 |  A Child's World: Infancy through Adolescence, 9/e Diane E. Papalia,
University of Wisconsin-Madison
Sally Wendkos Olds
Ruth Duskin Feldman
Psychosocial Development in Middle Childhood
Learning Objectives
LEARNING OBJECTIVES FOR SECTION IAfter reading and reviewing this section of Chapter 14, you should be able to
do the following.
Explain the significance of the development of representational systems
during middle childhood.
Describe personality characteristics of children with high and low self-esteem,
and discuss Erikson's views and Harter's findings on its sources.
Tell how parenting styles influence self-esteem.
Discuss aspects of emotional growth in middle childhood, including the
understanding and control of negative emotions and the increase in empathy
and prosocial behavior.
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| | | LEARNING OBJECTIVES FOR SECTION IIAfter reading and reviewing this section of Chapter 14, you should be able to
do the following.
Summarize the roles of family atmosphere and family structure in children's
behavior and adjustment.
Compare the importance to school-age children of relationships with
parents, peers, and extended family, and discuss how cultural patterns influence
the importance of these relationships.
Describe how control of behavior in middle childhood gradually shifts
from parent to child, and how coregulation affects methods of discipline.
Identify factors influencing the effects of parents' employment on children.
Analyze effects of poverty on parenting and on children's well-being.
Explain why an intact family is usually the most beneficial setting
for a child.
Discuss how divorce affects children; list six "tasks" of
adjustment; identify factors that influence children's adjustment; and summarize
research on long-term effects of divorce.
Give statistics on the prevalence of single-parent families, identify
three causes for the formation of such families, and discuss apparent effects
of being raised in such a family.
Describe special characteristics of stepfamilies, and identify factors
affecting children's adjustment to life in a stepfamily.
Summarize research on the psychosocial development of children raised
by gay and lesbian parents.
Give examples of how school-age siblings influence each other, both
directly and indirectly.
Compare the roles and relationships of siblings in industrialized and
nonindustrialized societies.
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| | | LEARNING OBJECTIVES FOR SECTION IIIAfter reading and reviewing this section of Chapter 14, you should be able to
do the following.
Explain how peer groups form, and identify positive and negative influences
of peer groups.
Describe characteristics of popular and unpopular children, and discuss
personal, family, and cultural influences on popularity.
Discuss the benefits of friendship and its characteristics in middle
childhood.
List and give examples of Selman's five stages of friendship.
Explain the relationship between aggression and social information processing,
and explain what is meant by a hostile bias.
Distinguish between overt and relational aggression, and tell which
is more typical among boys and which among girls.
Explain how patterns of bullying and choice of victims become established,
identify typical characteristics of bullies and victims, and describe developmental
changes in bullying and victimization.
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| | | LEARNING OBJECTIVES FOR SECTION IVAfter reading and reviewing this section of Chapter 14, you should be able to
do the following.
Describe symptoms and treatment of school phobia.
List at least five symptoms of childhood depression.
Discuss the effectiveness of individual psychotherapy, family therapy,
behavior therapy, and drug therapy.
Identify at least three major sources of childhood stress in modern life.
Name the most common childhood fear.
Identify five factors that seem to contribute to resilience in children.
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2002 McGraw-Hill Higher Education