Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

77
Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan

Transcript of Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Page 1: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Chapter 10: Middle Childhood: Social and Personality Development

Development Across the Lifespan

Page 2: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Social & Personality Development: Understanding Oneself in Middle

Childhood Children in middle

childhood are struggling to understand who they are, and continue to explore answers to the question “Who am I?”

Page 3: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

The Developing Self

~ During middle childhood, children begin to view themselves less in terms of external physical attributes and more in terms of psychological traits.

Children realize they are good at some things and not so good at others.

Their self-concepts become divided into personal and academic spheres…

Page 4: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

As children get older, their views of self become more differentiated.

Page 5: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

(The Developing Self, continued)

Children use SOCIAL COMPARISON, comparing themselves to the abilities, expertise, and opinions of others.

Festinger proposed that when objective measures are absent, people rely on social reality to evaluate themselves (understanding that comes from studying how others act, think, feel, and view the world).

Children look to others who are similar to themselves.

Page 6: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

(Social comparison, continued)

Sometimes children make downward social comparisons with others who are obviously less competent or successful to raise or protect their self-esteem.

This explains why some students in elementary school have very high self esteem in spite of the fact that are in special education classes Big fish in a small pond

Page 7: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Psychosocial Development: Industry versus Inferiority

According to Erik Erikson, middle childhood encompasses the INDUSTRY-VERSUS-INFERIORITY STAGE, the period from ages 6 to 12 characterized by a focus on efforts to attain competence in meeting the challenges presented by parents, peers, school, and the other complexities of the modern world.

Page 8: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.
Page 9: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

(Psychosocial Development: Industry versus Inferiority,

continued) Success in this stage is evidenced by

feelings of mastery, proficiency, and confidence.

Difficulties lead to feelings of failure and inadequacy, and to withdrawal from academics and socialization with peers

Attaining a sense of industry during middle childhood has lasting consequences! High levels of childhood industry

associated with adult success (more so than intelligence and family background!)

Page 10: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Self esteem: Evaluating the self

Children evaluate themselves in terms of physical and psychological characteristics, but they also think of themselves as being good or bad (involves emotions)

SELF-ESTEEM, an individual's overall and specific positive and negative self-evaluation, develops in important ways during middle childhood.

Page 11: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Self esteem develops in important ways during middle childhood…

Children increasingly compare themselves to others.

Children are developing their own internal standards.

Self-esteem, for most children, increases during middle childhood.

Children with low self-esteem may become enmeshed in a cycle of failure that is difficult to break.

Page 12: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

A cycle of Low Self-Esteem

If a child has low self-esteem and expects to do poorly on a test, she may experience anxiety and not do as well, which confirms the negative self view. Parents can break this cycle a warm and supportive style.

Page 13: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Self esteem, continued…

Early research showed that the self-esteem of minority groups was lower than majority groups' due to prejudice and discrimination.

Tajfel (French psychologist) showed that if minority groups do not accept the views of their group by the majority group, their self-esteem will not suffer.

Societal attitudes favoring group pride, ethnic awareness, and sensitivity have resulted in more similar levels of self esteem in members of different ethnic groups

Page 14: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Self efficacy: Building expectations of the self

“Will I do well in the spelling bee?” “I wonder if I would be good at playing

the flute?” “Do I have a chance at winning the

award for best science project?”~ These type of questions resemble those

that children commonly ask themselves during the elementary school years. The way children answer is based on their levels of self efficacy.

Page 15: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

(Self efficacy, continued)

SELF-EFFICACY refers to the learned expectations that one is capable of carrying out a behavior or producing a desired outcome in a particular situation.

Self-efficacy is crucial to children's success because it motivates greater effort and persistence in the face of a challenging task.

High self-efficacy is related to success in academics and athletics.

Observing others' success, failure, praise, and encouragement are other sources of self-efficacy.

