Chapter 10: Socioemotional Development in Middle Childhood Flashcards
Psychosocial development in middle childhood
Self-concept and self-esteem
Moral development
Learning what’s right and wrong, good and bad
Moral reasoning: Piaget’s perspective
Heteronomous morality by age 6 and autonomous morality by age 7
Heteronomous morality
Trying to engage in a behavior because it’s what the behavior is supposed to be. A set of rules you’re supposed to follow.
Autonomous morality
Rules are less unbreakable, moral rules are things we should do. We agree these things are for the benefit of the group.
Kohlberg’s perspective
Children’s conceptions of justice. Includes preconventional and conventional reasoning.
Preconventional reasoning
Part of Kohlberg’s perspective
Stage 1: children behave in moral ways to avoid punishment
Stage 2: evaluating benefit from doing the right thing
Conventional reasoning
Part of Kohlberg’s perspective
Children internalize and behave to the benefit of those around them, focused on others
Distributive justice reasoning
Merit, benevolence, balancing competing claims, differentiating among relationships, cultural influence
Merit
Part of distributive justice reasoning. Who deserves something the most.
Benevolence
Part of distributive justice reasoning. Who would benefit the most.
Balancing competing claims
Part of distributive justice reasoning. Compare groups by merit and benevolence.
Differences in emotional regulation in gender
Girls encouraged to regulate emotions earlier
Development of gender stereotypes
- Knowledge of stereotypes by age 5 (ex. girls wear pink and have long hair). Children are able to understand gender vs sex early on.
- Beliefs about personality and achievement (ex. girls are nice, boys are good at sports)
- Effects of gender stereotypes (stronger stereotypes have negative mental health outcomes)
- Beliefs of transgender children (ex. children think the gender stereotypes they need are more similar to the opposite sex)
Perceived same-gender typicality
How consistent you perceive yourself with the standard for your same gender. Contrast with perceived other-typicality.
Friendships in middle childhood
Spending more time away from parents, deepening friendships, selective in how they describe friends
Peer acceptance
Degree to which a child is considered a worthy companion
Peer rejection
- Aggressive-rejected: explosive emotions, hard time taking in other perspectives, perceive interactions as hostile
- Withdrawn-rejected
Bullying
AKA peer victimization
Female bullying
Relational aggression
Interventions in bullying
- Victims taught assertiveness
- School-wide change
- Bullies taught emotional management and empathy
- Parents taught authoritative parenting skills
Children spend more time with their siblings, and may develop ____ ____
Sibling rivalry
Same-sex parented families
No differences in adjustment (may even score higher in some areas), similar patterns of gender identity and gender role development, adoption is expensive
Single-parent families
Small differences (poorer academic achievement, less social competence, mental health problems), more likely to live in poverty
Cohabitating families
Tend to have less stable relationships
Divorced and divorcing families
May result in physiological arousal, elevated stress response, poorer adjustment. Outcomes depend on conflict.
Blended families
15% of children. Entering a stepfamily is associated with improved adjustment.
Risk factors and what can affect resilience?
Parental incarceration, exposure to community violence, culture, etc.
