Child Development Ninth Edition Laura E Berk Chapter
Child Development Ninth Edition ● Laura E. Berk Chapter 11 Self and Social Understanding © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Trends in Social Understanding § Children’s social-cognitive development: ü Proceeds from concrete to abstract ü Becomes better organized with age ü Changes from simple, one-sided explanations to complex, interacting relationships ü Moves toward metacognitive understanding § More complex than nonsocial cognition © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Testing Emerging Self-Awareness Figure 11. 1 Adapted from Rochat, 1998. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Self-Awareness § Newborn intermodal perception § Self-recognition around age 2 § Mirror self-recognition § Body self-awareness in older toddlers § Scale errors © Sebastian Czapnik | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Cultural Variations in Early Self-Development Figure 11. 2 Adapted from Keller et al. , 2004. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Self-Awareness and Early Emotional and Social Development § Young infants sensitive to variations in emotional messages § Sets stage for social referencing § Emergence of self-conscious emotions § Toddlers: § Begin to empathize § Mutual peer imitation § Sense of ownership, possessiveness © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Categorical, Remembered, and Enduring Selves Categorical Remembered § Classify self and others by: § “Life story” of autobiographical memories § Age § Sex § Developed from adult– § Physical characteristics child conversations § Goodness/badness § Develops with language Enduring § A view of themselves as persisting over time © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Cultural Variations in Personal Storytelling § Chinese parents’ storytelling emphasizes the collective; Irish-American parents emphasize individuality. § Early narratives about children’s behavior launch them on culturally distinct paths. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Children’s Theory of Mind § Young toddlers: inner self, perspective taking § Ages 2– 3: children can grasp other’s emotions and desires § Desire theory of mind § Age 4: acquire belief– desire theory of mind © Onlykristen | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Factors That Contribute to Theory of Mind © Gengberg | Dreamstime. com § Language and verbal reasoning § Executive function § Security of attachment § Maternal “mindedness” § Make-believe play § Social interaction © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk False-Belief Task Figure 11. 3 © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Second-Order False-Belief Task Figure 11. 4 Adapted from Astington, Pelletier, & Homer, 2002. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Development of Self-Concept 1– 2 years • Awareness of physically distinct self • Recognizes own image • Body self-awareness 3– 5 Years • Observable characteristics • Constructs life-story narrative • Typical emotions and attitudes 6– 10 Years 11 years and up • Personality traits • Positive and negative • Social comparison • Unifies separate traits into abstract ones • Organized self-concept system © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk “Mindblindedness” and Autism § “Absorbed in the self” § Deficient in nonverbal, language, and pretend play § Some research suggests impairments in social awareness, flexible thinking, processing coherent wholes, and verbal ability contribute independently to autism. § Several biologically based deficits may underlie disorder. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Self-Esteem § Judgments we make about our own worth § Feelings about those judgments § Includes: § Global appraisal § Judgments of different aspects of self © Hongqi Zhang | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Influences on Self-Esteem Child Development Ninth Edition ● Laura E. Berk § § Age, school transitions Culture Child-rearing practices Higher self-esteem: § Well-adjusted § Sociable § Conscientious © Jarenwicklund | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk For Discussion: Promoting Self-Esteem in Children and Adolescents You have been asked to speak to a group of parents and teachers about promoting self-esteem in children and adolescents. What information would you include in your presentation? For example, how does level of self-esteem change from early childhood to adolescence, and what factors contribute to this change? What are some influences on self-esteem? What are the consequences of low self-esteem? How about extremely high self-esteem? What are some strategies for promoting self-esteem? Be sure to mention mastery-oriented attributions and learned helplessness. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Achievement-Related Attributions Mastery Oriented Learned Helplessness § Attribute success to § Attribute failure to ability § Incremental view of § Entity view of ability § Cannot be changed § Can improve by § Focus on trying performance goals § Focus on learning goals © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Mastery-Oriented and Learned -Helpless Attributions Figure 11. 6 Photos: (top) © Michael Newman/Photo. Edit; (bottom) © Image Source Black/Alamy Images. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Influences on Achievement. Related Attributions § Parents § Too-high standards § Believe child incapable § Trait statements § Teachers § Learning vs. performance goals © Cynthia A. Jones | Dreamstime. com § Gender § Ethnicity § Cultural values © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Cultural Values and Achievement Figure 11. 7 Adapted from Ng, Pomerantz, & Lam, 2007. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Erikson’s Theory: Identity vs. Identity Confusion § Defining who you are, § Lack of direction and what you value, and definition of self direction in life § Restricted exploration in § Commitments to vocation, adolescence personal relationships, § Earlier psychosocial conflicts not resolved sexual orientation, ethnic § Society restricts choices group, ideals § Unprepared for stages of § Resolution of “identity adulthood crisis” or exploration © 2013 Pearson Education, Inc. All rights reserved.