Page 16: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Social & Personality Development: Morals in Middle Childhood

Different theories of moral development exist

Moral development is often used as a measure of social & personality development in middle childhood, albeit in different ways…

Page 17: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

An Overview

Page 18: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Morals in Middle Childhood

Moral Dilemmas Cancer drug question in text

Should you steal the drug?Developmental psychologist Lawrence Kohlberg

asserts that the way that children answer this question reveals central aspects about their morality and sense of justice.

Information about stage or moral development Information about cognitive developmental level

Page 19: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Lawrence Kohlberg

Born: 1927, Bronxville, NYDied: 1987, Boston, MAEducation: PhD, U. of Chicago

Accomplishments: Major contributor to the field of moral development and reasoning; Published major work in 1981, Essays on Moral Development.

Page 20: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Kohlberg’s stages of moral reasoning

Lawrence Kohlberg suggests that people pass through a series of stages in the development of moral reasoning. (summary in text table)

Preconventional Morality (stages 1 & 2) is where people follow unvarying rules based on rewards and punishments (children in MIDDLE CHILDHOOD are at this level!)

Page 21: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

(Kohlberg’s stages of moral reasoning, continued)

Conventional Morality (stages 3 & 4) is where people approach problems in terms of their own position as good, responsible members of society.

Postconventional Morality (stages 5 & 6) is where universal moral principles are invoked and considered broader than a particular society.

Page 22: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Some key points related to Kohlberg’s theory

Kohlberg assessed people's moral reasoning using moral dilemmas.

According to Kohlberg, people move through these stages in a fixed order.

Middle childhood is at stage 1 & 2, the preconventional stage, because of the limits of children's cognitive abilities.

Page 23: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

(key points related to Kohlberg’s theory, continued)

Kohlberg's theory is a good account of moral judgment but not adequate at predicting moral behavior.

Another problem: the theory is based on data from males, and is inadequate in describing the moral development of females!

Page 24: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Moral Development in GirlsCarol Gilligan’s theory of moral development

Carol Gilligan suggests that the way boys and girls are raised in our own society leads to differences in moral reasoning.

Kohlberg's theory is inadequate and places girls' moral reasoning at a lower level than boys'.

Boys view morality primarily in terms of justice and fairness.

Girls see morality in terms of responsibility and compassion toward individuals and a willingness to sacrifice for relationships.

Page 25: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Born: 1937- New York

Current:Professor of Gender Studies, Harvard University

Education Ph.D., Harvard University

Achieve ments:

Challenged Lawrence Kohlberg's theories of moral development on the basis of gender bias; Pioneer in the research on moral development of women; One of Time Magazine's 25 most influential people of 1996.

Carol Gilligan

Page 26: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Gilligan sees morality in girls developing in 3 stages. Orientation toward individual survival - where females

concentrate on what is practical and best for them. Goodness as self-sacrifice - where females think they

must sacrifice their own wishes to what others want. Morality of nonviolence - women come to see hurting

anyone as immoral, including themselves.

~The highest levels of morality are represented by compassionate concern for the welfare of others

Page 27: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Relationships in Middle Childhood: Building Friendships

Children’s development is seriously effected by the formation of friendships in middle childhood

~~ Friendships influence children's development in several ways.

Page 28: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

The influence of friendships on children’s development, continued

Friends provide information about the world and other people.

Friends provide emotional support and help kids to handle stress.

Friends teach children how to manage and control their emotions.

Page 29: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

The influence of friendships on children’s development, continued

Friends teach about communication with others.

Friends foster intellectual growth.

Friends allow children to practice relationship skills

Page 30: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Status among school age children

Children's friendships show clear hierarchies in terms of STATUS, the evaluation of a role or person by other relevant members of a group.

High status children have greater access to resources such as games, toys, books, and information.

High status children tend to form friendships with high status children and low status children form friendships with other lower status children

Page 31: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Status among school age children, continued

Lower status children tend to follow the lead of higher status children.

