....

3. Children Learn What They Live
If a child lives with criticism, he learns to condemn..
If a child lives with hostility, he learns to fight…
If a child lives with fear, he learns to be apprehensive…
If a child lives with pity, he learns to feel sorry for himself....
If a child lives with ridicule, he learns to be shy....
If a child lives with jealousy, he learns to feel guilt...
But...

4. If a child lives with tolerance, he learns To be patten…
If a child lives with encouragement, he learns to be confident.
If a child lives with praise, he learns to be appreciative…
If a child lives with acceptance, he learns to love..
If a child lives with honesty, he learns what truch is..
If a child lives with fairness, he learns justice…
If a child lives with security, he learns io have faith in himself and those about
him..
If a child lives with friendliness, he learns the world is a nice place in which to
live.
With what is your child living?
Dorothy L. Nolte, Trained Family Counselor

5. M
O
D
U
L
E
14

6. 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.
What is Social-Emotional
Development?

7. Similarly, the emotional reactions of others affect children’s social
behaviors.
As children mature and develop, their social-emotional skills
become less centered on having their own needs met by their
caregivers and more focused on participating in routines and
enjoying experiences with friends and caregivers.
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. It necessarily includes temperament,
attachments and social skills.

8.  Much has been said about the importance of the first
three years in human development. They are so-called the
formative years that is why, parents and other
caregivers at this stage of human development play a
significant role in the development of infants and
toddlers.
 As the poem “Children Learn What They Live”
expresses, the kind of home and school environment that
parents and teachers produce determines to a very great
extent the quality of the development of children.
The Formative Years

9.  This is the social phenomenon of attachment, According
to Dr. John Bowly, the father of attachment theory, the
beginnings of attachment occur within the first 6 months
of a baby’s life with a variety of built-in signals that baby
uses to keep her caregiver engaged.
 The baby cries, gazes into her mother’s eyes, smiles, etc.
in the next few months, the baby develops in her degree of
attachment to her parents. She smiles more freely at them
than at any stranger whom she seldom sees.
Elements that have something to do with the
some socio-emotional development of children
Attachment

10.  The key to a good start in the social development of the
baby is a lot of responsive interaction with the baby
(K.Pasek and R.Golinkoff, 2003).
 Babies thrive on social interaction when it is in response
to their social bids.
 Babies seem to let us know when they want to interact or
not.
 The timing of the caregiver’s response to the baby is
important.

11. Other relevant and interesting research findings cited by K.Pasek and
R. Golinkoff, (2003) in their book “Einstein Never Used Classcards”
are given below:
 What is absolutely central to babies’ emotional well-being is not
so much feeding but the consistent involvement of caregivers.
 Being fed by your mother is not what attached you to her. It is
consistent, close nurturing that matters in early relationships.
 Children who have good attachment relationships as infants
make better adjustments in a number of areas in future life.
 But remember, having a good attachment in infancy gives you a
great start but can’t carry you through life. You have to be
treated sensitively and responsibly as you grow up if you are to
develop favorably.

12. Infants attach to more than one caregiver and they are
developing emotional relationships with multiple
caregivers at once.
 
Even when children are in child care for more than 30
hours per week, the family contributes more to child’s
social and cog nitive well-being than does the child care
arrangement. Parents matter and children are attached to
parents even when children are in child care.
Parents and caregivers help children regulate their
emotions by working with them and by serving as their
models.

13. Temperament
1. 
Another factor related to the infant’s socio-
emotional development is temperament.
Temperament is a word that “captures the ways that
people differ, even at birth, in such things as their
emotional reactions, activity level, attention span,
persistence, and ability to regulate their emotions” (K.
Pasek and R. Golinkoff, 2003). Every baby expresses
personality traits we call temperament.
How a child responds emotionally to objects, events, and
people is a reflection of his individual temperament.

