Class 7: Late Childhood Socioemotional Development
 
Review
Discussion: Here are ten or so learning objectives for today’s class. Be prepared to answer each using your notes on the readings, video, and class discussion.
Durbrow: What are the major changes in children’s social and emotional development during middle childhood?
Social perspective taking increases
Change in play: more rules but negogiation and flexibility
Self-concept / esteem becomes less positive, more realistic (?) through process of self-comparison
Greater time with and influence of peers; less with parents
Greater complexity in considering moral problems (e.g. Kohlberg’s stories and Damon’s fairness)
Jenn: Why did Piaget think that rule-based games were related to social relations and moral reasoning? What are two weaknesses in this theory?
just rule-based games
not all social rules involve moral issues
boys and girls play different?
Le Ann: Kolhberg described three levels of moral reasoning (DON’T WORRY ABOUT SUBSTAGES!). Describe the elements for each and provide an example in reference to the Heinz story.
Tim: According to Damon, how differently do younger and older children respond to the positive justice situation (fairness). You do not need to know all six levels just the age trend.
Veronica: Can you summarize the Thorkildsen study page 566 about African-American and Latino children and learning practices.

Melissa: Regarding moral reasoning and moral behavior, do what children say correlate with what children do. Can you describe a study?
Higher reasoning pos justice was associated with more prosocial
Gary: Describe how you would use the nomination test to figure out who was most popular in Psy301. Which sociometric group would you be most concerned about.
Lorri: Why do bullies bully? Is it because they have poor social skills and awareness?
Sara: Many psychologists believe that kids that cooperate on the target circle game in societies that value interdependence and kids compete on the same game in societies that value indepedence. Does the text reach this conclusion?
Kibbutz (collective) cooperate and punish(!) competition
U.S. (independent) achieving and competition
But
Brevney: According to Gottman’s observational experiment, why do kids become friends?
common ground
clear communication (language)
conflict resolve
share info (e.g. gossip)
reciprocity give and take
Everyone: What is the most important component of socioemotional competence according to Selman? (Again, don’t memorize all the levels but to remember the general age trend).
social perspective taking
Everyone: Recently, someone has argued that peers have a much greater influence over school-age children than do parents. Do you agree? Try to apply what you have learned about peer rejection and parental influences to analyze this argument.
Problem Discussed in Next Video: Your school has identified a set of children that have been rejected by their peers and asked you to help reduce their peer rejection. Applying what you know from the chapter, video, and class, what is your plan. Describe at least three strategies. NOTE: THIS IS THE SECOND VIDEO.
Video
Emotional Intelligence
In this video I want you to look for the following:
Simply list the number of techniques used to foster socioemotional skills. Don’t worry if you can’t get them all.
Which techniques are designed for young children? (e.g. elementary)
Which techniques are designed for older children? (e.g. late elementary and middle school)
Which techniques do you think may have the least influence in the long-term or outside the class?
Assessment
Preview
Next class…
We will quickly review the Emotional Intelligence video: It is important and may appear as an integrative essay question. Try to think about it until our next class.