ED 101 Socio Emotional Development by patrick.pdf

A ppt for Socio Emotional development in child adolescents course

1. SOCIO-
EMOTIONAL
DEVELOPMENT
SOCIO-
EMOTIONAL
DEVELOPMENT
By:Patrick Bryan Miranda

2. OBJECTIVE
DEFINE SOCIAL-EMOTIONAL DEVELOPMENT AND DISCUSS ITS
IMPORTANCE IN OUR LIVES.
REFLECT ON YOUR OWN IDEAS AND EXPERIENCES ASSOCIATED WITH
SOCIAL-EMOTIONAL DEVELOPMENT.
DISCUSS HOW SOCIAL-EMOTIONAL LEARNING PROMOTES
DEVELOPMENT IN YOUNG CHILDREN.

3. Children begin developing social-emotional skills at
birth. Research indicates that children are born ready
to connect with other people in their environment.
When a child’s emotional and physical needs are met,
learning pathways to the brain are formed, which lead
to learning in all developmental domains. Emotional
signals, such as smiling, crying, or demonstrating
interest and attention, strongly influence the
behaviors of others. Similarly, the emotional
reactions of others affect children’s social behaviors
WHAT IS SOCIAL-EMOTIONAL
DEVELOPMENT?
WHAT IS SOCIAL-EMOTIONAL
DEVELOPMENT?

4. The early childhood years are a critical time for the
formation of positive feelings toward oneself, others,
and the larger world. Young children develop and
learn in the context of relationships and when they
are encouraged, nurtured, and accepted by adults and
peers, they are more likely to be well adjusted. On the
contrary, children who are neglected, rejected, or
abused are at risk for social and mental health
challenges

5. It is important to recognize that preschoolers
are still establishing these abilities. We should
not expect preschoolers to have advanced
social awareness or decision-making skills,
instead know that they are on a path to
acquiring these skills, with guidance and
support from families and teachers.

6. According to the Collaborative for
Academic, Social, and Emotional
Learning (CASEL), social and emotional
development (also called social-
emotional learning) consists of the
following five core components:

7. SELF-AWARENESSSELF-AWARENESS
THIS IS THE ABILITY TO ACCURATELY RECOGNIZE
ONE’S EMOTIONS, THOUGHTS AND THEIR
INFLUENCE ON BEHAVIOR. THIS INCLUDES
ACCURATELY ASSESSING ONE’S STRENGTHS AND
LIMITATIONS AND POSSESSING A WELL-
GROUNDED SENSE OF CONFIDENCE AND
OPTIMISM.
WE SEE EVIDENCE OF THIS WHEN A PRESCHOOLER
CAN RECOGNIZE AND IDENTIFY THEIR OWN
EMOTIONS. FOR EXAMPLE, A PRESCHOOLER MAY
MANAGE THEIR NEGATIVE EMOTIONS BY TELLING
A TEACHER, “I AM SAD BECAUSE I DO NOT WANT
TO SHARE MY TOY FROM HOME.” PRESCHOOLERS
ALSO DEMONSTRATE SELF-AWARENESS WHEN
THEY USE PROPS, SUCH AS DOLLS, TO IDENTIFY
AND EXPRESS THEIR EMOTIONS

8. This is the ability to control one’s emotions,
thoughts, and behaviors effectively in different
situations. This includes managing stress, controlling
impulses, motivating oneself, and setting and working
toward achieving personal and academic goals.
When preschoolers are able to wait their turn, accept
reminders about free play ending and clean up, and
follow routines with simple reminders, these are
examples of self-management.
SELF-MANAGEMENTSELF-MANAGEMENT

9. This is the ability to take the perspective of and
empathize with others from different backgrounds
and experiences, to understand social norms for
behavior, and to recognize family, school and
community resources and supports.
A preschooler is developing their social awareness
when they express sympathy for a friend who is
feeling sad, help another child rebuild their block
town when it gets knocked over, or offer to help a
peer who is upset after spilling milk. Preschoolers
who express concern for the needs of others are
demonstrating their social awareness skills.
SOCIAL AWARENESSSOCIAL AWARENESS