L e v e l o f E x p l o r a ti o n Child Development Ninth Edition ● Laura E. Berk Identity Statuses Level of Commitment High Low High Identity Achievement Identity Moratorium Low Identity Foreclosure Identity Diffusion © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk For Discussion: The Four Identity Statuses Directions: Based on the information provided, indicate which identity status is being described (IA = identity achievement, ID = identity diffusion, IF = identity foreclosure, and IM = identity moratorium). 1. Jacob’s father, grandfather, and two of his uncles are all accountants. Since he was in junior high, Jacob has indicated that he plans to be an accountant just like the rest of his family. During his first semester of college, Jacob declared a major in accounting. 2. Janessa spent her junior and senior years of high school exploring career options within the field of education. She attended career fairs and shadowed a social worker, school principal, special education teacher, and speech and language pathologist. After her first semester in college, Janessa declared her major in special education. 3. Yuri is about to finish high school. Although she plans to attend college, Yuri has not decided what she wants to do with her life. She has considered medicine, law, and business. Yuri has volunteered at a nursing home and currently works part-time as a secretary for a small law firm. Yuri plans to spend her first year or two of college exploring her options before settling on a major. 4. Ashton is a junior in high school and seems uninterested in college or trade school. He has worked several part-time jobs but usually quits within a few weeks. When asked what he wants to do with his life, Ashton usually says, “It really doesn’t matter to me what I do. I’m not in any hurry to go to college or start a career. There’s plenty of time for that later. ” © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Influences on Identity Development § Personality § Flexible, open-minded § Family § Attached, positive problem solving § Peers, friends § School and community § Larger society § Culture § Historical time period © Zurijeta | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Identity Status and Psychological Well-Being § Identity achievement/moratorium are healthy routes to mature self-definition. § Active, information-gathering cognitive style § Long-term foreclosure and diffusion are maladaptive. § Dogmatic, inflexible cognitive style § Diffuse-avoidant cognitive style © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Adolescent Suicide § Leading cause of death for U. S. youth § Related factors: § § Gender Ethnicity Family environment Sexual orientation ■ ■ ■ Mental disorders Life stress Personality: ■ ■ Intelligent, withdrawn Antisocial, impulsive © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Preventing Suicide § Notice warning signs. § Provide adult and peer support. § Teach coping strategies. Interventions: ü Medicine ü Therapy ü Hospitalization © Goldenkb | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Ethnic Identity § Sense of ethnic group membership § Bicultural identity § Acculturative stress § Attitudes and feelings associated with membership § Often enhances emotional and social development © Odua | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Person Perception Child Development Ninth Edition ● Laura E. Berk § Understanding: § People as personalities § Ethnicity and social class § In-group favoritism § Out-group bias § Prejudice Figure 11. 8 Adapted from Aboud, 2003. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Influences Toward More Ethnic and Social-Class Bias § Fixed view of personality traits § Overly high self-esteem § Social worldview that sorts people into groups § Adults distinguish, children emulate © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Reducing Prejudice § Intergroup contact § Equal status § Common goals § Authorities expect cooperation. § Long-term contact © Lisa F. Young | Dreamstime. com and collaboration § Seeing others’ traits as changeable § School diversity © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Social Problem-Solving Process Children with Good Peer Relations § Interpret cues accurately § Relationshipenhancing goals § Effective strategies to solve problems Children with Difficult Peer Relations § Biased expectations § Attend selectively to social cues § Misinterpretation § Social goals lead to relationship damage. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Enhancing Social Problem Solving § Promoting Alternative Thinking Strategies (PATHS) § Making Choices & Making Choices–Plus § Practice in enacting responses § Intensive family intervention © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk This multimedia product and its contents are protected under copyright law. The following are prohibited by law: § Any public performance or display, including transmission of any image over a network; § Preparation of any derivative work, including the extraction, in whole or in part of any images; § Any rental, lease, or lending of the program. © 2013 Pearson Education, Inc. All rights reserved.
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