Socio-Emotional_Development.pptxSocio-Emotional Developmentt

Socio-Emotional Development Infancy & Toddlerhood

1. Socio-Emotional Development

2. Social-emotional development includes  the child's experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others  (Cohen and others 2005). ... Infants experience, express, and perceive emotions before they fully understand them.

3. Socio-emotional development has something to do with the development of a person’s ability to master one’s emotions and the ability to relate to others.

4. Socio-Emotional Development Infancy & Toddlerhood

5. According to Bowly , the father of Attachment theory, attachment occurs within the first 6 months of the baby’s life. The key to a good start of socio-emotional development is a lot of responsive interaction with the baby, thus, consistent involvement of caregivers.

6. Temperament (or personality trait) is another factor affecting the socio-emotional development of the infant.

7. 9 temperament categories Activity level The mood Threshold for distress Rhythmicity of children Intensity of response in each baby Approach to new situation Distraction Adaptability Persistence

8. Activity level Activity level refers to how physically active a person is. Some people feel the need to be up and moving and on the go all the time, whereas other people are more likely to move more slowly and engage in quieter, calmer activities.

9. Biological rhythms Biological rhythms refer to the regularity of someone’s internal drives, like eating, sleeping and toileting. Some individuals will have very regular routines; they like to get up at the same time each day, eat at the same time and sleep at the same time. Others may be more irregular; their daily rhythms will vary quite a bit and it is harder for them to stick to rigid routines.

10. Distractibility Distractibility simply refers to how easily someone is distracted by their environment. People who get distracted easily may have their attention pulled from the task at hand by ambient noise or other people or things in the background. Those who are not easily distracted will find it easy to be absorbed in a task despite outside stimuli.

11. Adaptability Adaptability means how easily someone can adjust to change or new situations. Highly adaptable people can easily switch from one activity or location to another, without any problems. Those who are less adaptable need to take time to feel comfortable with change or new situations. Moving from one place or activity to another may be more difficult for individuals who are slow to adapt.

12. Sensitivity People who are more sensitive react more strongly to sound, light, touch, smell and taste. They may be bothered by tags in their clothing and be troubled by bright lights and loud noises. Their reactions to these stimuli may also be intense; what seems like a small nuisance may bring about a big response.

13. Adaptability Adaptability means how easily someone can adjust to change or new situations. Highly adaptable people can easily switch from one activity or location to another, without any problems. Those who are less adaptable need to take time to feel comfortable with change or new situations. Moving from one place or activity to another may be more difficult for individuals who are slow to adapt.

14. Persistence Persistence refers to how long you are able and willing to stick to a task, even when it is challenging. Some individuals are willing to keep working at something, even when they run into roadblocks along the way. Other people may be more willing to drop a task that is difficult and move on to something else.

15. Early Childhood (The Preschoolers)

16. Socio-Emotional Development During preschool years, they learn about their ever widening environment (theory of Brofenbrenner ). There is wisdom in the saying “ preschooling is socialization.”

17. Big Ideas on Preschoolers’ Socio-emotional Development The development of initiative is important to preschoolers. --Erikson believed that preschoolers need to develop initiative , the tendency to want to take action and assert themselves.

18. A healthy self-concept is needed for preschoolers to interact with others. - Self-concept refers to the way one sees himself-his abilities, strengths and weakness. Self-esteem automatically develops once self-concept is built. Self-esteem is one’s judgment about one’s worth.

19. Environmental factors influence gender identity in young children. - Gender typing refers to the process of forming gender roles, gender-based preferences and behaviors accepted by society.

20. Preschoolers’ social development is shown through the stages of play. Parten’s stages of play ---unoccupied ---onlooker ---solitary ---parallel ---associative ---cooperative

21. Stages of Play ( Parten ) 1.Unoccupied play.  Children are relatively still and their play appears scattered. This type of play builds the foundation for the other five stages of play. Unoccupied play looks like babies or young children exploring materials around them without any sort of organization. This stage allows children to practice manipulating materials, mastering their self-control and learning about how the world works.

22. 2. Solitary play.  This type of play occurs when children entertain themselves without any other social involvement. Children in solitary play may not notice or acknowledge other children. Adults might worry about children playing alone, but actually solitary play is very normal. When children engage in solitary play, they are able to explore freely, master new personal skills like new motor or cognitive skills, and prepare themselves to play with others.

