8.1 Identity, Self-Concept, and Self-Esteem in Middle Childhood

The psychosocial theory of development contends that the main dilemma children face in middle childhood is Erikson’s industry versus inferiority, in which industry is the desirable outcome and is fostered by positive school and family experiences.
Self-concept becomes more complex, abstract, and evaluative as children move into middle childhood.
Social experiences at school, with peers, and at home influence self-concept, self-esteem, and various aspects of identity at this age.
Gender, ethnic, and racial identities are a fundamental aspect of self-concept and begin to develop during middle childhood.

8.2 Emotional Development and Socioemotional Learning in Middle Childhood

Skills that allow children to develop emotional intelligence and emotion regulation during middle childhood include emotional awareness and coping strategies, which can increase resilience and positive coping in children.
Interactions with supportive caregivers allow children to regulate their emotions in multiple settings and to learn and follow emotional display rules.
Children are also developing more complex and multifaceted social cognition skills. They use coping techniques that can help them to develop resilience and adapt in the face of adversity.
Social skills and relationship building require empathy, sympathy, altruism, and cooperation.
During middle childhood, moral reasoning gradually moves from a focus on how moral decisions directly affect the doer to an understanding of how they can benefit society and ultimately humanity.

Friendships in middle childhood continue to be based on proximity and similarity, but children’s choices of friends become more complex and multifaceted.
Social relationships take on a larger role in middle childhood. Researchers can classify children’s evaluations of each other as average, popular, rejected, neglected, or controversial based on sociometric nominations they gather.
Aggression can be proactive (goal oriented) or reactive (expression of frustration or anger in response to provocation).
Children might engage in or be victimized by physical, social/relational, or verbal aggression. The outcomes of severe bullying and cyberbullying can be damaging and lasting.
Media is pervasive in children’s lives, and children spend more time engaged with screens than they did in early childhood.
Digital media usage has both positive and negative effects on development.

School climate affects the way in which children learn and how happy and successful they are as students.
School climate and teacher-student relationships can both vary dramatically based on marginalized or disadvantaged statuses including SES, racial differences, and any implicit bias in school and community.
The PYD movement uses a strengths-based model to focus on helping children develop by using their existing resources.

Children may begin to face increased risks of internalizing and externalizing behavior problems, particularly when they struggle with emotional regulation or environmental risks.
Common mental health disorders that are more likely to be diagnosed in middle childhood include things like depression, anxiety, and behavioral disorders.
Children with ADHD may have specific needs related to supporting their socioemotional well-being in middle childhood, particularly in peer interactions and school environments.
Children with ASD may benefit from emotional expression and regulation training and supports to better reduce risks related to communication and social difficulties.
Some mental health diagnoses and risks may be very context or environment dependent, which in turn means children with adverse childhood experiences, low income, or marginalized status may be at a higher risk of poor outcomes.
Supports that promote resilience and protective factors can be implemented in a variety of contexts, including through families, teachers, caregivers, schools, and communities.