HD 312 Mid-Childhood thru Adolescent Development Workshop #1 wpchd.wordpress

1. HD 312Mid-Childhood thru Adolescent Development Workshop #1 http://wpchd.wordpress.com Rachel Karlsen 360-901-5297

2. Learning Goals: Students should be able to: • Recognize social-emotional development in middle childhood • Examine and discuss moral development in middle childhood • Evaluate different models of spiritual development in middle childhood • Describe impact of different cultural influences on development and parenting

3. Approximate Schedule • 6:00-6:45 Greeting and message, overview of class, 3 major perspectives and activity • 6:45-7:30 Lecture notes, reading response activity • 7:30-8:00 BREAK • 8:00-8:45 Family picture, characteristics of friends, peer group notes, etc • 8:45-9:45 Last word activity and discussion, review with cards • 9:45-10:00 exit papers, group work

4. Assignments due tonight (wkshp 2) • Read Craig, Chapter 9 • Read Hersch, Chapters 6-8 • Reading Response #2. • Will need hs picture for workshop #3 (we might not get to it this week) • Learning team project • Initial research and determination of roles • Identification of product and audience (class/other?)

5. Assignments due next week (wkshp #3) • Bring to class: HS picture or high school yearbook • Read Craig, Chapter 10 • Read Hersch, Chapters 9-11 • Reading Response #3 • Project • In depth research completed • product and delivery method confirmed

6. Inspirational Jesus said: Matthew 28:20 Teaching them to observe all things that I have commanded you; and lo, I am with you always, even to the end of the age. Hope…possibility…encouragement… anything is possible…

7. Middle ChildhoodPersonality and Sociocultural Development • Personality Development in an Expanding Social World • Social Knowledge and Reasoning • Peer Relationships • Family Influences in Middle Childhood

8. Personality Development in an Expanding Social World • Three perspectives on middle childhood • Social-learning • Psychodynamic • Cognitive-developmental • The development of the self is among the most important task of this period • Self-concept is a central component of self

9. Three Major Perspectives on Middle Childhood p. 232

10. Personality development…you are the theorist With a group or 4-6 people, in 15 minutes: Using one of the three schools of thought on personality development (Social-learning view, Psychodynamic view, and Cognitive development view..p. 232), come up with as many points to defend your perspective as you can. Make a large poster showing definitions, main points and important people. See handout with scenarios. Be ready to state what is happening and defend your perspective, using the rationale from your school of thought. Jot notes for classroom discussion.

11. Scenario #1: • Andy is in his middle childhood years. Last year, his parents divorced after trying to work things out through counseling. He lives with his mom and sees his dad at least once per week. Despite his best efforts to do well, he failed two subjects and has a hard time making friends. He will sometimes complete his school work by copying answers from students he considers to be smart. He feels like he is not good at anything in particular.

12. Scenario #2: • Ten year old Keesha views herself as having many fine qualities and she likes who she is. She shares a bedroom with her thirteen year old sister, which is sometimes difficult. Although she argues with her sister, Keesha avoids arguments with her friends and will often “go along to get along.”

13. Scenario #3: Georgia’s hands were sweating. She was fifteen minutes into her math final when she began to panic. This exam was worth most of her grade in the class. She understood  math—even liked it—and usually did really well. Her constant problem was that she wasn’t a strong test-taker. Her grades never reflected her understanding of the material she studied. She thought about her parents’ reaction when she received her report card. Finally, she took a deep breath. She looked to see if the teacher was still on the other side of the room, and glanced over Jessie’s shoulder just long enough to get the final answer to the question. Then, she figured out the rest of the problem on her own. In the moment, she felt great about her decision.

14. Scenario #4 • A fifth grade boy is overcome with hurt and anger when a classmate spreads a lie about him.

15. Scenario #5 • A seventh grade girl starts receiving threatening notes in her locker, on her cell phone and in her backpack.

16. Personality Development • Self-concept • Children form increasingly stable pictures of themselves, and self-concept becomes more realistic • They begin to attribute specific traits to themselves • They start to compare themselves specifically with others

17. Personality Development • Industry versus inferiority – Erikson’s stage of middle childhood • When children succeed in school they incorporate a sense of industry into their self-image • Children who don’t achieve mastery may perceive themselves to be inferior • Their success in this stage lays the groundwork for their self-esteem

18. Personality Development • Self-esteem: children’s positive or negative evaluation of themselves • Significant correlation between self-esteem and academic achievement & achievement in other activities • Positive self-esteem is linked to being viewed positively by family, peers, and others • Praise is good, but not if it is unrealistic • Excessive praise can lead to distorted perceptions of right and wrong and make children too egocentric

19. Social Knowledge and Reasoning • Children move from Piaget’s preoperational stage to the concrete operational stage • Central to development is: • development of social cognition • development of morality

20. Development of Social Cognition • Social cognition is a person's knowledge and understanding of the social world. It includes: • Socialinference:guesses and assumptions about what another person is thinking or feeling • Social responsibility: one’s obligations to family, friends, and people in authority • Social regulation: adhering to the customs and conventions that govern social interaction

21. Aspects of Social Cognition

22. Development of Morality • Morality—a sense of what is right and wrong and of fairness and justice • Stage Theories • Piaget’s moral realism versus moral relativism • Kohlberg’s preconventional, conventional, and postconventional reasoning

23. Moral Development • Kohlberg presented children of different ages with moral “dilemmas” • A person’s level of moral reasoning assessed by evaluating reasoning behind response • Critics say that moral behavior is not as orderly and predictable as Kohlberg suggested and that his emphasis on “justice” shows a male bias

24. Kohlberg’s Six Stages of Moral Development

25. Reading Response Review • Learning team groups: share responses with each other. • Choose a question • Choose best response or composite to share with all • BREAK 7:30-8:00

26. Family picture • Using a blank piece of paper, draw a picture of your family from when you were between 6 – 11

27. Family Picture • Share your picture with your elbow partner • Family alliances: Can you identify any family alliances in your family, as reflected in your picture?

