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Socioemotional Development

Social Contexts and Socioemotional Development

Chapter Outline
Contemporary Theories

Bronfenbrenners Ecological Theory Eriksons Life-Span Development Theory Families Peers Schools The Self Moral Development
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Social Contexts of Development

Socioemotional Development

Social Contexts and Socioemotional Development

Learning Goals :
Describe two contemporary perspectives on socioemotional development: Bronfenbrenners ecological theory and Eriksons 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 childrens socioemotional development: self-esteem, identity, and moral concepts.
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Social Contexts and Socioemotional Development

Contemporary Theories

Bronfenbrenners Ecological Theory

Eriksons Life-Span Development Theory

Bronfenbrenners Ecological Theory

The primary focus of Bronfenbrenners Theory is the social contexts in which children live and the people who influence their development.

Bronfenbrenners Ecological Theory

Continued 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 students experiences.
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Bronfenbrenners Ecological Theory

Continued Macrosystem: This system involves the broader culture in which students and teachers live.

Chronosystem: The sociohistorical conditions of a students development.

Eriksons 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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Eriksons psychosocial theory

'psychosocial' term is derived from the two source words - namely psychological 'psycho' = mind, brain, personality, and social = external relationships and environment. both at the heart of Erikson's theory. term extended to biopsychosocial, in which bio refers to life, as in biological Pioneered psychoanalytical development from the late 1940's until the 1990's.

Eriksons Human Development Stages

Trust vs. Mistrust 02 years Autonomy vs. Shame and Doubt 24 years Initiative vs. Guilt 46 years

Developed through consistent love and support. Independence fostered by support and encouragement. Developed by exploring and accepting challenges

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Eriksons Human Development Stages

Industry vs. Inferiority 68 years

Identity vs. Role Confusion Adolescence Intimacy vs. Isolation Early 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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Eriksons Human Development Stages

Generativity vs. Stagnation Middle Adulthood

Transmitting something positive to the next generation

Integrity vs. Despair Late Adulthood

Life review and retrospective evaluation of ones past

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Strategies for Eriksons Stages of Development

Identity Recognize that identity is multidimensional 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

Bronfenbrenner

Erikson

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 masteryIndustry Recognize the value of self-exploration Identity
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COMPARISON BETWEEN ERIKSON AND FRUED THEORY

Erikson was interest and compassion for people, especially young people, Erikson's proposed eight stages o9d developmental powerful model
Erikson's concept incorporated cultural and social aspects Freud's biological and sexually oriented theory.

Erikson's theory is useful for teaching, parenting, selfawareness, managing and coaching, dealing with conflict, and generally for understanding self and others . developmental stage involves a crisis of two opposing emotional forces. A helpful term used by Erikson for these opposing forces is 'contrary dispositions'.
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Social Contexts and Socioemotional Development

Social Contexts of Development

Families

Peers

Schools

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Baumrinds Parenting Styles

Neglectful
Parents are permissive and uninvolved. Children have poor self-control and low achievement motivation.

Authoritarian
Parents place firm limits and controls on children. Children tend to be socially incompetent with poor communication skills.

Indulgent
Parents are highly involved but set few restrictions. Children have poor self-control.

Authoritative
Parents are nurturing and supportive. Children are selfreliant, get along with peers, and have high self-esteem.

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Peer Relationships

Popular Listen carefully Act like themselves Show enthusiasm Are happy Neglected Infrequently best friend Are not disliked

Rejected Seldom best friend Often disliked Controversial Frequently best friend Often disliked

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Socioemotional Development
Socioemotional Development

The Self

Moral Development

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Self-Concept and Self-Esteem

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

Cognitive

Physical

Self-Esteem is the affective or emotional reaction to ones self-concept (reflects a persons overall confidence and satisfaction with oneself ).
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Improving Childrens 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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Domains of Moral Development

Piagets Theory of Moral Development
Heteronomous morality age 47 Rules are unchangeable properties of the world Imminent justiceif the rule is broken, punishment is immediate Laws are created by people, and intention and consequences should be considered.
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Autonomous morality age 710