14. 2. 
Researchers Thomas, Chess, and Birch described nine different
temperament categories (Honig, 2010, Secure Relationships: Nurturing Infant-
Toddler Attachments in Early Care Settings.)
These include:
 • 
Activity level
 • 
Mood
 • 
Threshold for distress
 • Rhythmicity
 • 
Intensity of response
 • 
Approach-Withdrawal
 • 
Distractibility
 • 
Adaptability
 • 
Persistence

15. Activity level
Some babies are placid or inactive. Other babies thrash
about a lot and, as toddlers, are always on the move. At
this stage, they must be watched carefully.
The mood
Some babies are very smiley and cheerful. Although
securely attached emotionally to their teachers, others
have a low-key mood and look more solemn or unhappy
To determine a child’s temperament,
make the following observations:

16. Child’s threshold for distress
Some babies are very sensitive. They become upset very
easily when stressed. Other babies can more comfortably
wait when they need a feeding or some attention.
The rhythmicity of children
Some babies get hungry or sleepy on a fairly regular and
predictable basis.
Other babies sleep at varying times, urinate or have bowel
movements at unpredictable times, and get hungry at
different times. They are hard to put on a “schedule.”

17. The intensity of response in each baby
When a baby’s threshold for distress has been reached,
some babies act restless.
Others act cranky or fret just a little. Still others cry with
terrific intensity or howl with despair when they are
stressed. They shriek with delight and respond with high
energy when reacting to happy or challenging situations.
Approach to new situations
Some infants are very cautious. They are wary and fearful of
new teachers, being placed in a dif ferent crib, or being
taken to visit a new setting. Other infants approach new
persons, new activities, or new play possibilities with zest
and enjoyment.

18. Distraction
Some children can concentrate on a toy regardless of surrounding
bustle or noise in a room. Others are easily distracted.
Adaptability of each child
Some children react to strange or difficult situations with
distress, but recover fairly rapidly. Others adjust to new
situations with difficulty or after a very long period.
Child’s attention span
Some children have a long attention span. They continue with an
activity for a fairly long time. Others flit from one activity to
another.

19. Based on these temperament traits, psychiatrists. Alexander Thomas and
Stella Chess studied babies’ temperament and clustered temperaments
into 3 basic types:
1) the easy child;
2) the difficult child; and
3) the slow-to-warm -up child and those that did not fall under any of
the 3 basic types.
The “easy child” easily readily establishes regular routines, is generally
cheerful, and adapts readily to new experiences.
The “difficult child” is irregular in daily routines, is slow to accept new
experiences and tends to react negatively and intensely to new things while
the “slow-to warm-up-child” shows mild, low-key reactions to
environmental changes, is negative in mood, and adjusts slowly to new
experiences.

20.  A sense of morality presupposes awareness of the
existence of moral standards and the ability to evaluate
oneself against standards.
Once children can recognize themselves as entities, they
become capable of self-evaluation and self-description
against a set of stan-dards.
 In the research conducted by Professor Deborah Stipek
and her colleagues at the University of California, Los
Angeles, (Pasek K and R. Golinkoff) about 50% of the 19-
to- 24 month olds and 80 % of the 25-to-29-months old
and almost all 30-to-40-month-olds are capable of self-
evaluation. These age groups of babies therefore have a
sense of morality.
The Emergence of the Moral Self

21. Children who aren’t capable of self-evaluation and self-
description don’t have the capacity to experience a sense
of shame and remorse. Moral behavior cannot occur
when children do not recognize themselves as social
beings whose behavior can be evaluated against some
standard.” (Päsek, K and R. Golinkoff, 2003)
It is not then surprising why some babies show their
parents they have done something wrong sometimes even
with laughter or at other times with no particular
emotion. It is not because they are bad babies. It is
simply because they are not yet able to hold a standard
in mind and evaluate situations in terms of these
standards.

22. The Development of Emotions
Here are the milestones of the baby and the toddler’s emotional
development and social development:
Early infancy (birth-six months)
It is not clear whether infants actually experience
emotions, or if adults, using adult facial expressions as the
standard, simply superimpose their own understanding of
the meaning of infant facial expres-sions.

23. Between six and ten weeks, a social smile emerges, usually
accompanied by other pleasure-indicative actions and sounds,
including cooing and mouthing. This social smile occurs in
response to adult smiles and interactions.
As infants become more aware of their environment, smiling occurs
in response to a wider variety of contexts. They may smile when
they, see a toy they have previously enjoyed.
Laughter, which begins at around three or four months, requires a
level of cognitive development because it demonstrates that the
child can recognize incongruity. That is, laughter is usually elicited
by actions that deviate from the norm, such as being kissed on the
abdomen or a caregiver playing peek-a-boo. Because it fosters
reciprocal interactions with others. Laughter promotes social
development.