28. Characteristics of Friendships • Write down some of the characteristics of your friendships, including friends’ names and favorite things to do from when you were: • in kindergarten • In third grade • In sixth grade

29. Video Clip Interviews with people of various ages providing responses to Kohlberg’s Heinz dilemma: http://www.youtube.com/watch?v=zY4etXWYS84

30. Peer Relationships • Functions of Friendships • help with social concepts and skills • vehicle for self-expression • Developmental Patterns in Friendship • Selman’s stage model • Selman’s model may be too simplistic, as it does not differentiate among different kinds of friendship • Children’s friendships today are complex and multifaceted

31. Selman’s Stages of Friendship Development

32. Peer Groups • Peer groups – three or more children who interact and share norms and goals • In early middle childhood, groups are relatively informal • At ages 10 to 12, peer groups become more formal and are usually gender-segregated • Peers often conform to the expectations of their peer group, which may be desirable or undesirable effects

33. Peer Groups (continued) • Children may experience discrimination and prejudice due to their ethnicity or nationality • Children develop an ethnic awareness in early childhood, but in middle childhood begin to self-identify themselves with ethnic labels

34. Peer Groups (continued) • Children have to figure out what it means to be a member of their peer and ethnic groups • Popularity in one’s peer group is important • Popular children generally have good emotional control and can cooperate and share • Children who are overly aggressive, timid, or different in some way are usually less popular

35. Video Clip ABC news video provides information on cyberbullying: http://abcnews.go.com/Video/playerIndex?id=3563260

36. Family Influences in Middle Childhood • Parent-Child Relationships • Family continues to be the most important socializing force • Effective parenting in middle childhood involves effective monitoring of children’s activities and behaviors, so as to promote self-regulated behavior • Children adjust better when parents and children share responsibilities for regulating behavior (coregulation)

37. Changing Nature of the Family • Single parenthood has become commonplace • Married women are more likely to work outside the home • 27% of single mothers are unemployed and therefore likely to be living in poverty • The fact that most parents work outside the home has had an impact on child care related institutions • Other factors add to stress, including finances, divorce, moves, illness, and deaths

38. Seven Guidelines for Single Parenting

39. The Changing Family • About half of all U.S. marriages end in divorce • Children feel a sense of loss and worry about what will happen to them • Exactly how children react to divorce depends on their individual temperament and the hostility level of their parents • If a parent remarries, children face additional challenges: resentment about discipline, having to “share” their parent, living with stepsiblings

40. Video Clip Two girls describe their experiences of their parents’ divorce: http://www.youtube.com/watch?v=DRkXi2t9O0Y

41. Video Clip Scene from the documentary In My Room: girl describes how she has been affected by her parents’ divorce: http://www.youtube.com/watch?v=XS3c3342UCc

42. Factors That Affect Children’s Reactions to Divorce

43. Break into three groups of five people One person reads a favorite sentence or two from chapters 9 (Craig) or Hersch (6-9). Tell the page number so others can locate it. Moving around the circle, each person makes a comment on the quote or passes The first person who read has the Last Word…they tell why they chose the quote The next person reads a favorite sentence or two from Craig, chapter 9, or Hersch, 6-9 …and so on, until everyone has had a chance to choose a quote Last Word Activity

44. Final thoughts: anything you’d like to share from overall group discussion? Recap? Reflection: How did the Last Word compare to other “popcorn” discussions? Wrap up/Reflection

45. A, B, C, D Cards Review: Choose the best answer for the following slides..

46. develop cognitive skills in school. establish social relationships. please parents. attain a sense of industry vs. inferiority. establish autonomy vs. shame and guilt. 1. The primary task during middle childhood, according to Erikson’s theory, is to:

47. 2. What component of social cognition refers to the customs and conventions used in a social setting or group? • Social regulations • Social inference • Social relationships • Social realism

48. 3. The major difference between the terms self-concept and self-esteem is that self-esteem includes which of the following? • A sense of who you are • A sense of how good (or bad) you are • A sense of where you came from • A sense of what you can do

49. 4. Which of the following most accurately expresses the relative emphasis given to moral attitudes versus moral behavior in Kohlberg’s theory of moral development? • Kohlberg’s theory focuses on explaining moral attitudes, but not moral behavior • Kohlberg’s theory focuses on explaining moral behavior, but not moral attitudes • Kohlberg’s theory focuses on explaining both moral attitudes and behavior • Kohlberg’s theory focuses on explaining theoretical ethics, but not moral attitudes or behavior.

50. 5. Children who are able to overcome difficult environments and lead socially competent lives are described by psychologists with which of the following terms? • Self-regulation • Coregulation • Resilient • Self-monitoring