclusion Educational Model
The integration of all students (into regular classrooms), including those with severe disabilities.
No alternative environments or activities are provided
This is controversial model
II. COGNITIVE DEVELOPMENT: THE TALENTED AND GIFTED
Who is talented and gifted? Federal Government definition:
Children who show evidence of high performance capabilities in areas such as intellectual, creative, artistic, leadership capability, or specific academic fields.
II. COGNITIVE DEVELOPMENT: THE TALENTED AND GIFTED
Do you remember any “high-performers” or “high-achievers” (intellectuals) that were in your secondary schools?
Explain your memories and views of them……..
II. COGNITIVE DEVELOPMENT: THE TALENTED AND GIFTED
Authorities and researchers do not agree on a single definition
Often stereotyped: unsociable, neurotic, poorly adjusted
II. COGNITIVE DEVELOPMENT: THE TALENTED AND GIFTED
Concerns> Eloquent verbal skills that permit
creativity and critical thinking may also be used in destructive or manipulative ways.
Teachers may misinterpret behaviors and expressions, often seen as disruptive or inappropriate
II. COGNITIVE DEVELOPMENT: THE TALENTED AND GIFTED
Two Educational Interventions Acceleration: programs that allow
gifted students to move ahead at their own pace; this may involve moving to a higher grade level
Enrichment: make available special programs and activities to allow for greater depth of study and exploration of certain courses, topics, or fields; this usually does not involve moving to a higher grade level.
III. PSYCHOSOCIAL DEVELOPMENT (SOCIAL & PERSONALITY DEVELOPMENT)
What characteristics did you desire when you chose your friends during this period?
____________________________________ ____________________________________ What were some of the things that
III. PSYCHOSOCIAL DEVELOPMENT (SOCIAL & PERSONALITY DEVELOPMENT)
III. PSYCHOSOCIAL DEVELOPMENT (SOCIAL & PERSONALITY DEVELOPMENT)
Children focus their energies on mastering school-tasks and finding their place in the social world.
Feelings of mastery, proficiency, & competence success in industry-vs.-inferiority stage
Feelings of failure & feelings of inadequacy withdrawal from academic pursuits, decreased interest & decreased motivation
May withdraw from social interactions with peers
Seek to understand their self: “Who am I?”
Quest for self-understanding (self-concept) that lasts throughout adolescence.
View themselves less in terms of external and physical attributes and more in terms of psychological traits.
Since they are cognitively more sophisticated, they are able and likely to associate psychological attributes to their self-concept
III. PSYCHOSOCIAL DEVELOPMENT (SOCIAL & PERSONALITY DEVELOPMENT)
III. PSYCHOSOCIAL DEVELOPMENT
Self-concept becomes divided into personal, academic, emotional, & physical spheres
Review & discuss figure 10-1 (p. 318)
III. PSYCHOSOCIAL DEVELOPMENT: SOCIAL DEVELOPMENT, VOCABULARY
Social Comparison: the desire to evaluate one’s own behavior, opinions, & abilities by comparing them to those of others.
Social reality: The understanding that our views, feelings, thoughts and opinions of the world are derived from those of others.
Downward social comparison: comparing one’s self to individuals who are less able or of a lesser level improved self-image and self-esteem
III. PSYCHOSOCIAL DEVELOPMENT: SOCIAL DEVELOPMENT, VOCABULARY
Self-esteem: an individual’s emotional positive and/or negative evaluation (view) of their own psychosocial characteristics
Self-concept: an individual’s beliefs relating totheir cognitions and abilities.
III. PSYCHOSOCIAL DEVELOPMENT
Positive Self Esteem Cycles
III. PSYCHOSOCIAL DEVELOPMENT
Low (Negative) Self-Esteem
III. PSYCHOSOCIAL DEVELOPMENT
Self-esteem
III. PSYCHOSOCIAL DEVELOPMENTPARENTING & SELF-ESTEEM
Authoritive Parenting: warm, & emotionally supportive while setting clear limits on the child’s behavior positive esteem affects.
