Slide 1Erikson: Initiative versus GuiltDeveloping Self-ConceptDeveloping Self-ConceptEmotional DevelopmentEmotional DevelopmentEmotional Development in Middle ChildhoodErikson: Industry versus InferiorityMoral DevelopmentKohlbergDomain TheorySocial Domain TheorySocial Domain TheoryGender DevelopmentGender DevelopmentNurturing GenderBiological Approach to GenderCognitive Approach to Gender RolesGender-Schema Theory: Sandra BemSocial Cognitive Approach to Gender RolesParental Influences on Gender DevelopmentPeer Influences on Gender DevelopmentSocial and Emotional DevelopmentChildhoodErikson: Initiative versus Guilt •New sense of purposefulness•Eagerness to try new tasks, join activities with peers•Play permits trying out new skills•Strides in conscience development •Overly strict superego, or conscience, causing too much guilt•Related to excessive•threats•criticism•punishmentDeveloping Self-Concept•Self-Concept•Real Self vs. Ideal Self•Single Representations•one-dimensional without logical connections•“You can’t be happy and scared!”Developing Self-Concept•Representational Mappings (5-7 years)•Logical connections between parts of self-image•Expressed in positive all-or-nothing terms•“I can run fast and climb high!”•Representational Systems (7 + years)•Middle childhood•Multi-directional, integrated •“I’m good at history but not science”Emotional Development •By age 7 or 8 children are aware of feeling shame, guilt, and pride•They are aware of their culture’s rules for expressing emotion•Display rules•Self-regulation involves voluntary control over emotions, attention, and behaviorEmotional Development•Emotional regulation helps the child to manage demands and conflicts with others•Socialization of Emotions: Parent’s Role• Emotion-coaching parents•Emphasize socialization of emotional and regulatory responses• Emotion-dismissing parents•view their role as to deny, ignore, or change negative emotionsEmotional Development in Middle Childhood•Improved emotional understanding•more than one emotion can be experienced •Better understands causes of emotions•Negative emotional reactions are suppressed•Strategies for controlling emotions•EmpathyErikson: Industry versus InferiorityIndustry•Developing a sense of competence at useful skills•School provides many opportunities Inferiority•Pessimism and lack of confidence in own ability to do things well•Family environment, teachers, and peers can contribute to negative feelingsMoral Development•Involves the development of •Thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with other peopleKohlberg•Kohlberg assumed that adolescents move into conventional stages (3 & 4) in early adolescence•It is assumed that most youth have developed post-conventional morality by late adolescence•BUT most US adolescents remain at the conventional levels8-11Domain Theory•Domain theory: three domains of social knowledge reasoning• Social-conventional•conventional rules developed through consensus•Shared behavioral expectations•Arbitrary, contextually relative, changeable•Contingent on rules and authority8-12Social Domain Theory•Moral:•Ethical issues & rules of morality•Obligatory, non-alterable, universal•Not contingent on rules or authority•Personal Issues: •issues of personal discretion•Become source of conflict as child moves towards adolescenceSocial Domain Theory•Criticism of Kohlberg•Moral Development occurs much earlier•Doesn’t require conventional reasoning•Young children (age 2) can separate moral and social conventions•With age: apply criteria to broader range of events•With age: Personal domain•Personal prerogative and choice•No effect on othersGender DevelopmentGender Development•Gender Identity•Age 2-3•Awareness that one is male or female•Gender Stability•Knowing that gender remains the same with age•Gender Constancy•age 3-7 years•A girl remains a girl even if appearance changesNurturing Gender•Gender Roles •Behaviors and attitudes that a culture considers appropriate for males or females•Gender-typing•The process by which children acquire a gender role•Gender-stereotypes •Preconceived generalizations about male or female behaviorBiological Approach to Gender•There are similar gender roles in many cultures.•Genetic, hormonal, and neurological evidence.•Gender reassignment often fails –indicating identity rooted in chromosomal structure.Cognitive Approach to Gender Roles•Children classify themselves as male or female •Then organize their behavior•Adopt behaviors they perceive as consistent with their genderGender-Schema Theory: Sandra Bem• Schema•Mentally organized information that influences a category of behavior (gender)•Children take on gender roles that are consistent with their sex and culture, thus, gender schemas promote gender stereotypesSocial Cognitive Approach to Gender Roles•Bandura suggested children learn gender roles through socialization•Children initially acquire gender roles by observing modelsParental Influences on Gender Development•Parents influence their children’s gender development •cultures around the world give mothers and fathers different roles•Mothers tend to be more nurturing•fathers play an important role in the physical and intellectual development of the childrenPeer Influences on Gender Development•The playground is like a “Gender school”•Peers extensively reward and punish gender behavior•Gender impacts important aspects of peer