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Chapter 7 Expanding Social Horizons: Socioemotional Development in Middle Childhood. Material from Kail & Cavanaugh’s Human Development: A Life-Span View Slides adapted from Ashley Goethe, Theresa Kemp, Danielle Turek , Casey Lin, Julian Thayer, & Dr. Jordan . Guiding Questions.
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Material from Kail & Cavanaugh’s Human Development: A Life-Span View
Slides adapted from Ashley Goethe, Theresa Kemp, Danielle Turek, Casey Lin, Julian Thayer, & Dr. Jordan
- Children who are unhappy, have low self-esteem, and are frequently over aggressive
-Is best for “most children most of the time”
-Tend to have higher grades and are responsible, self reliant and friendly
-Children tend to be impulsive with little self-control
-Children often do poorly in school and are aggressive
Balance is key! Children typically thrive on a parental style that combines control, warmth, and affection.
Parents who are friendly and cooperative with others demonstrate effective social skills for their children
-this often develops once an individual learns of their membership within a group
-does not often involve overt hostility at this age, view others as “not as good”
-prejudice tends to decline during these years as children learn that societal norms discourage openly favoring their group over others
1) Having been exposed to prejudices some of them are internalized within the child/adolescent
2) In their search for identity, adolescent’s preference for their own group often intensifies
-Greater prejudice at this age usually reflects a more positive view of their own group and a more negative view of other groups
Ethical concerns limit studies of prejudice to correlational studies so identifying “how” is challenging
Jane Elliot’s Blue Eyes/Brown Eyes Experiment
- works best with in a non-competitive activity in which children are pursuing common goals
- allows them to see how prejudice impacts others, reduces egocentrism
Through these experiences children discover for themselves that each person is a unique mix of experiences, skills, and values.