Punitive & controlling parenting sends messages that child is untrustworthy and incapable negative esteem effects
Groups that experience prejudice & discrimination decreased self-esteem
Self-esteem increases as one understands the complexity of prejudice and as they identify with their group or sub-group.
Is prejudice & discrimination imposed by society or is it behaviors or practices (i.e.: crime rates, dependence on welfare, system abuse) of groups that bring about the feelings?
III. PSYCHOSOCIAL DEVELOPMENTSELF-ESTEEM & MINORITY GROUPS
III. PSYCHOSOCIAL DEVELOPMENTSELF-ESTEEM & MINORITY GROUPS
As children grow in complexity, they realize they can make choices.
Increases in self-esteem occur in the later years of childhood (11-12 y/o).
III. PSYCHOSOCIAL DEVELOPMENTSELF-ESTEEM & MINORITY GROUPS
Self-esteem among minority members has risen to that of the majority group because:1) Sensitivity to multiculturalism and diversity is mainstream. 2) Differences in how group members see themselves as compared to those of other groups has narrowed.3) Minority members recognize the power they have over their own status, achievements, and successes.
III. PSYCHOSOCIAL DEVELOPMENTSELF-ESTEEM & MINORITY GROUPS
Immigrant Children in general, fare well
Most immigrants come from societies that emphasize collectivism
Cultural differencesSuccessful academically: they do as
well, many exceedReport feeling less popular and not
well accepted
III. PSYCHOSOCIAL DEVELOPMENT:MORAL DEVELOPMENT
Children think in terms of concrete & unvarying rules
Examples: “It is always wrong to steal”; “I’ll be punished if I steal”; “Good people don’t steal.”
Kohlberg: people pass through a series moral development stages as their sense of justice evolves.
III. PSYCHOSOCIAL DEVELOPMENT:MORAL DEVELOPMENT
Kohlberg: 6 Stages with 3 Levels of Moral Development & Reasoning
School age child: Level 1 (preconvention morality) Concrete interests of the child are considered in terms of rewards and punishment
Examples: “I will avoid stealing from the store to avoid punishment.” “I will help the elderly so I can get a gift certificate to use at the toy store.” Obedience occurs because of rewards that
Conventional morality: A moral stage of development where a person bases decisions on the good for all of society ; The person wants to act as a responsible and “good” member of society. Is interested in pleasing others and making society a better place.
III. PSYCHOSOCIAL DEVELOPMENT:MORAL DEVELOPMENT: FOR
WOMEN Psychologist Carol Gilligan suggests that girls follow a different moral development progression than boys
Boys focus on justice and fairness Girls view moral behavior in terms of
social responsibility; females are more willing to make sacrifices.
Compassion is a more prominent characteristic in females.
III. PSYCHOSOCIAL DEVELOPMENT:MORAL DEVELOPMENT: FOR
WOMEN
Gilligan Continued“Morality of nonviolence”; this is the highest level of moral development according to Gilligan’s theory. Hurting anyone is immoral.
III. PSYCHOSOCIAL DEVELOPMENT:MORAL DEVELOPMENT
ConcussionKohlberg: moral development begins
with concern with rewards & punishment Focus on social
conventions & rules Sense on universal moral principles
Gilligan: Women's progression is different: Orientation toward
individual survival Goodness as self-sacrifice Morality of
nonviolence
III. PSYCHOSOCIAL DEVELOPMENT: RELATIONSHIPS
The importance of friendship becomes increasingly important as childhood progresses.
Friends influence development in several ways.
Provide information about the world Provide emotional support Encourage self-control of emotion
III. PSYCHOSOCIAL DEVELOPMENT: RELATIONSHIPS
Stages of Friendship: The basis for friendship changes
Stage 1 (ages 4-7): bases friendship on behavior of the other, i.e., who shares toys with them; who will share in activities with them?
Stage 2 (ages 8-10): Trust is the centerpiece of friendship. Friends are counted on when they are needed. Violations of trust are serious violations.
III. PSYCHOSOCIAL DEVELOPMENT: RELATIONSHIPS
Stage 3 (ages 11-15): Focus shifts to intimacy and loyalty. Share thoughts, mutual disclosure develops feelings of psychological closeness. Opinions about what characteristics are desired of friends become pronounced.