10. RELATIONSHIP SKILLSRELATIONSHIP SKILLS
THIS IS THE ABILITY TO ESTABLISH AND
MAINTAIN HEALTHY AND REWARDING
RELATIONSHIPS WITH VARIOUS INDIVIDUALS AND
GROUPS. THIS INCLUDES CLEAR COMMUNICATION,
ACTIVE LISTENING, COOPERATION, AVOIDING
SOCIAL PRESSURE, CONFLICT RESOLUTION, AND
OBTAINING OR PROVIDING HELP WHEN NEEDED.
PRESCHOOLERS DEMONSTRATE THEIR DEVELOPING
RELATIONSHIP SKILLS BY SEEKING SUPPORT FROM A
TEACHER WHEN A PEER CONFLICT STARTS OR MAKING
SUGGESTIONS TO PEERS WITH WAYS THEY CAN WORK
TOGETHER. PRESCHOOLERS ALSO USE WORDS RATHER
THAN ACTIONS TO EXPRESS STRONG FEELINGS (E.G., “I
DON’T LIKE IT WHEN YOU PUSH.”)

11. This is the ability to make constructive and
respectful choices about personal behavior
and social interactions. This includes
consideration of ethical standards, safety
concerns, social norms, the realistic
evaluation of consequences of various
actions, and the well-being of self and
others.
When a preschooler waits until another child
is done playing on a swing and then uses it,
offers to share their paint, or holds a bubble
wand so a peer can blow bubbles, they are
displaying responsible decision-making. Responsible decision-making:

12. Children develop social-emotional skills through
their relationships with primary caregivers and
within their families. Consider the uniqueness of
our society. These different experiences and
backgrounds are reflected in the ways families
teach children to manage emotions, socialize, and
engage with others. For example, in some families,
children are taught to avoid eye contact, while in
others, eye contact is an essential component of
social interaction. These differences also extend
to parenting practices and how individuals are
taught to manage emotions, including handling
stress and coping with adversity. The Role of Family in Social-Emotional Development

13. During the preschool years, children learn to take
turns, share toys and materials, play near each
other, talk with peers, and talk about their
feelings and the feelings of others. They also
begin to follow classroom and home routines
independently. Children learn social skills from
watching others interact and through
conversations with adults and peers. What Does Social-Emotional Development Look Like in
Preschoolers

14. The following are examples of social-emotional skills
preschool children engage in daily
Singing along with peers during circle, center, or book time
Holding hands while walking down the hall during recess
Hugging a friend who is sad
Sharing a snack with a friend, sibling, or caregiver
Taking turns while building a tower of blocks with a friend
Passing out silverware to all children while preparing for lunch
Making statements such as “I made this all by myself!” when accomplishing
tasks
Giving a friend a toy or object that they asked to use
Telling a teacher they miss their Mom or Dad

15. Social-Emotional Growth and Young Children’s Development
Social-emotional health affects a person’s overall
development and capacity to learn. Research suggests
that children who have positive social-emotional health
tend to be happier, show greater interest in learning,
have a more positive attitude toward school, are more
likely to participate in classroom activities, and
demonstrate higher academic performance than less
socially and emotionally competent peers. Therefore,
children’s social-emotional health is equally as
important as their physical health.

16. Social-Emotional Growth and Young Children’s DevelopmentSince social-emotional development affects young
children’s growth later in life, social-emotional skills
are central to children’s physical well-being, self-
expression, learning, and development of
relationships. Consider the impact social emotional
development has on various areas of development

17. Social-Emotional Growth and Young Children’s Development
Learning to read involves regulating emotions and
activity levels and requires the child to sit and attend
to a task
Learning to walk, swim, run, or ride a bike involves
regulating activity level, attending to adult directions,
focusing on muscle control, and controlling impulses.
Learning to communicate involves using socially
appropriate strategies for interaction.
Learning self-help skills involves following directions,
controlling emotions to complete challenging tasks,
and knowing when and how to ask for help.
Being successful in school involves understanding
classroom expectations and participating in large- and
small-group activities with peers.

18. Social-Emotional Growth and Young Children’s Development
Success in school is strongly
linked to early positive social-
emotional development, thus,
it is critical to foster social-
emotional learning during the
early childhood years.

19. REFERENCEREFERENCE
https://www.virtuallabschool.org/preschool/social-
and-emotional-development/lesson-1

20. THANK
YOU
THANK
YOU