CFD 3240 Lecture 14: Promoting School

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Child and Family Development
CFD 3240

Promoting School-Age Children’s Social-Emotional Development • School-aged children are not as closely supervised by parents as during the preschool years • Their social and emotional lives continue to be shaped by family interactions • They are influenced also by the degree to which their parents provide organized activities for them o and monitor their informal leisure activities Parental Influences on the Acquisition of Skills and Competencies • School age children are assisted in their quest for competence when their parents: o encourage them to try out new things o provide the materials and instruction needed to learn new skills o pay attention to the progress their children are making in developing competence in a particular area, o provide direct help when needed o Encourage sports and hobbies ▪ Two of the most meaningful activities for the development of skills and competencies Parent-Child Co-regulation of Behavior • During the school age years, parents contribute to their children’s social development by sharing social power • Advances in cognitive development prepare children for a greater sharing of social power • Parent-child co-regulation is an example of the sharing of parental power o For example, planning something together, with both persons having input and responsibilities • Parent-child co-regulation of power is linked with fewer behavior problems in school- age children Parental Patterns and Children’s Social Relationships • Parents play a key role in their children’s development of the social skills • Parents influence their children’s development of negative behaviors or positive behaviors o That contribute to their acceptance or rejection by other children • Children of authoritative parents have more positive relationships with their peers o Due to their higher levels of empathy and altruism More Parenting Patterns &Children’s Social Relations • Children whose parents are authoritarian: o Tend to be less socially adept o Are more at risk for behavior problems • The social problems of those children have been attributed to their parents: o Overly strict, often harsh, discipline • The higher use of physical punishment is consistently associated with: o More aggression and anxiety in school age children Attachment to Parents and Peer Relationships • During middle childhood, there is a steady decline in the utilization of attachment figures o But, the perceptions of parent availability do not change • The perception of parental availability plays out in school-age children’s peer relationships • School-age children typically turn to o Parents to meet attachment needs & peers to meet companionship needs ▪ Children with less secure parental tend to select peers to fulfill attachment functions The Impact of the Neighborhood on Parenting Styles • When families live in communities with low incidents of crime and parents enj
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