Each stage of friendship becomes more complex
III. PSYCHOSOCIAL DEVELOPMENT: RELATIONSHIPS & INDIVIDUAL
DIFFERENCES
Status: the evaluation (worth) of a person or his/her role by the other members of the same group.
Status is an important determinate of friendship; lower status individuals tend to bond with other lower-status individuals
Higher-status children have more friends than do lower status children
III. PSYCHOSOCIAL DEVELOPMENT: FRIENDS AND POPULARITY
Social Competence: A Collection of individualSocial skills that permitThe individual to perform Successfully in socialSettingsPopularity: Popular Children are high in Social competence
III. PSYCHOSOCIAL DEVELOPMENT: FRIENDS AND POPULARITY
Popular children are generally friendly, open & cooperative.
In some situations, popular boys display an array of negative behaviors: aggression, trouble-maker, bullying, disruptive behaviors
III. PSYCHOSOCIAL DEVELOPMENT: BULLYING
Victims of bullying are often loners, cry easily, lack social competence skills &/or are passive
90% of middle school children report being bullied
10 to 15% of children bully others at one time or another.
Half of all bullied come from an abusive home
Bullies tend to watch more TV programs containing violence.
III. PSYCHOSOCIAL DEVELOPMENT: BULLYING
Show little remorse for the victimization of others
More likely to break the law as adulthoods.
III. PSYCHOSOCIAL DEVELOPMENT: SOCIAL PROBLEM SOLVING
The use of strategies ( information processing) for solving social problems or conflicts in ways that are satisfactory to all involved parties.
1) Find and identify social cues2) Interpret and evaluate social cues3) Determine problem-solving responses4) Evaluate responses and their potential
consequences5) Choose a response and respond
III. PSYCHOSOCIAL DEVELOPMENT: FRIENDSHIPS & SEX SEGREGATION
Sex segregation is pronounced during this period
Occurs in all societies and cultures May result from types of activities and
chores that children are assigned. Children in developed countries, such
as the U.S., where both genders attend the same schools and participate in the same activities, still avoid members of the opposite gender.
III. PSYCHOSOCIAL DEVELOPMENT: FRIENDSHIPS & SEX SEGREGATION
Border work: occasions where the opposite sex forays into the other’s territory. These actions often have romantic overtones. This begins in middle school.
List things that parents, nurses and teachers can do to increase children’s social competence. (reference p. 331 “Increasing Children's Social Competence” )
Increased independence is a major landmark of childhood
Co-regulation: a period during childhood in which children and parents jointly control the child’s behavior.
As age increases less time is spent with parents, but parents remain the major influence throughout childhood
Siblings also have influence, some good, some bad
III. PSYCHOSOCIAL DEVELOPMENT: FAMILY LIFE
III. PSYCHOSOCIAL DEVELOPMENT: FAMILY LIFE
Sibling Rivalry: Siblings compete and quarrel
The closer siblings are in age, the more intense is the competing and quarreling
Parents often perceived as favoring one sibling over another sibling rivalry and damage to self-esteem
Only children miss experiences that siblings offer, but are often found to have higher self-esteem and stronger motivation to achieve.
Republic of China: one-child policy
III. PSYCHOSOCIAL DEVELOPMENT: FAMILY LIFE
Women who are most satisfied with their lives are more nurturing.
Self-care children (latchkey children): children who let themselves into their homes after school and await for their parents to return home from work. These children fair well when parents implement appropriate individualized interventions. May lead to a greater sense of independence and competence.
III. PSYCHOSOCIAL DEVELOPMENT: FAMILY LIFE
How do Children spend their time in the 21st century? Review Figure
Adjustment to divorce occurs gradually Maladjustment manifests with anxiety,
depression, sleep disturbances, & phobias; may last 6 months to 2 years.
Parent-child relationships often decline because the child feels caught in the middle; often feel pressured to chose a side.
