Which of the following is a strategy for improving relationships among ethnically diverse students in school?

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CHAPTER 8 Socioemotional Development in Middle and Late Childhood 1

Learning Goals 1. Discuss emotional and personality development in middle and late childhood. 2. Describe parenting and families during middle and late childhood. 3. Identify changes in peer relationships in middle and late childhood. 4. Characterize contemporary approaches to student learning and sociocultural aspects of schooling and achievement. 2

Emotional and Personality Development v. The Self v. Emotional Development v. Moral Development v. Gender 3

The Self q. Self-Understanding q. Self-Esteem & Self-Concept v. Self Concept-refers to domain-specific evaluations of self. v. Self Esteem-refers to global evaluations of the self v. For example…. Jason’s teachers have steadily been working on his self-esteem by frequently commenting on how nice it is to have Jason as a member of their classes. 4

Erikson’s Stage Four: Industry vs. Inferiority Significant Relations: School and Neighborhood v. Children focus on learning skills and increasing knowledge of the world. Psychosocial Modalities: To make things together, to complete v. When children are encouraged in their efforts to make, build, explore, learn and work (e. g. building a model airplane, fixing a bicycle, cooking), their sense of industry increases. Psychosocial Virtue: Competence v. If opportunities to practice and develop competencies are denied, children feel inferior. v. School is an alternative environment for expanding and developing industry. Maladaptations & Malignancies v. Maladaptation: narrow virtuosity v. Malignancies: inertia 5

Emotional Developmental Changes Coping With Stress v. Children become more aware of emotional complexity (e. g. , understanding that one can hold conflicting emotions). v. Interventions for stress or trauma v. Children develop increased emotional regulation skills. v. Provide safety and protection from future trauma. v. Provide children the opportunity to talk about the trauma, related events, and their feelings. v. More strategies are used for emotional coping. v. Empathy is more common. 6

Kohlberg’s Stages of Moral Development 7

Kohlberg’s Critics vlink between moral thought and moral behavior vroles of culture and the family in moral development vit does not include a role for reasoning about relationships and concern for others. v. Gender Bias 8

Gender The Fact that well-adjusted females used to be thought of as dependent, nurturing, and uninterested in power and well-adjusted males were thought of as independent, aggressive, and powerful reflects deeply rooted gender stereotypes. Physical; ◦ Women tend to have twice as much body fat as men ◦ Women are often perceived as more emotionally expressive than males ◦ Women have more metabolic activity in the brain regions involved in emotional expression ◦ Cognitive; ◦ Men vs. Women--students in grades 2 through 11 had no significant differences in math scores. Socioemotional; ◦ Boys usually show less self-regulation ◦ Boys are more physically aggressive, whereas girls can be more verbally aggressive ◦ Girls engage in more prosocial behavior across childhood and adolescence 9

Gender-Role Classification v. Jeff is independent, flexible, cheerful, friendly, assertive, tactful, comfortable with making decisions, sensitive to the feelings of others, and sympathetic. Jeff can best be described as androgynous. v. Cassandra is assertive and nurturant. She could be described as androgynous. v. According to William Pollack (1999), boys learn that the expression of emotion is something that should be minimized, and that they should act “tough” to assert their masculinity: boy code. v. The status of females in relation to males is different in different ethnic groups: gender in context 10

Families Parent-Child Relationship v. The amount of time children spend with parents declines dramatically v. The reasoning works more effectively with school-age children v. The coregulation is a transitional form of supervision v. The role of parents is important during this period Parents as Managers- monitor, social initiators, help making arrangement Step Families vdivorce rate in the United States is the highest in the world vchildren spend an average of 4 -5 years in a single-parent home v~half of divorced parents marry a second time. Half of these children eventually experience the end of their parents' second marriage. vlong-term consequences-majority of children show improved adjustment by 2 years after divorce vthe overriding factor in positive adjustment following divorce is effective parenting - in particular, how well the custodial parent handles stress, shields the child from family conflict, and engages in authoritative parenting. 11

PEERS Peer become more important to child during this time, increase from 10% to 30% At 12 yr. prefer same sex peers increase. Popular Average Neglected Rejected Controversial Social knowledge; ability to get along well with peer Steps of processing information Decode social cue, interpret, search for response, select optimal, and enact - Grade 6 -10 students 1 of 3 experienced bullying. - Boys & Younger middle school experience bullying. - 70 -80 % Bullying in classroom. - Outcome: depression-Suicide -Companionship - Stimulation -Physical support - Social comparison - Affection & intimacy 12

SCHOOLS Constructivist Approach learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher Direct Instruction Approach structured, teacher-centered approach characterized by teacher direction and control, high expectations for students’ progress, maximum time spent by students on academic tasks, and efforts by the teacher to keep negative affect to a minimum Important goal: maximizing student learning Accountability Demands for accountability include State-mandated tests to measure just what students have or have not learned High expectations and high standards for students Became national policy in 2002 when the No Child Left Behind (NCLB) legislation was signed into law 13

Ethnicity in Schools Strategies for improving relationships among ethnically diverse students: v. Turn the class into a jigsaw classroom v. Encourage students to have positive personal contact with diverse other students v. Reduce bias v. View the school and community as a team v. Be a competent cultural mediator 14

Cross-Cultural Comparison Asian students do better in math than U. S. students v. Greater time spent on math instruction in Asian schools v. Asian parents have higher expectations for their children’s education and achievements v. Asian parents believe that their children’s math achievement was the consequence of effort and training v. Asian students more likely to do math homework v. Asian parents more likely to help children with math homework Mind-set is the cognitive view individuals develop for themselves v. Fixed mind-set v. Growth mind-set Dweck argues that individuals’ mind-sets influence whether they will be optimistic or pessimistic 15

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