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C H A P T E RC H A P T E R 3 3
Social Contexts and Social Contexts and Socioemotional DevelopmentSocioemotional Development
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Social Contexts and Social Contexts and Socioemotional DevelopmentSocioemotional Development
Chapter OutlineChapter OutlineContemporary Theories
Bronfenbrenner’s Ecological Theory Erikson’s Life-Span Development Theory
Social Contexts of Development Families Peers Schools
Socioemotional Development The Self Moral Development
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Social Contexts and Socioemotional Development
Learning Goals for Chapter 3
1. Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.
2. Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.
3. Explain these aspects of children’s socioemotional development: self-esteem, identity, and moral concepts.
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Social Contexts and
Socioemotional Development
ContemporaryTheories
Erikson’sLife-Span
Development Theory
Bronfenbrenner’sEcological
Theory
Bronfenbrenner’s Ecological Theory
The primary focus of Bronfenbrenner’s Theory is the social contexts in which children live and the people who influence their development.
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Microsystem: Within this system the student has direct interactions with parents, teachers, peers, and others.
Mesosystem: This system involves the linkages between microsystems such as family and school, and relationships between students and peers.
Exosystem: This system works when settings in which a child does not have an active role influence the student’s experiences.
Bronfenbrenner’s Ecological Theory
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Continued
Macrosystem: This system involves the broader culture in which students and teachers live.
Chronosystem: The sociohistorical conditions of a student’s development.
Bronfenbrenner’s Ecological Theory
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Continued
Erikson’s Life-Span Development Theory
Development proceeds in stages.
Each stage is characterized by a psychosocial challenge or
crisis.
Stages reflect the motivation of the individual.
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Erikson’s Human Development Stages
Trust vs. Mistrust0–2 years
Autonomy vs. Shame and Doubt 2–4 years
Initiative vs. Guilt4–6 years
Developed through consistent love and support.
Independence fostered by support and encouragement.
Developed by exploring and accepting challenges
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Erikson’s Human Development Stages
Industry vs. Inferiority6–8 years
Identity vs. Role ConfusionAdolescence
Intimacy vs. IsolationEarly adult years
Mastery comes from success and recognition
Exploration of different paths to attain a healthy identity
Form positive, close relationships with others
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Erikson’s Human Development Stages
Generativity vs. StagnationMiddle Adulthood
Integrity vs. DespairLate Adulthood
Transmitting something positive to the next generation
Life review and retrospective evaluation of one’s past
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Strategies for Erikson’s Stages of Development
Identity• Recognize that identity is multi- dimensional• Encourage independent thinking• Stimulate students to examine different perspectives•Industry• Nourish motivation for mastery• Be tolerant of honest mistakes •Initiative• Encourage social play• Have children assume responsibility• Structure assignments for success
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Contemporary Theories in the Classroom
Child is embedded in several environmental systems
Important link between schools and families
Community, culture, and socioeconomic status are powerful influences
Encourage imagination and social play— Initiative
Nourish the motivation for mastery—Industry
Recognize the value of self-exploration— Identity
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EriksonBronfenbrenner
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Social Contexts and
Socioemotional Development
Social Contextsof Development
Families Peers Schools
The Changing FamilyDivorce and Single Parenting
In families of divorce - The quality of parental relationships, the use of
support services, the type of custody, and the socioeconomic status all affect students.
- Elementary school children did best when the parent and the school environment were authoritative.
Single parents
- Have less time, money, and energy, yet many still find ways to raise competent children.
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The Changing FamilySocioeconomic Variations Affect
Student Development
Minority students - Families tend to be larger and depend more
on the extended family for support. Low-income parents
- Tend to value external characteristics such as obedience and neatness.
- See education as the teachers’ job. Middle-class families
- Often place high value on internal characteristics such as self-control and delayed gratification.
- See education as a mutual responsibility.16
Baumrind’s Parenting Styles
AuthoritarianParents place firm limits and controls on children. Children tend to be socially incompetent with poor communication skills.