24. Later infancy months (7-12)
During the last half of the first year, infants begin expressing
fear, disgust, and anger because of the maturation of
cognitive abilities.
Anger, often expressed by crying. Is a frequent emotion
expressed by infants. Although some infants respond to
distressing events with sadness, anger is more common.
Fear also emerges during this stage as children become able
to compare an unfamiliar event with what they know.
Unfamiliar situations or obiects often elicit fear responses in
infants. One of the most common is the presence of an adult
stranger, a fear that begins to appear at about seven months.
A second fear of this stage is called separation anxiety.
Infants seven to twelve months old may cry in fear if the
mother or caregiver leaves them in an unfamiliar place.

25. Socialization of emotion begins in infancy. It is thought that this
process is significant in the infant’s acquisition of cultural and
social codes for emotional display.
Teaching them how to express their emotions, and the degree of
acceptability associated with different types of emotional
behaviors.
Another process that emerges during this stage is social
referencing. Infants begin to recognize the emotions of others,
and use this information when reacting to novel situations and
people.
As infants explore their world, they generally rely on the
emotional expressions of their mothers or caregivers to
determine the safety or appropriateness of a particular endeavor.

26. Toddlerhood years (1-2)
• During the second year, infants express emotions of
shame or embarrassment, and pride.
• These emotions mature in all children and adults
contribute te their development.
Emotional understanding
• During this stage of development. Toddlers acquire
language and are learning to verbally express their
feelings.
• This ability, rudimentary as it is during early
toddlerhood, is the first step in the development of
emotional self-regulation skills.

27. In infancy, children largely rely on adults to help them
regulate their emotional states. If they are uncomfortable
they may be able to communicate this state by crying, but
have little hope of alleviating the discomfort on their own.
In toddlerhood, however, children begin to develop skills to
regulate their emotions with the emergence of language
providing an important tool to assist in this process.
 Being able to articulate an emotional state in itself has a
regulatory effect in that it enables children to communicate
their feelings to a person capable of helping them manage
their emotional state. Speech also enables children to self-
regulate, using soothing language to talk themselves
through difficult situations.

28.  Empathy, a complex emotional response to a situation, also
appears in toddlerhood, usually by age two.
The development of empathy requires that children read others’
emotional cues, under stand that other people are entities distinet
from themselves, and take the perspective of another person (put
themselves in the position of another)
(Source: http://psychology/jrank.org)
Erikson’s Psychosocial theory
The first two stages (of the 8 stages of a person’s psychosocial
development) apply at the periods of infancy and toddlerhood, that
is why they are discussed below:
Hope: Trust vs. Mistrust (Infants, 0 to 1 year)

Psychosocial Crisis: Trust vs. Mistrust
Virtue: Hope

29. The first stage of Erik Erikson’s centers around the infant’s basic
needs being met by the parents. The infant depends on the
parents, especially the mother, for food, sustenance, and comfort.
The child’s relative understanding of world and society come from
the parents and their interaction with the child.
 According to Erik Erikson, the major developmental task in
infancy is to learn whether or not other people, especially primary
caregivers, regularly satisfy basic needs. If caregivers are
consistent sources of food, comfort, and affection, an infant learns
trust- that others are dependable and reliable.
They are neglectful, or perhaps even abusive, the infant instead
learns mistrust- that the world is in an undependable, unpredict-
able, and possibly dangerous place.

30. Will: Autonomy vs. Shame & Doubt (Toddlers, 2 to 3 years)
• 
Psychosocial Crisis: Autonomy vs. Shame & Doubt

Main Question: “Can I do things myself or must 1 always rely on
others?”
Virtue: Will
• As the child gains control over eliminative functions and motor
abilities, they begin to explore their surroundings. The parents
still provide a strong base of security from which the child can
venture out to assert their will.
• The parents’ patience and encouragement help foster autonomy in
the child. Highly restrictive parents, however, are more likely to
instill the child with a sense of doubt and reluctance to attempt
new challenges.

