2 Gen Zyd Robert Bibera.pdf

*Corresponding Author: Bibera,Gen Zyd Robert, Email: genzydrobertbibera@gmail.com
RESEARCH ARTICLE
Available Online at
Care Framework Implementation and Evaluation in the Social and Emotional Skills of Children
1
Gen Zyd Robert Bibera*, 2
Shanice Ivanka Clemons, 3
Rachel Ann Magbanua, 4
Raymar Luke Monteros,
5
Raven Mae Santillan,
1*
Department of Humanities and Behavioral Sciences Cebu Institute of Technology-University
Received on: 06/02/2017, Revised on: 17/02/2017, Accepted on: 22/02/2017
ABSTRACT
Early childhood is a crucial period in developing children’s social and emotional skills. Consistentwith
this notion, the study aimed to identify the changes in the social and emotional skills of children after the
implementation of CARE. Contributing factors were also explored. Consistent Appreciation Recognition
and Empowerment (CARE) framework was the brainchild of psychologist Dr. Michelle A. Cellona,
CARE, a parenting approach, was conceptualized to aid parents in having a deeper understanding of
children’s experiences. Descriptive case study method was utilized which provided an in-depth
understanding of the participants’ experiences. Both structure and unstructured interviews were
employed. A 40-item researchers-made questionnaire was devised to assess the level of social and
emotional development of children.
There were a total of ten (10) research participants with children aged 3-7 years old. CARE was
implemented to these children, changes were observed over the course of five weeks. Yielded were five
contributors of social and emotional development. Findings reaped were increased positive interaction
with parents, increased connection with peers and emotion regulation. Positive behavior modification, an
emergent theme, surfaced which showed interplay of both social and emotional development.
Intervention program entitled Brigada Pamilya was formulated, composing series of activities focused on
developing socio-emotional areas.
www.ajms.in
Asian Journal of Mathematical Sciences 2017; 1(1):7-18
Keywords: social and emotional development, CARE framework, children.
INTRODUCTION
Home environment and parental involvement are considered to be two of the great contributors toward a
child’s development and learning. Therefore, the family is considered as the environment where children
can first learn, understand, and cope with the world. It is where they learn how relationships work
through directly observing the interaction of their parents, siblings, and the rest of the family members. It
is also in the family where they acquire their lifetime values and needed strengths. Children also learn to
respect people and regard them as figures worthy of emulation. Moreover, later in their lives, they would
remain well-adjusted and feel accepted by the society (Bhatia, 2012). One crucial area of development
that children need to enhance is their social and emotional development. Social-emotional development
as defined by Moore (1992) is said to be the ability of children to grasp the feelings of others, control and
manage their own feelings and behaviors, and cope with peers. One of the important facets of a child’s
social and emotional development is their communication skills. The acquisition of language
comprehension and expression is one key task in the development of early childhood (Mash burn et. al.,
2009). The need to communicate and convey their thoughts and ideas is also important to young children.
Through the fulfillment of these small yet simple interactions, they can feel that they are also important
and that their existence has a positive influence on others (Granholm, et.al, 2013).
However, certain problems may arise and negatively affect the development of children when their needs
in this area are not properly addressed. As Campbell (2006) asserted, social and emotional instability may

Bibera,Gen Zyd Robert et al./ Care Framework Implementation and Evaluation in the Social and Emotional Skills of Children
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hinder children's ability to function in family, school, or other areas of life. Difficulties in
communication, managing emotions, and establishing positive relationship with peers may materialize
when there is a failure in their social and emotional development as quoted by Sroufe (2005).
Consequently, the researchers have employed the CARE framework as a tool to identify the experiences
of the children. Consistent appreciation and recognition for empowerment (CARE) is an approach in
parenting, conceptualized to aid parents in having a deeper understanding of their child’s experiences.
