Social development refers to the process by which a child learns to interact with others around them. As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions.
Social Development occurs as a result of socialisation
2. Social development refers to the process by
which a child learns to interact with others
around them. As they develop and perceive
their own individuality within their community,
they also gain skills to communicate with other
people and process their actions.
Social Development occurs as a result of
socialisation
3. Social
Emotional
Physical
Intellectual
Human beings
develop in 4
different aspects
of growth. The
areas are all
inter-connected,
so when one is
affected it may
influence the
others.
Social development is the process of
learning to relate to other people.
4. High self-esteem and feel
confident and content with
who we are, or we may
have low self-esteem and
feel that we are not as
High self-esteem often leads to healthy
social interactions, which then leads to
higher self-esteem. There are several
actions parents and caretakers can
follow in order to build their child's self-
esteem during these key developing
years.
5. 1. Learning Basic Trust Versus
Basic Mistrust (Hope)
Chronologically, this is the period
of infancy through the first one or
two years of life. The child, well -
handled, nurtured, and loved,
develops trust and security and a
basic optimism. Badly handled,
becomes insecure and mistrustful.
Erik Erikson creating the 8 stage theory of psycho-social
development. This theory is widely accepted as “fact” in the
psychology community today. The first 6 stages deal with the
developing child and young adult. If an individual does not
“accomplish the task” in one of the 8 stages, difficulties emotionally
and socially will undoubtedly show up later in life.
This baby cries
for the parent.
The parent
responds. This
helps establish
trust.
6. 2. Learning Autonomy Versus Shame (Will)
The second psychosocial crisis, Erikson
believes, occurs during early childhood,
probably between about 18 months or 2
years and 3½ to 4 years of age. The "well -
parented" child emerges from this stage
sure of himself, elated with his new found
control, and proud rather than ashamed.
Success in this stage will lead to the virtue of will. If
children in this stage are encouraged and supported
in their increased independence, they become more
confident and secure in their own ability to survive in
the world.
If children are criticized, overly controlled, or not
given the opportunity to assert themselves, they
begin to feel inadequate in their ability to
survive, and may then become overly
dependent upon others, lack self-esteem, and
feel a sense of shame or doubt in their abilities.
7. 3. Learning Initiative Versus Guilt
(Purpose)
Erikson believes that this third
psychosocial crisis occurs during
what he calls the "play age," or the
later preschool years.
During it, the healthily developing
child learns: (1) to imagine, to
broaden his skills through active play
of all sorts, including fantasy (2) to
cooperate with others (3) to lead as
well as to follow. Immobilized by
guilt, he is: (1) fearful (2) hangs on the
fringes of groups (3) continues to
depend unduly on adults and (4) is
restricted both in the development of
play skills and in imagination.
8. 4. Industry Versus Inferiority (Competence)
Erikson believes that the fourth
psychosocial crisis is handled, for better or
worse, during what he calls the "school
age," presumably up to and possibly
including some of school. Here the child
learns to master the more formal skills of
life: (1) relating with peers according to
rules (2) progressing from free play to play
that may be elaborately structured by rules
and may demand formal teamwork, such as
baseball and (3) mastering social studies,
reading, arithmetic. Homework is a
necessity, and the need for self-discipline
increases yearly. The child who, because of
successive and successful resolutions of
earlier psychosocial crisis, is trusting,
autonomous, and full of initiative will learn
easily enough to be industrious.
However, the mistrusting child will doubt
the future. The shame - and guilt-filled child
will experience defeat and inferiority.
Work hard; play hard; do your best!
9. 5. Learning Identity Versus
Identity confusion (Fidelity)
Children are becoming more
independent, and begin to look at the
future in terms of career,
relationships, families, housing, etc.
The individual wants to belong to a
society and fit in.
The adolescent mind is essentially a
mind or moratorium, a psychosocial
stage between childhood and
adulthood, and between the morality
learned by the child, and the ethics to
be developed by the adult
During this period, they explore
possibilities and begin to form their
own identity based upon the outcome
of their explorations. Failure to
establish a sense of identity within
society can lead to role confusion..
The adolescent seeks leadership (someone to
inspire him), and gradually develops a set of
ideals (socially congruent and desirable, in the
case of the successful adolescent).
Erikson believes that, in our culture,
adolescence affords children a time for to
experiment, trying various roles, and thus
hopefully find the one most suitable for them.
10. 6. Learning Intimacy Versus Isolation (Love)
The young adult, successful in establishing
identity, can now experience true intimacy - the
sort of intimacy that makes possible good
marriage or a genuine and enduring friendship.
The definition of intimacy is “a close, personal relationship”.
Two people have detailed knowledge of each other, resulting
from a close or long association or study of one another. The
relationship in nature.
11. Dramatic Play: acting things
out; problem-solving
Functional Play: using senses to
find out what materials will do, and
what happens when you do things
to them; self-testing of abilities
Constructive Play: building; creating
12. While 6 different stages of social participation (play) have been identified,
only 4 of those can be defined by observable activity. The remaining 2 do not
involve movement or interaction.
Stage 2: Solitary Play
Independent play by herself with
toys different than what others
are playing with
Stage 1: Unoccupied
Engaged in no observable
activity
13. Stage 3: Onlooker
Watching other children, but not
interacting with them
Stage 4: Parallel Play
Children are aware of each other’s
presence; they are playing beside
each other with similar materials, but
not with each other
14. Stage 5: Associative Play
Children are taking turns with
each other; interchanging
materials
Stage 6: Cooperative Play
All children working toward
common goal with some
evidence of social
organization