31. As they gain increased muscular coordination and
mobility, toddlers become capable of satisfying some of
their own needs. They begin to feed themselves, wash and
dress themselves, and use the bathroom.
If caregivers encourage self-sufficient behavior, toddlers
develop a sense of autonomy- a sense of being able to
handle many problems on their own.
But if caregivers demand too much too soon, refuse to let
children perform tasks of which they are capable, or
ridicule early attempts at self-sufficiency, children may
instead develop shame and doubt about their ability to
handle problems (en,.wikipedia.org.wiki.Erikson’s-
stages-of-psychosocial-development-)

32. What Infants and
Toddlers
can do socio-
emotionally?

33. Domain: Social and Emotional Development
SUB-DOMAIN: EMOTIONAL (EMOTIONAL EXPRESSION)
Standards 1.1: The child expresses different basic emotions.
0 – 6 months
• Cries in different ways to express different needs (e.g., hungry, sleepy, wet)
• Shows excitement or pleasure by moving arms, kicking, moving the entire
body and fhe face lighting up
• 
Smiles or laughs in response to a pleasant experience (e.g., caregiver
singing to him/her)

34. • Amuses self by simple repetitive muscle movements without objects (e.g., rolling
back and forth)
• 
Likes playing with water
• Amuses self by simple repetitive muscle movements with objects (e.g., shaking,
rattle)
• 
Enjoys going to the park
• 
Shows fear and hesitation towards unfamiliar persons
7 – 12 months
• Has a favorite toy
13 – 18 months
• 
Smiles/laughs when happy or amused
• Cries when sad, angry or scared
• 
Shows varying degrees or intensities of various emotions

35. Standards 1.2: The child demonstrates ability to self-regulate
feelings/emotions and follows schedules as well as rules and
regulations.
0 – 6 months
• Stops crying almost immediately when need is met
• Eventually gets used to an irritating experience (e.g., honking horn)
and calms down
13 – 18 months
• 
Able to stop an undesirable behavior or activity when instructed to
do so (e.g., going out to street)
• 
Can calm down or stop tantruming with help from adults
• Can follow simple rules

36. 19 – 24 months
• 
Can wait his/her turn
• Shows ability to contain his/her expression of anger or frustration when source is
removed
• Shows ability to contain one’s expression of anger or frustration in a public place
when asked by parent/ caregiver
• 
Tries to control his tears when in pain or scared
Standards 1.3: The child comprehends and displays sell-appraisal emotions (shame,
pride, guilt).
7 – 12 months
• Smiles or claps his hands when he/she displays a learned behavior (e.g., close-
open)
13 – 18 months
• Recognizes and is able to label self appraisal emotions such as shame, pride, guilt,
envy, jealousy
• 
Will do something that gets him/her praised (e.g., doing a task property, singing,
etc.)

37. 19 – 24 months
• Shows interest in doing things that are his her own creation .
• Says “sorry” when he/she has made a mistake or has hurt someone
SUB-DOMAIN: EMOTIONAL (RECEPTIVITY TO OTHER’S EMOTIONS)
Standards 1: The child is receplive to the different emotions of other people and
shows
• Empathy
7 – 12 months
• Can mimic people’s facial expressions
13 – 18 months
• Demonstrates appropriate/acceptable responses to other people’s emotions
(e.g. does not laugh at someone who is crying)

38. 19 – 24 months
• Identifies feelings in others
• Shows respect for rights and properties of others (e.g., asks
permission, does not deliberately destroy others’ things)
SUB-DOMAIN: SOCIAL (EMERGING SENSE OF SELF)
Standards 1: The child expresses knowledge of self and basic roles
of people in his her immediate environment.
0 – 6 months
• 
Explores own body (e.g., observes hands and toes), often
smiles and vocalizes
• Looks at self in the mirror
• Responds to own name by turning to look or reaching to be
picked up when called

39. 7 – 12 months
• Identifies self in the mirror or photograph via patting or pointing to his/her image
13 – 18 months
• Identifies what part of his/her body hurts by pointing to this .
• Refers to self by first or nickname
• Calls family members by their name/role (mama, papa, ate, kuya)
• 
Asks for what he/she needs without hesitation
• Expresses dislike or disagreement (e.g., no, ayaw) but in a manner that remains
respectful and polite
19 – 24 months
• 
Identifies self by first and last name
• 
Identifies what part of his/her body hurts by naming this