23. 3. Onlooker play.  Children who sit back and engagingly watch other children playing, but do not join in are onlookers. The active part of their play is watching others. Sometimes it’s easy to think children engaged in onlooker play might be lonely or scared to engage with other children, when in fact it is a very normal part of play development. Just as adults “people watch” at the coffee shop, children learn a lot by watching others. They learn about the social rules of play and relationships, they explore different ways of playing or using materials and they learn about the world in general.

24. 4. Parallel play.  This occurs when children play next to each other, but are not really interacting together. For example, two children may drive cars on the carpet next to each other, but their play does not actually overlap. In this stage, children are not really engaging in a social exchange. Think of this stage like a warm up exercise – children work side by side on the same activity, practicing skills and learning new methods to engage together.

25. 5. Associative play.  This type of play signifies a shift in the child. Instead of being more focused on the activity or object involved in play, children begin to be more interested in the other players. Associative play allows children to begin practicing what they have observed through onlooker and parallel play. They can start to use their newfound social skills to engage with other children or adults during an activity or exploration.

26. 6.Cooperative play.  This is play categorized by cooperative efforts between players. Children might adopt group goals, establish rules for play. It’s important to remember cooperation is an advanced skill and can be very difficult for young children. Ironically, cooperative play often involves a lot of conflict. This is normal. It is sometimes difficult for young children to share, take turns and negotiate control in these types of play scenarios. You can support children engaged in cooperative play by staying close and helping them learn healthy expression of emotions and teach them problem solving skills.

27. Preschoolers are interested in building friendships. - F riendship enables stimulation, assistance, companionship, social comparison and affection. --It provides sense of belongingness and security.

28. The caregiving style affect the socio-emotional development. - Baumrind’s Caregiving Styles -1. Authoritative-high demandingness/high responsiveness -2. Permissive-low demandingness/high responsiveness -3. Authoritatrian -high demandingness/low responsiveness -4. Negligent-low demandingness/low responsiveness

29. Responsiveness -caregiver’s behaviors that pertain to expression of affection and communication Demandingness - the level of control and expectations

30. Middle Childhood Primary Schoolers Grades 1 to 3

31. C. Socio-Emotional Development The preschoolers belong to Erikson’s 4 th stage: They have to resolve the issue: industry vs. inferiority. The encouragement of parents and caring educators helps to build self-esteem, confidence and ability to interact positively in the world.

32. Understanding the Self Self-concept is the knowledge of the self, such as beliefs, traits,physical characteristics, abilities, values, goals and roles.

33. Building Friendships Making friends is very crucial but very important. Most children belong to peer group of the same gender.

34. Implications: Gain understanding of children’s socio-emotional strengths and weaknesses by observing their behavior at home. Work collaboratively with the child’s parents and health care provider to expand one’s insights on child’s development. Provide supportive settings. Give children activities when they can practise taking turns, etc.

35. Be a role model of healthy emotions and expressing these emotions appropriately. Demonstrate calmness and staying in control of one’s own feelings.

36. Late Childhood (The Intermediate Schooler ) Ages 9-12 (Preteens)

37. Socio-Emotional Development The acquisition of self-competence is important in this period. Industry is also being developed among children. Social comparison is observed in this stage. They develop emotional intelligence.

38. Building good peer relationship is important. Types of Peer status: --popular --average --neglected --rejected --controversial

39. Family support is crucial . If they feel no support from family, they easily get frustrated. A high-quality family relationship enables them to successfully go through this stage.

40. Implications Gain understanding of the child’s socio-emotional strengths and weaknesses. Encourage children to talk about their feelings without doing it forcefully. Provide opportunities for children to build relationship with teacher and fellow classmates.

41. Remind children that friendship has its ups and downs. Design activities that allow children to work on their own and discover activities and hobbies that they enjoy . Model healthy relationships.

42. References https:// www.canr.msu.edu/news/the_nine_traits_of_temperament https:// www.cde.ca.gov/sp/cd/re/itf09socemodev.asp https:// www.canr.msu.edu/news/the_power_of_play_part_1_stages_of_play