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Socioemotional Devel
XIV: Socioemotional Development in Middle Childhood
| Term | Definition |
|---|---|
| Industry vs. Inferiority | children must learn & master skills that are valued in society, such as reading, mathematics, writing, & using computers. Success influences children's feelings of competence and curiosity and their motivation to persist and succeed in all their contexts |
| Self-Concept | shifts from concrete descriptions of behavior to trait-like psychological constructs; children use traits to describe themselves rather than physical character ex.) I'm brave, smart rather than I'm a girl, I have black hair |
| Self-Esteem | remains high but is more realistic; children evaluate their characteristics, abilities, and performance in comparison with peers, which influences their overall sense of competence |
| Body Image | 1/2 of children report dissatisfaction with their body and 1/2 of 8-10 year old's report dieting. Dissatisfaction tied to media influence, poor self-esteem, depression, unhealthy eating and exercise behaviors, inadequate weight gain |
| Achievement Motivation | the willingness to persist at challenging tasks and meet higher standards of accomplishment |
| Internal Attribution | emphasizes one's own role of in the outcome ex.) It's too hard I can't do it, or, This is hard, but I can do it |
| External Attribution | uncontrollable forces explain the outcome ex.) I was lucky that I guessed the answer |
| Growth Mindset | belief that skills are changeable |
| Fixed Mindset | belief that skills are unchangeable |
| Mastery Orientation | a belief that success stems from trying hard and that failures are influenced by factors that can be controlled, like effort |
| Learned Helplessness Orientation | characterized by a fixed mindset that the attribution of poor performance to internal factors |
| Moral Development | entails changes in how children understand rules and fairness. As elementary school children spend more time with their peers and become better at taking their friends' perspectives, their understanding of rules becomes more flexible |
| Kohlberg's Conventional Moral Reasoning | children are now able to take others' perspectives and are motivated by reciprocity, seeking to be accepted and avoid disapproval |
| Distributive Justice | how to divide goods fairly; children progress from self-serving reasons for sharing expressed in early childhood to move sophisticated and mature conceptions of distributive justice in middle childhood |
| Equally | everyone gets the same |
| Equitably | balancing competing claims (merit and need) |
| Moral, Social, and Personal Issues | many conflicts center around justice &fairness, can distinguish between unfair distributions, physical & psychological harm, children develop and hone their understanding of justice and fairness through social interaction and home, school, and with peers |
| Gender Differences and Typing | small or nonresistant sex differences in cognitive and social abilities, although girls>boys in managing and expressing emotions |
| Gender Stereotypes and Beliefs | preferences for same-sex peers increases in middle childhood, adult's gender-stereotyped expectations influence interactions with children, encouraging stereotype behavior |
| Perceived Pressure to Conform to Gender Roles | the degree to which children feel pressured to avoid other-gender behaviors |
| Friendship | friends show similarities in cognitive ability and intelligence, shared values, rules, demographics (gender, race, ethnicity), rooted in similarity |
| Peer Acceptance | the degree to which a child is viewed as a worthy social partner by peers |
| Popularity | valued by peers, perceived as fun and prosocial; tend to have a variety of positive characteristics such as helpfulness, trustworthiness, assertiveness, and friendliness |
| Peer Rejection | when a child is disliked and shunned by peers |
| Withdrawn-Rejected Children | tend to isolate themselves from peers |
| Aggressive-Rejected Children | tend to be confrontational and hostile |
| Bullying (Peer Victimization) | ongoing interaction in which a child repeatedly attempts to inflict physical, verbal, or social harm on another child by hitting, kicking, name-calling, teasing, shunning, or humiliating the other child; children who bully are impulsive and aggressive |
| Relational Aggression | ridiculing, embarrassing, and spreading rumors |
| Victims of Bullying | withdrawn, anxious, depressed, poor emotional control; often perceived by their bullies and other children as different and as more quiet, inhibited, and cautious than other children |
| Bully-Victims | share characteristics of both bullies and victims; often display higher levels of anxiety and depression and low rates of social acceptance and self-esteem common to other victims, but they also show more aggression, impulsivity, and poor self control |
| Successful Interventions in Bullying | address multiple perspectives, teach victims skills to maintain relationships, respond to bullying, help children who bully to identify, understand, and manage their own and others' emotions, direct anger in appropriate ways, involve bystanders |
| Parent-Child Relationships | parents and school-aged children spend time together by engaging in task-oriented activities (preparing meals); interactions with parents help children rehearse and refine skills that are important for peer relationships, parents tend to share power |
| Siblings | have an important influence on development; through interactions with siblings, children learn relationships skills such as conflict resolution, ~80% of children have a sibling, conflict, fighting, and sibling rivalries are common |
| Only Children | contrary to the belief that only children are spoiled and overly dependent on their parents, they tend to show positive adjustment, high self-esteem, and are high achievers |
| Same-Sex Parented Families | over1/3 of LGBT adults raise a child, some studies has suggested that children raised by gay & lesbian parents may score higher in some aspects of social & academic competence, & show fewer social & behavioral problems & lower levels of aggression |
| Single-Parent Families | 1/4 of US children under 18 live with a single parent, those in single-mother homes are disproportionately likely to live in poverty; low SES is a risk for academic, behavioral, and social problems |
| Divorced and Divorcing Families | >1/3 of marriages in the US end in divorce within 15 years, chronic exposure to parental conflict associated with increase physiological arousal, most children show a positive adjustment within 2 years after the divorce |
| Risk Factors | associated with higher likelihood of negative outcomes |
| Protective Factors | reduce or prevent poor outcomes |
| Parental Incarceration | By age 14,1/14 US children experience parental incarceration, they tend to show more psychological and behavioral problems such as anxiety, symptoms of trauma, health vulnerabilities, delinquency; close nurturing relationships help children adapt |
| Parental Deployment | Over 1/4 of 1.6 million active duty military members had children in 2019, their children experience unique stressors, such as indirect exposure to conflict and violence, tend to experience more emotional and behavioral difficulties than civilian peers |
| Exposure to Community Violence | children can understand the severity of community violence, but are not yet able to process events as they haven't yet developed the emotion regulation, abstract reasoning, and psychosocial maturity to process such events; may show signs of anxiety, PTSD |
| Child Sex Abuse | inappropriate touching, comments, or sexual activity, coerced or persuaded w/ a child; many cases go unreported but half occur between ages 4 and 12; more common in homes characterized by poverty, food and housing instability and marital instability |
| Resilience | ability to respond or perform positively in the face of adversity; or to significantly exceed expectations given poor home, school, and community circumstances; characterized by the ability to regulate one's emotions and behavior |
| Fostering Resilience | promoting children's strengths and bolstering children's executive function skills, self-appraisals, and a sense of efficacy |
| Protective Factors of Resilience | warm relationships with caregivers, active engagement at school, routines, church attendance, proactive orientation |
Created by:
serenakellie
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