IndulgentParents are highly involved but set few restrictions. Children have poor self-control.
Neglectful Parents are permissive and uninvolved. Children have poor self-control and low achievement motivation.
AuthoritativeParents are nurturing and supportive. Children are self-reliant, get along with peers, and have high self-esteem.
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Family and School Linkages
Share child-rearing skills, the importance of family involvement, and facts on adolescent development.
Encourage family involvement in school decision-makingthrough PTO/PTA boards, volunteerismcouncils, and organizations.
Assignments that involve the family in at-home learning activities.
Frequent and positivecommunication.
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Schools Change with Student Development
Early Childhood and Elementary School
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• Protected educational environment with one or two teachers
• High-quality Head Start interventions are effective
• Great emphasis on peer groups• Developmentally appropriate educational
plans
Schools Change with Student Development
Adolescents in School
Middle schools are massive, impersonal institutions where students trust few adults and have limited access to health care and counseling.
School’s emphasis on achievement often overshadows physical and socioemotional changes causing stress.
Beginning students relegated to the bottom of the school hierarchy.
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Peer Relationships
Neglected•Infrequently “best friend”
•Are not disliked
Rejected•Seldom
“best friend”•Often disliked
Controversial•Frequently
“best friend”•Often disliked
Popular•Listen carefully
•Act like themselves•Show enthusiasm
•Are happy
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Social Contexts and
Socioemotional Development
Socioemotional Development
The SelfMoral
Development
Self-Concept and Self-Esteem
Self-Esteem is the affective or emotional reaction to one’sself-concept (reflects a person’s overall confidence and
satisfaction with oneself ).
Self-Concept is a cognitive appraisal of our social, physical, and academic competence (a measure of such
things are our skill in various subject areas, our assessment of our appearance, and the skill we have in peer relationships).
Academic skills
Social skills Physical Cognitive
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Improving Children’s Self-Esteem
Encourage and facilitate Competence in areas students find important
Improvement of academic skills through the use of professional tutors, parent volunteers, and peer tutors
Emotional support and social approval by parents, friends, and peers
Social skills that promote positive peer relationships
Coping skills to face the day-to-day problems as they appear
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Marcia’s Four Statuses of Identity
Identity Diffusion
Identity Foreclosure
Adolescents have not yet explored meaningful alternatives or made commitments
Adolescents have made a commitment without exploring alternatives
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Marcia’s Four Statuses of Identity
Identity Moratorium
Identity Achievement
Alternatives have been explored but commitments are absent
Alternatives have been explored and commitments have been made
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Domains of Moral DevelopmentPiaget’s Theory of Moral Development
Heteronomous morality age 4–7
Autonomous moralityage 7–10
Rules are unchangeable properties of the worldImminent justice—if the rule is broken, punishment is immediate
Laws are created by people, and intention and consequences should be considered.
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Domains of Moral DevelopmentKohlberg’s Theory
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Domains of Moral DevelopmentKohlberg’s Theory
Preconventional
Conventional
Postconventional
Moral reasoning is controlled by external rewards and punishments
Internal standards are imposed by others
Morality is internal, not based on external standards
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Moral Education
1. Hidden Curriculum
School personnel serve as models of ethical behavior.
Classroom rules and peer relationships transmit positive attitudes to students.
2. Character Education
Schools take a direct approach to teaching moral literacy and design an environment that rewards proper behavior.
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Moral Education
3. Values Clarification
Schools design programs that allow students to clarify their own values and understand the values of others.
4. Cognitive Moral Education
Schools base programs on the belief that students should learn to value things like democracy and justice as moral reasoning develops.
5. Service Learning
Schools encourage students to be involved in the community by becoming a tutor, helping the elderly, volunteering in hospitals or day care, etc.
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Children’s Prosocial Behavior
Classroom teachers need to: Emphasize consideration of others’ needs Model prosocial behavior Identify and encourage positive classroom behavior Facilitate perspective taking Foster altruism in classroom projects
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