Popularity is a reflection of a child's status. High status children are more likely to form

exclusive and desirable cliques and tend to play with a greater number of children than lower status children.

Lower status children are more likely to play with younger or less popular children.

Page 32: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

During the middle childhood period, children’s ideas about friendship undergo changes…

According to developmental psychologist William Damon, children's friendships go through three stages.

Stage 1 - ages 4-7. Children see friends as like themselves. Children see friends as people to share toys

and activities with. Children do not take into account personal

traits.

Page 33: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Damon’s 3 stages of friendship, continued

Stage 2 - ages 8-10. Children now begin to take other's

personal qualities and traits into consideration.

Friends are viewed in terms of the kinds of rewards they provide.

Friendships are based on mutual trust.

Page 34: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Damon’s 3 stages of friendship, continued

Stage 3 - ages 11-15. Friendships become based on intimacy

and loyalty. Friendships involve mutual disclosure

and exclusivity.

Children also develop clear ideas about the behaviors they seek in friends…

Page 35: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Behaviors favored in friends during middle childhood

Most-liked Sense of humor Nice/friendly Helpful Complementary Sharing Loyalty

Least-liked Verbal aggression Dishonesty Critical Greedy/bossy Teasing Physical

aggressionTable in text

Page 36: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

What makes a child popular during middle childhood?

Popular children have SOCIAL COMPETENCE, the collection of individual social skills that permit individuals to perform successfully in social settings.

Page 37: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

More characteristics commonto popular children

They are helpful and cooperative. They have a good sense of humor. They have good emotional

understanding. They ask for help when necessary. They are not overly reliant on others. They can adapt to social situations.

Page 38: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Popularity issues in development, continued

Lack of popularity may take two forms. NEGLECTED CHILDREN receive

relatively little attention from their peers in the form of either positive or negative interaction.

REJECTED CHILDREN are actively disliked and their peers may react to them in an obviously negative manner.

Page 39: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Some characteristics of unpopular children…

Unpopular children lack social competence. They may act immature or inappropriately

silly. They may be overly aggressive and

overbearing. They may be withdrawn or shy. They may be unattractive, handicapped,

obese, or slow academically.

Page 40: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Popularity issues in development, continued

Another factor that relates to children's popularity is skill at SOCIAL PROBLEM SOLVING, the use of strategies for solving social conflicts in ways that are satisfactory both to oneself and to others.

Developmental psychologist Kenneth Dodge argues that successful social problem solving proceeds through steps that correspond to children's information-processing strategies:

Page 41: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Dodge’s social problem solving steps

Find and identify relevant social cues. Interpret and evaluate the social cues. Determine possible problem-solving

responses. Evaluate responses and their possible

consequences. Choose a response. Knowing these steps allows adults to

intervene and target a child's specific deficits.

Page 42: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Problem-solving Steps

Children’s problem-solving steps proceed through several steps involving different information processing strategies (Dodge, 1985)

Page 43: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Several programs have been developed to teach children social skills.

Skills in holding a conversation Decoding facial expressions to

increase sensitivity to others’ emotions and moods

These programs have led to more acceptance by peers and improved skill at making friends and getting along with teachers

Page 44: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Gender & Friendships in Middle Childhood

Avoidance of the opposite sex becomes very pronounced during middle childhood.

Children's friendships are almost entirely sex-segregated.

Page 45: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

(Gender & Friendships in Middle Childhood, continued)

When the sexes interact it is called "border work", often romantic helps emphasize the clear boundaries between

the sexes Lays the groundwork for future interactions

during adolescence Girls threatening to kiss boys Boys luring girls into chasing them

Page 46: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

The nature of boys' and girls' friendships are different.

Boys have larger networks of friends than girls do.

Boys have a strict DOMINANCE HIERARCHY, which is composed of rankings that represent the relative social power of those in a group hierarchy.

Page 47: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

(The differing nature of boys' and girls' friendships, continued)

Boys attempt to maintain and improve their status in the hierarchy, which makes for a style of play known as restrictive play where interactions are interrupted when status is challenged.

