5. Development in Middle and Late Childhood (Part 2)

The last study unit, which will be divided into 2 posts again. This will be about middle and late childhood, and the last post is about adolescence. I have essentially covered development from infancy to adolescence. It is quite productive to force my thoughts on writing using this blog, as a form of self-revision. When the lockdown is over, I wonder if I can find time to do the same for my other semesters.

Anyway, let’s get started with Socio-Emotional Development.

Socio-Emotional Development involves Personality Development, Emotional Development, Moral Development, and the social context of development.

When we talk about personality, we are talking about the self. We are referring to Erikson’s psychosocial theory, not about whether this person is introverted or extroverted. Self-esteem refers to global evaluations of the self while self-concept is about domain-specific aspects. Self-esteem is a whole, self-concept looks at one area. Growing up, I think I lack in both. I had an indulgent parenting style leading me to have low problem-solving or even self-esteem issues. When everything is handed down to you, you have no reason to fight. There were also issues in my family that were brushed away, simply because I was “a child”. A child does not need to know why the family is fighting. A child is too ignorant. Maybe if we airbrush everything, the child will not understand.

Self-esteem should be healthy. Too much leads to arrogance, too little leads to a sense of inferiority.
In Erikson’s theory, the 4th stage is Industry vs Inferiority. In this stage, children learn to have mastery over tasks, or they feel “inferior” about themselves. Adults have a choice of catering for their healthy development, or negative growth. As they discover what they can do, we should build an encouraging environment. We should raise their self-esteem.

These are 4 ways to do so.
1. Identifying the causes of low self-esteem
2. Provide emotional support and social approval
3. Help children achieve
4. Help children cope

These children are aged to 12 years old. Adolescence is a tricky age, so while parents still have some control over them, they should make use of that opportunity. Give them room to grow, independence, but ensure that you are with them. They are still unable to make sound decisions. Should I go to this Secondary school? They still need your guidance.

For Emotional and Personality Development, these changes occur. Improved emotional understanding, an increased understanding that more than one emotion can be experienced in a particular situation, marked improvements in the ability to suppress or conceal negative emotional reactions, an increased tendency to take into fuller account the events leading to emotional reactions, the use of self-initiated strategies for redirecting feelings, and a capacity for genuine empathy.
We have learned that Sternberg has mentioned 3 intelligences, Analytical, Creative, and Practical. Gardner has 8 intelligences. Regardless, both theories touch on social skills. Practical intelligence and interpersonal intelligence. Often parents neglect the social skills in favour of academic prowess. Being able to read and write does not determine success, I always emphasise to these parents. If our priority is set right from the beginning, we do not have to struggle with the child’s negative dispositions when it comes to social interaction, or even pay to go for classes that teach social skills.

Goleman also talks about 4 main aspects of emotional intelligence.
1. Developing emotional self-awareness
2. Managing emotions
3. Reading emotions
4. Handling relationships

Then, I shall move on to Moral Development. Piaget’s theory on moral development is about how a child does not understand rules, then think rules are unchangeable, and finally understand that rules can change and that the intention should be considered with the behaviour. Moral development can also be discussed in conjunction with Lawrence Kohlberg’s theories. There are 3 levels, with 2 stages each, so essentially there are 6 stages for a person to go through.

1. Preconventional Reasoning (Stage 1: Heteronomous morality [I must obey, or face punishment], Stage 2: Individualism, instrumental purpose, and exchange [If I am nice to others, others must be nice to me])
2. Conventional Reasoning (Stage 3: Mutual interpersonal expectations, relationships, and interpersonal conformity [I adopt my parents’ moral standards, and I value trust, care, and loyalty when making moral judgments], Stage 4: Social systems morality [I start to consider social order, law, justice, and duty])
3. Postconventional Reasoning (Stage 5: Social contract or utility and individual rights [I believe that rights, values, and principles are more important than law], Stage 6: Universal ethical principles [I follow my conscience, even if the decision is risky])

Prosocial behaviours is a positive aspect of moral behaviour, where the individual considers the needs of others. Altruism is unselfish interest in helping someone else. Both are desperately lacking in our Singapore context.

Next, I will move on to Social Context- Families. Though at this stage, children prefer to spend time with their friends more than families, families are still an important part of their lives. They are still able to negotiate with their children on their behaviours, but once they reach adolescence, it can be challenging. Moving on to Social Context- Peers. Children channel more energy to build friendships. During this stage, they are in the Primary Schools. They will spend more time together as a class and even after-school activities.  Again, the virtue of prudence is necessary here, in which children learn how to choose their friends wisely. At this age, they have a YOLO mindset, where they want to try everything. Later on, I will share more about why adolescence tends to do so.

Friendships serve 6 functions. Companionship (spend time together in collaborative activities), Stimulation (interesting information, encouragement, amusement), Physical Support (time, resources, assistance), Ego Support (friends provide support, encouragement, feedback, helps them see themselves as competent, attractive, worthwhile individuals), Social Comparison (helps the child to know if they are okay), and Intimacy and Affection (self-disclosure takes place). So, with these factors, it is no wonder parents might feel distanced from their children. It is not that they hate their parents, but they need friends to feel good about themselves.

Next, I will move on to Peer Status. There are 5 types. Popular children (best friend choice of many, rarely disliked), Average children (Balance of positive and negative nominations), Neglected children (Infrequently nominated as the best friend, not actively disliked by peers. I am part of this group), Rejected children (Infrequently nominated as the best friend, actively disliked by peers), and Controversial children (frequently nominated both as the best friend and being disliked). There are rare cases of controversial children, from what I recall in Primary School. These children seem to switch back and forth. They can be nice to you today, but nasty the next day. Strange.

References
Kong, G. S. (2020). SWK104 Human Growth and Life-Span Development (Birth to Adolescence) Study Guide (5CU). Singapore.

Santrock, J. W. (2019). Life-span Development (17th Edition). New York: McGraw-Hill Education.