When divorce occurs during the first half of middle childhood, the child often blames themselves for the breakup
III. PSYCHOSOCIAL DEVELOPMENTFAMILY LIFE: DIVORCE
Positive effects: reduces hostility and anger in the home
Negative effects: brings decline to the financial standard of living
III. PSYCHOSOCIAL DEVELOPMENTFAMILY LIFE: DIVORCE & LONG-
TERM EFFECTS For some, there are minimal long-term
consequences Twice as many children of divorced
parents enter psychological counseling Children who have experienced
parental divorce are more at risk for experiencing divorce themselves.
Divorce is beneficial when the household is overwhelmed by parental strife.
III. PSYCHOSOCIAL DEVELOPMENT:FAMILY LIFE: SINGLE PARENT
FAMILIES ¼ of all children in the U.S. under
the age of 18 lives with one parent. Increase in number of single women
having babies over the last two decades.
Impacts are variable, neither positive or negative
Most significant variable is economic status.
No longer seen as a stigma
III. PSYCHOSOCIAL DEVELOPMENT:FAMILY LIFE: MULTIGENERATIONAL
FAMILIES
May include children, parents, grandparents, or other family members
Usually provides a rich living experience Common with African-American population Cultural norm for many cultures African-American and Hispanic cultures value the extended family more than Caucasians do?
III. PSYCHOSOCIAL DEVELOPMENT:FAMILY LIFE: BLENDED FAMILY
A remarried couple that has at least one stepchild living with them
17% of all children in the U.S. live in blended family
Role ambiguity for children is common: i.e.: How do they behave toward stepparents and stepsiblings?
What can be some of the effects of leaving the blended family to spend time with other parent?
III. PSYCHOSOCIAL DEVELOPMENT:FAMILY LIFE: GAY & LESBIAN
PARENTING The incidence is increasing rapidly All studies have revealed that there are
no childhood developmental differences between children raised by homosexual and heterosexual couples.
Sexual orientation and behaviors are unrelated to that of their parents
The biggest difference is the prejudice children experience due to their parents sexuality; this is quickly declining
III. PSYCHOSOCIAL DEVELOPMENT:IMPACTS OF BEING POOR
Have fewer everyday resources and more disruptions parents less available and responsive to child’s needs and provide less emotional support
Increased risk of poor academic performance, aggression, & conduct problems
Economic hardship is linked to physical and mental health problems
Chronic stress is associated with poverty
III. PSYCHOSOCIAL DEVELOPMENT:SCHOOL: THE ACADEMIC
ENVIRONMENT Shape & mold thinking and the ways in
which the world is viewed Attributions: people’s explanations for
the reasons behind their behavior (successes & failures).
Dispositional factors: internal factors i.e.: “I am smart” vs. “I am dumb.”
Situational factors: external factors i.e.: “The teacher is bad, so I failed.” “It was too noisy, so I failed the test”.
III. PSYCHOSOCIAL DEVELOPMENT:SCHOOL: THE ACADEMIC
ENVIRONMENTMaladaptive Attritional Pattern:
attribute failures and successes to uncontrollable external factors; reduced sense of personal responsibility.
Complete the sentence as would a person that copes by using a maladaptive attritional pattern:
I did not complete the task as well as I wanted to because:
III. PSYCHOSOCIAL DEVELOPMENT:SCHOOL: THE ACADEMIC
ENVIRONMENT Teacher expectancy effects: a cycle
in which a teacher transmits an expectation to a child expected change
Teacher’s expectations about their students, positive or negative, brings about the positive or negative student behavior.
How does this relate to what we have learned about self-esteem?
III. PSYCHOSOCIAL DEVELOPMENT:SCHOOL: THE ACADEMIC
self-fulfilling prophecy achievement of desired outcomes.
Emotional Intelligence (EI): The skills that individuals possess that facilitate accurate assessment, evaluation, (of self and of others) expression, and regulation of their emotions.
Activities that foster development of EI: lessons in empathy, self-awareness, and social skills (i.e.: communication). The importance of caring about others (starts in first grade: stories)
MIDDLE CHILDHOOD CLOSURE
Key terms pp. 312 & 345 ( recommendation: Make flash cards)