AND

PERSONAL
ITY
DEVELOP
MENT
EARLY AND MIDDLE
CHILDHOOD
PERSONALI
1. EMOTIONAL AND
TY PERSONALITY

DEVELOPM DEVELOPMENT

ENT 2. FAMILIES

3. PEER
IN EARLY RELATIONSHIPS ,PLA
Y AND MEDIA
CHILDHOOD (3-6 /SCREEN TIME
EMOTIONAL AND PERSONALITY
DEVELOPMENT
EMOTIONAL MORAL
THE SELF GENDER
DEVELOPMENT DEVELOPMENT

➔ INITIATIVE ➔ EXPRESSING ➔ MORAL ➔ BIOLOGICAL

VERSUS GUILT EMOTIONS FEELINGS INFLUENCES
➔ UNDERSTAND ➔ MORAL
ING REASONI ➔ SOCIAL
➔ SELF INFLUENCES
EMOTIONS NG
UNDERSTANDI ➔ REGULATING ➔ MORAL ➔ COGNITIVE
NG AND EMOTIONS BEHAVIO INFLUENCES
UNDERSTANDI R
NG OTHERS ➔ CONSCIE
NCE
 FAMILIES

● PARENTING ● THE CHANGING

FAMILY IN A
CHANGING SOCIETY

● CHILD ● SIBLING
MALTREATM RELATIONSHIP AND
ENT BIRTH ORDERS
❖PEER RELATIONS
❖PLAY
❖SCREEN TIME
 SOCIAL AND 1. EMOTIONAL
PERSONALITY AND
DEVELOPMEN PERSONALITY
T DEVELOPMENT
IN MIDDLE CHILDHOOD 2. FAMILIES
(6-12 YEARS )
3. PEERS
4. SCHOOLS
EMOTIONAL AND PERSONALITY
DEVELOPMENT
THE SELF EMOTIONAL DEVELOPMENT

➔ In middle and late childhood, self-

understanding increasingly involves
social and psychological characteristics, ● Developmental changes in
including social comparison. Children emotion include increased
increase their perspective taking in understanding of complex emo-
tions such as pride and shame,
middle and late childhood, and their
detecting that more than one
social understanding shows increasing emotion can be experi-
psychological sophistication as well. enced in a particular situation,
➔ SELF CONCEPT
➔ SELF ESTEEM
➔ SELF EFFICACY
EMOTIONAL AND PERSONALITY
DEVELOPMENT
MORAL DEVELOPMENT GENDER

➔ Kohlberg argued that In terms of

socioemotional
moral development
differences, males are
consists of three more physically
levels— aggressive than
preconventional, females, whereas
conventional, and females regulate their
postconventional. emotions better and
engage in more
prosocial behavior than
males.
 FAMILIES
Parents spend less time with children during middle and
DEVELOPMENT late childhood than in
CHANGES IN early childhood. Parents especially play an important role

PARENT CHILD in supporting and

stimulating children’s academic achievement.
RELATIONSHIP
Parents have important roles as managers of children’s opportunities, as
PARENT AS monitors
of their behavior, and social initiators and arrangers. Mothers are more likely
MANAGERS to
function in these parental management roles than fathers.

STEP a majority of children in stepfamilies do not have adjustment problems. Children i

complex (blended) stepfamilies have more problems than children in simple step-
FAMILIES families or nondivorced families.
PEERS
● DEVELOPMENT CHANGES :
Among the developmental
changes in peer relations in
middle and late childhood are
increased preference for same-
sex groups, an increase in time
spent in peer interaction and the
size of the peer group, and less
supervision of the peer group by
adults.
● PEE STATUS :
Popular children are
frequently nominated as a
best friend and are rarely dis-
liked by their peers. Average
children receive an average
number of both posi-
tive and negative nominations
from their peers.
PEERS
● SOCIAL ● BULLYING : ● FRIENDS :
COGNITION :
Significant numbers of .Like adult friends,
Social information- children are bullied, children who are friends
processing skills and and this can result in tend to be similar to each
social knowledge are short-term and other. Children’s
long-term negative friendships serve six
two important
effects for both the functions: companionship,
dimensions of social victims and bullies. stimulation, physical
cognition in peer support,ego support,
relations. social comparison, and
intimacy/affection.
SCHOOLS
CONTEMPORARY :
Two contemporary issues involve
whether it is best to educate
students by using a constructivist
approach (a learner-centered
approach) or a direct instruction
approach (a teacher-centered
approach) and how to hold
teachers accountable for whether
children are learning.
SOCIOECONOMIC STATUS :
Children in poverty face many
barriers to learning at school as
well as at home.The effects of SES
and ethnicity on schools are
intertwined as many U.S. schools
are segregated. Low expectations
for ethnic minority children
represent one of the barriers to
their learning.
 THANK-YOU
PRESENTED BY :
KAVERI SHADANI
(A81106922009)
DEVIKA PATEL
(A81106922033)