HD 101 1nd Edition Lecture 22 Outline of Last Lecture I. Characteristics of High-Quality Elementary EducationII. Educational PhilosophiesIII. Teacher-Student InteractionIV. Children with Learning DifficultiesV. Creativity and Divergent ThinkingVI. Educating Gifted and Talented ChildrenVII. Asian vs. American SchoolsOutline of Current Lecture II. Erikson’s Theory: Industry vs. InferiorityIII. Changes in Self-Concept During Middle ChildhoodIV. Influence on Self-EsteemV. Achievement-Related AttributionsVI. Influence on Achievement-Related AttributionsVII. Emotional Development in Middle ChildhoodVIII. Coping StrategiesIX. Selman’s Stages of Perspective TakingX. Changes in Moral ViewsXI. Understanding Individual RightsXII. Peer GroupsXIII. Friendships in Middle ChildhoodXIV. Peer AcceptanceXV. Bullies and VictimsXVI. Helping Rejected ChildrenXVII.Gender Typing in Middle ChildhoodXVIII. Gender IdentityXIX. Family RelationshipsXX. Only ChildrenCurrent Lecture- Erikson’s Theory: Industry versus Inferiority:o Industry: Developing a sense of competence at useful skills. School provides many opportunities.These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.o Inferiority: Pessimism and lack of confidence in own ability to do things well. Family environment, teachers, and peers can contribute to negative feelings.- Changes in Self-Concept During Middle Childhood:o More balanced, less all-or-none descriptions.o Social comparisons.o Ideal and real self.o Reference social groups.- Influence on Self-Esteem:o Culture.o Child-rearing practices.o Attributions. Mastery-oriented, focus on goals and wanting to do better. Learned helplessness, those who sit back and think that there is nothing they can do.o Parenting style.o Goal setting.- Achievement-Related Attributions:o Mastery: Reason for success; ability. Reason for failure; controllable factors (can be changed by working hard).o Learned helplessness: Reason for success; external factors. Reason for failure; ability (cannot be changed by working hard).- Influence on Achievement-Related Attributions:o Parents. Too-high standards. Believe child incapable. Trait statements.o Teachers. Learning vs. performance goals.o Gender influenceso SES, ethnicity.o Cultural values.- Emotional Development in Middle Childhood:o Self-conscious emotion more governed by personal responsibility. Pride and guilt.o Emotional understanding. Explain emotion using internal states. Understand mixed emotions. Rise in empathy. Supported by cognitive development and social experience.o Emotion self-regulation. Motivated by self-esteem and peer approval. Emotional self-efficacy.- Coping Strategies:o Problem-centered coping. Situation is seen as changeable. Difficulty is identified. Decision made on what to do.o Emotion-centered coping. Used if problem-centered coping does not work. Internal, private, aimed at controlling distress when little can be done about outcome. Goal is emotional self-efficacy.- Selman’s Stages of Perspective Taking:o Level 0. Undifferentiated (3-6 years).o Level 1. Social-informational (4-9 years).o Level 2. Self-reflective (7-12 years).o Level 3. Third-party (10-15 years).o Level 4. Societal (14 years to adult).- Changes in Moral Views:o Flexible moral rules. Lying is not always bad. Truth is not always good.o Clarify link between moral imperative and social convention. More respect for conventions with purpose. Consider intentions.- Understanding Individual Rights:o Challenge adult authority within personal domain.o View denials of personal choices as wrong.o However, place limits on individual choice. Typically decide in favor of kindness and fairness.- Peer Groups:o Formed from proximity, similarity.o Peer culture. Behavior, vocabulary, and dress code. Can include relational aggression and exclusion.- Friendships in Middle Childhood:o Personal qualities, trust become important.o More selective in choosing friends. Choose friends similar to self.o Friendships can last several years. Must learn to resolve disputes.o Type of friends influences development. Aggressive friends often magnify antisocial acts.- Peer Acceptance:o Popular: Popular-prosocial. Popular-antisocial.o Rejected: Rejected-aggressive. Rejected-withdrawn.o Controversial.o Neglected.- Bullies and Victims:o Bullies: Most are boys, some are girls. Physically, relationally aggressive. High-status, powerful. Popular.- Most eventually become disliked.o Victims: Passive when active behavior expected. Give in to demands. Lack defenders. Inhibited temperament. Physically frail. Overprotected, controlled by parents.- Helping Rejected Children:o Positive social skills. Coaching. Modeling. Reinforcing.o Improving academic achievement.o Intervene with harsh parenting practices.- Gender Typing in Middle Childhood:o Gender stereotypes. Extend stereotypes to include personalities and school subjects. More flexible about what males and females can actually do.o Gender identity (3rd-4th grade): Boys strengthen identification with “masculine” traits. Girls’ identification with “feminine” traits declines. Cultural and social factors.- Gender Identity:o Self-evaluations affect adjustment. Gender typicality. Gender contentedness. Felt pressure to conform to gender roles.- Family Relationships:o Parents. Co-regulation.o Siblings. Rivalry. Companionship and assistance. Need parental encouragement.- Only Children:o High in self-esteem achievement motivation.o Closer relationship with parents. Pressure for mastery.o Peer acceptance may be a problem. Lack of practice in conflict