SOCIAL DEVELOPMENT

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SOCIAL DEVELOPMENT
Self-Concept Ones perceptions of ones unique
attributes or traits.
Looking-Glass Self
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SOCIAL DEVELOPMENT Must first achieve self
recognition before developing a sense of who or
what you are (i.e. rouge on nose!) Theory of
Mind coherent understanding of your own and
others rich mental lives. desire theory of
mind belief-desire theory
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• SOCIAL DEVELOPMENT
• Developmental Changes in Self Descriptions
• Mention DECREASES with age for
• actions (e.g. I can play Twinkle, Twinkle.)
• likes/dislikes (e.g. I love pizza.)
• physical characteristics (e.g. I have curly
  red hair.)
• body image (e.g. Im short.)
• gender (e.g. Im a girl.)
• possessions (e.g. I have a gerbil.)
• citizenship/territory (e.g. Im an American.,
  I live on Birch Street.)

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• SOCIAL DEVELOPMENT
• Developmental Changes in Self Descriptions
• Mention INCREASES with age for
• age category Im almost 18.
• family role Im the youngest child.
• interpersonal style Im very talkative.
• sense of determination Im pretty ambitious
  and work hard.
• sense of unity Im kind of mixed up right
  now.
• psychic style Im a moody person, but really
  curious about things.
• ideology/personal beliefs Im not a
  Republican/Democrat, etc.

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• SOCIAL DEVELOPMENT
• Self-Esteem
• Self-Esteem Ones evaluation of ones worth as a
  person based on an assessment of the qualities
  that make up the self-concept.
• Origins of Self Esteem

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• SOCIAL DEVELOPMENT
• What Do Low-Self-Esteem Children Need/Want from
  Adults?
• Smith and Smoll (1990) studied 542 Little League
  players (all boys, 11.12 years) and 51 coaches.
• 14-item measure of self esteem
• 10 questions on attitude towards baseball (home
  interview)
• Coaches behavior 3 games observed and coded

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• SOCIAL DEVELOPMENT
• What Do Low-Self-Esteem Children Need/Want from
  Adults?
• Coaches behaviors that were coded
• Coaches Reactive Behaviors
• Reinforcement
• Nonreinforcement
• Mistake-contingent encouragement
• Mistake-contingent technical instruction
• Punishment
• Punitive technical instruction
• Ignoring mistakes
• Keeping control

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• SOCIAL DEVELOPMENT
• What Do Low-Self-Esteem Children Need/Want from
  Adults?
• Coaches behaviors that were coded
• Coaches Reactive Behaviors
• Coaches Spontaneous Behaviors
• General technical instruction
• General encouragement
• Organization
• General communication

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SOCIAL DEVELOPMENT What Do Low-Self-Esteem
Children Need/Want from Adults? Results
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SOCIAL DEVELOPMENT What Can We Do to Enhance the
Self-Esteem of Children Who Dont Have a Very
High Evaluation of Themselves?
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• SOCIAL DEVELOPMENT
• What Can We Do to Enhance the Self-Esteem of
  Children Who Dont Have a Very High Evaluation of
  Themselves?
• (Based on the research of Smith Smoll as well
  as Harter, Stipek, Dweck and their colleagues
  1985, 1987)

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SOCIAL DEVELOPMENT Achievement Intrinsic
Orientation Extrinsic Orientation
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SOCIAL DEVELOPMENT Achievement Mastery
Orientation Learned helplessness
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• SOCIAL DEVELOPMENT
• Home and Family Influences on Mastery Motivation
  and Achievement
• Child is securely attached
• Parents provide intellectually stimulating
  environment
• Parents reinforce self-reliant behavior
• Parents set high standards and encourage children
  to do well
• (CONTINUED.)

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• SOCIAL DEVELOPMENT
• Home and Family Influences on Mastery Motivation
  and Achievement
• Parents reward successes and are not overly
  critical of failures
• Parents are warm and accepting, but set
  standards, monitor progress, provide guidance.

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• SOCIAL DEVELOPMENT
• Weiners Attribution Theory
• High Achievers
• Attribute successes to stable, internal causes
  (high ability)
• Attribute failures to unstable factors
  (insufficient effort, bad luck)

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• SOCIAL DEVELOPMENT
• Weiners Attribution Theory
• High Achievers
• Attribute successes to
• Attribute failures to
• Low Achievers
• Attribute successes to
• Attribute failures to

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• Fostering a Mastery Pattern of Achievement and
  Preventing Learned Helplessness
• Praise successes and attribute to ability.
• Attribute failures to lack of effort.
• Provide failure and success experiences and
  emphasize the need to try harder after failures.
• Set individual learning goals that emphasize
  improvement rather than competitive performance
  goals.
• View mistakes as something to learn from rather
  than a sign of insufficient ability.

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SOCIAL DEVELOPMENT J. Marcias Identity Statuses
Status Search Commitment
Identity Diffusion No No
Foreclosure No Yes
Moratorium Yes No
Identity Achieved Yes Yes
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• SOCIAL DEVELOPMENT
• Influences on Identity Formation
• Cognitive Influences
• Parenting Influences
• Scholastic Influences
• Social-cultural Influences