Girls focus on one or two "best friends" of relatively equal status.

Page 48: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

(The differing nature of boys' and girls' friendships, continued)

Conflicts among girls are solved by compromise, ignoring the situation, or giving in.

Girls, however, can be confrontational with other girls not their friends or with boys.

Girls' language is less confrontational and direct than boys'.

Page 49: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Promoting Cross-race friendships

Children's closest friends tend largely to be with others of the same race.

Research supports the notion that contact between majority and minority group members can reduce prejudice and discrimination.

Contact must occur in equal status settings. Contact is enhanced through cooperative activities

that are important. The contact must promote equality and disconfirm

negative stereotypes.

Page 50: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

The Family and School: Shaping Children in

Middle Childhood The structure of the family has been

changing dramatically over the past several decades with serious implication for the development of children! Increase in the # of parents working

outside the home Rise in single parent families Societal environment Escalating divorce rate

Page 51: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

The Consequences of Divorce Only 1/2 of children in the U.S. will pass through childhood living

with both parents, each of whom has been married only once! School-age children tend to blame themselves for the breakup. Both children and parents may show several types of psychological

maladjustments for 6 months to 2 years after a divorce. anxiety depression sleep disturbances phobias

Page 52: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

More about the impact of divorce on school age children…

Most children will live with their mother and the mother-child relationship may decline temporarily.

After 18 months to 2 years, most children return to their predivorce psychological adjustment.

Twice as many children of divorced parents require psychological counseling as do children from intact families.

Page 53: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

(impact of divorce on school age children, continued)

Divorce brings a decline to both parents' standard of living—especially the mother’s!

For some children, living in a home with an unhappy marriage and which is high in conflict has stronger negative consequences than a divorce.

Page 54: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

For many children, the aftermath of divorce includes remarriage of 1 or both parents

BLENDED FAMILIES include a remarried couple that has at least one stepchild living with them.

Experts predict that by 2000, over 50 % of children born in the last decade will be stepchildren.!

Living in a blended family involves role ambiguity, in which roles and expectations are unclear

Page 55: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

More about BLENDED FAMILIES

School-age children often adjust relatively smoothly to a blended family.

financial status of family improves more people to share household chores more social interaction and attention

~ Some children do not adjust well,especially if the new relationship is threatening.

(have to share parent’s attn with a stepsibling)

Page 56: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

When both parents work, how do children fare?

In most cases, children whose parents both work full-time outside the home fare quite well.

Women who are satisfied with their lives tend to be more nurturing at home.

Research shows that children whose parents both work spend essentially the same amount of time with the family, in class, with friends, and at home as children who have a parent at home.

Children may spend more time with their father if their mother works.

Page 57: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

How Kids Spend Their Time

The amount of time kids spent on some activities has remained constant over the years, and others have changed significantly. Think about what might account for these changes.

Page 58: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Children’s success in families where both parents work is often based on the quality of substitute care. For many children, no care is available when they return home from school

SELF-CARE CHILDREN are youngsters who let themselves into their homes after school and wait alone until their parents return from work, previously known as latchkey children (but now not because of negative connotations).

Page 59: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

SELF-CARE CHILDREN, continued

The consequences of being a latchkey child are not necessarily harmful.

Some children report being lonely. Some children develop a sense of

independence and competence. Some research shows latchkey children

have higher self-esteem because they are helping the family.

Page 60: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Single parent families… Almost one-quarter of all children

under 18 in the U.S. live with only one parent.

Numbers are higher for minority children.

60% of African-American children live in single parent homes.

35% of Hispanic children live in single parent homes.

Page 61: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Single parent families, continued

In the majority of cases, the single parent is the mother.

The consequences of living in a single parent home depend on:

whether the other parent ever lived at home

economic status

Page 62: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Increase of Single Mothers, 1940-1993

The number of mothers without spouses has increased significantly over the last 50 years.

