C H A P T E RC H A P T E R 3 3

Social Contexts and Social Contexts and Socioemotional DevelopmentSocioemotional Development

Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.

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

2

3

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.

4

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.

5

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

6

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

7

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.

8

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

9

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

10

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

11

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

12

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

13

EriksonBronfenbrenner

14

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.

15

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.

17

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.

18

Schools Change with Student Development

Early Childhood and Elementary School

19

• 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.

20

21

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

22

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

2323

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

24

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

25

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

26

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.

27

Domains of Moral DevelopmentKohlberg’s Theory

28

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

29

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.

30

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.

31

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

32