40. SUB-DOMAIN: SOCIAL (FORMING ATTACHMENTS)
Standards 1: The child forms healthy attachments to primary caregivers
and other significant adults and children in his/her life.
0 – 6 months
• Looks for caregiver during times of distress or discomfort
13 – 18 months
• Shows distress (e.g, inabilily to eat or sleep, crying) if primary caregiver
is absent
• Is affectionale lowards primary caregivers and other family members
• 
Goes to primary caregivers for help
• Is comfortable in the company of strangers if primary caregiver is
present
• May play alone but likes to be near familiar adults or siblings
• Hugs or cuddles toys

41. 19 – 24 months
• Enjoys playing regularly with significant adults and children
• Eventually moves away from primary caregiver when playing with
unfamiller oilden or adults, but may look occasionally in his/her
direction
SUB-DOMAIN: SOCIAL (INTERACTIONS WITH OTHER CHILDREN)
Standards 1: The child plays and has positive interactions with other
chiltren.
0 – 6 months
• Plays with toys by himself (e.g., mouths, examines, swipes toys)
• Smiles in response to the facial expressions of other children
• Looks at other children with interest; watches them play
• Displays amusement interacting with other children (e.g., cooing, failing
arms and legs)

42. 7 – 12 months
• Engages in play alongside but not necessarily with other children (i.e.,
parallel play)
• 
Plays with other children (i.e., interactive play)
13 – 18 months
• Plays cooperatively with other children
• May hug/kiss or hold hands with other children
• Shows or shares food, books, and toys with other children
• Asks to play with other children or invites them to play with him/her
19 – 24 months
• Talks to other children, asks them questions
• Shows preference for some children and interacts more with them

43. SUB-DOMAIN: SOCIAL (INTERACTIONS WITH ADULTS)
Standards 1: The child has positive relations and interactions with
adults.
• Based on your experience, are these indicators generally observed
on and/or performed by a child on the specified age?
0-6 months
• Will look at adult’s faces and make eye-to-eye contact
• 
Listens to verbalizations by adult
• Coos or smiles when talked to by a familiar adult
• Plays peek-a-boo interactively with others
7 – 12 months
• Hugs, pats, kisses “familiar” persons

44. 13 – 18 months
• 
Friendly with strangers but initially may show slight anxiety or shyness
• Asks adults (other than primary caregiver or adult family members) for help
or lo indicate what he /she wants or needs
• 
Willingly does what familiar adults ask him/er to do
• Appropriately uses cultural gestures of greeting without prompling (e.g.,
mano/bless, kiss)
SUB-DOMAIN: SOCIAL (PAKIKIRAMDAM-SENSITIVITY)
Standards 1: The chid takes social cues from the environment and adjusts his
behavice accordingly.
• Based on your experience, are these indicators generally observed on andoe
performed by a child on the specified age?

45. 0 – 6 months
• 
Is shy or more quiet with strangers
• 
Refers to caregiver for cues about novel situations, people or objects
13 – 18 months
• 
Usually quiets down or stops when caregiver shushes him/her
• 
Takes notice when there is a sudden change in mood of caregiver or people around
him/her
19 – 24 months
• If he/she needs something, can wait quietly, as told, until caregiver is able to attend
to him
SUB-DOMAIN: SOCIAL (APPRECIATING DIVERSITY)
• Standards 1: The child recognizes and respects similarities and differences in people,
language, culture.

46. 19 – 24 months
• Able to differentiate between boys and girls Sub-domain: Social
(Pakikiramdam-Sensitivity)
• Standards 1: The child takes social cues from the environment and
adjusts his behavior accordingly.
0 – 6 months
• Is shy or more quiet with strangers
• Refers to caregiver for cues about novel situations, people or objects
13 – 18 months
• Usually quiets down or stops when caregiver shushes him/her
• Takes notice when there is a sudden change in mood of caregiver or
people around him/her

47. 19 – 24 months
• If he/she needs something, can wait quietty, as told, until
caregiver is able to attend to him
SUB-DOMAIN: SOCIAL (APPRECIATING DIVERSITY)
• Standards 1: The child recognizes and respects similarities
and differences in people. Language, culture.
19 – 24 months
• Treats house help or those less fortunate with respect (e.g.,
talking to them in a polite manner)