Page 63: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

The consequences of group care: Orphanages in the 90’s

The term "orphanage" has been replaced by group home or residential treatment center, which are group homes used for youngsters whose parents are no longer able to care for them adequately.

The number of children in group care has grown over 50 % since 1987.

About three-quarters of children in group homes are victims of abuse and neglect.

Page 64: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Orphanages in the 90’s, continued

Most will eventually return home, however, one-fourth will be in group care throughout childhood.

Experts disagree on the advantages and disadvantages of group care.

Some see them as a solution to unwed mothers who become dependent on welfare.

Many who work in these homes say they cannot provide adequate love and support as a family could.

They cost ten times as much as foster care or welfare (e.g., $40,000/yr.).

Page 65: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

School: The Impact of the Academic Environment on Development in Middle Childhood

During the school year, more of the day is spent in a classroom than anywhere else and schools have a large influence on children's lives.

Bernard Weiner proposed a theory of motivation based on people's ATTRIBUTIONS, their understanding of the reasons behind their behavior.

Page 66: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Weiner’s theory of attributions…

People attempt to explain their behavior in one of three ways.

Whether the cause is internal (dispositional) or external (situational).

Whether the cause is stable or unstable. Whether the cause is controllable or

uncontrollable.

Page 67: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

The attributions children make about their successes and failures in school have important implications for

their performance.

If success is internal, children feel pride.

If failure is internal, children feel shame.

If success or failure is attributed to stable characteristics, children can expect similar results in the future.

Page 68: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

The implications of children’s attributions, continued

If success or failure is attributed to unstable characteristics (such as luck), their expectations for the future are unknown.

If children feel failure was within their control, they feel anger.

If children feel failure was due to uncontrollable reasons, they fell sadness or pity.

Page 69: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Race, ethnicity, and socioeconomic status have strong influences on attributions of success

and failure. African-American children are less likely to

attribute success to internal causes, feeling that prejudice and discrimination are to blame.

Women tend to attribute failure to low ability and success to luck.

In Asian countries, academic success is perceived as being caused by hard work.

Page 70: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Mothers’ Beliefs in Children’s Abilities

Compared to mom’s in Taiwan & Japan, U.S. moms were less likely to believe that all kids have the same degree of inborn ability. Think about how this affects schooling.

Subjects responded to a 7 point scale, where 1 was equivalent to strongly disagree and 7 was strongly agree.

Page 71: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

How expectancies influence children’s behavior…

Research suggests a TEACHER EXPECTANCY EFFECT, the cycle of behavior in which a teacher transmits an expectation about a child and thereby actually brings about the expected behavior.

Page 72: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Teacher expectancy is an instance of self-fulfilling prophecy, in which a person's expectation is

capable of bringing about an outcome. Teacher's expectations are conveyed to the child by

complex verbal and nonverbal cues. Classroom social-emotional climate.

smiling warmth feedback more positive feedback to high expectation children more criticism to low expectation children

Page 73: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Teacher's expectations and their influence on the classroom climate, continued

Input to children more opportunities to perform well for high

expectation children more difficult material for high expectation

children Output from teachers

more contact with high expectation children more opportunities to respond in class for

high expectation children.

Page 74: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Teacher Expectation and its Effect on Student Performance

Page 75: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Educators in many elementary schools in the united states are setting a new educational trend: working

to improve students emotional abilities

Schools are beginning to teach techniques to increase students‘ EMOTIONAL INTELLIGENCE, the set of skills that underlie the accurate assessment, evaluation, expression, and regulation of emotions.

Page 76: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Critics suggest that nurturance of emotional intelligence is best left to students‘ families and that schools should concentrate on the basics.

Most consider emotional intelligence worthy of nurturance.

~What do you think? Should schools teach emotional intelligence?

Page 77: Chapter 10: Middle Childhood: Social and Personality Development Development Across the Lifespan.

Don’t forget to keep up with your reading!