Cellona (2016) asserts that the need to feel appreciated and recognized are two of the vital needs we have
as humans. These needs, when fulfilled, can give us the feeling of satisfaction that our lives indeed bear
meaning and importance. CARE can also be used as a tool for parents to build a meaningful connection
toward their children. With the use of this framework, various benefits can be reaped by both parents and
children. Essentially, the tool can help in the improvement of the vocabulary, language, and receptive
skills of children. Thus, the main focus of the study is to identify the social and emotional experience of
children as perceived by their parents using the CARE framework.
Problem
This study aims to identify the social and emotional experience of children as perceived by their parents
using the CARE framework. Specifically, it seeks answers to the following questions: (1) what is the
current level of the social and emotional development of children as perceived by parents? (2) What are
the factors that contribute to the social and emotional development of children? (3) With the use of the
CARE framework, what changes in the level of the social and emotional development of children were
perceived by parents? (4) What program can be drawn from the findings of the study?
METHOD
The research utilized a descriptive case-study method that explored, analyzed, and provided in-depth,
careful understanding of the participants and their experiences. This was utilized to give understanding on
the different factors that contribute to the development of social and emotional skills of children. Aside
from utilizing the researchers-made assessment tool, this study also involved interplay of both structured
and unstructured interviews.
Participants
A total of ten participants were gathered in this study: ten parents with a child ranging from three to seven
years old either male or female. The ages of the participants were taken into consideration; an individual
below eighteen years old is not allowed to be part of the research study. The participants are emotionally
stable and of legal age. Furthermore, an informed consent was formulated, and confidentiality was given
careful consideration.The children of the participants were also included wherein they will be the one
receiving the result of the study.
Data Collection and Analysis
The study was conducted with the approval and supervision of the chair of the Department of Psychology
at the Cebu Institute of Technology–University. Before going into the actual setting of the study, the
researchers had been trained rigorously with the appropriate method of applying CARE. They had
undergone a seminar-workshop to fully familiarize and master the mechanics of the CARE framework.
Moreover, they attended a seminar-workshop with elementary and high school teachers from the same
university facilitated by Dr. Michelle Cellona in order to witness for themselves how to apply CARE in
the real-life setting. In addition, the researchers were first acquainted with the nature of qualitative
research, including the proper procedure of getting the thematic analysis. The researchers had undergone
a session on qualitative research in a seminar. An interview was conducted to a random parent. Though
the parent was not part of the study, all identifiers needed were present; she was a thirty-six-year old
parent with a five-year old child. The procedures stated below were followed by the researchers. A
thematic analysis was then employed in the interview wherein fragments of the interview were presented
in the class. After the said seminar, the study officially commenced.
After an informed consent was secured and signed by the research participants, the researchers let them
answer a researchers-made instrument tool assessing the current level of the social and emotional
development of their children. After answering the researchers-made assessment tool, an in-depth
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interview with the research participants was done to secure the demographic profile of both parent and
child and also to explore the areas of social-emotional development of the child and the relationship
between the child and the parent. The interview was conducted at the residence of the research
participants to ensure familiarity of the setting. The researchers also guaranteed that confidentiality was
taken into careful consideration.
During the interview, the researchers were assigned individually in one age range of participant. One will
be a female, and the other will be male. Two researchers were present during interviews; one took down
notes and observed both verbal and nonverbal cues while the other one conducted the interview. With the
aid of an audio-recording device, the researchers were able to transcribe the entire interview in written
text format with the consent of the research participants. After the results were gathered and analyzed,
thematic analysis was used to deduce if certain progress was evident with the application of the CARE
framework. From this, an intervention program was formulated to develop and enhance certain areas.
Treatment of Data
Thematic analysis of the data was used to have an enhanced understanding of the various responses of the
research participants. Since thematic analysis is centrally concentrated on themes and patterns that can be
generated from the responses and factors, it was used to assess if there is indeed a development in the
social and emotional skills of the children after the implementation of the CARE framework. Responses,
ideas, patterns, and thoughts were classified, compiled, and categorized into themes and furthermore into
sub-themes.
RESULTS
Table 1. Level of social and emotional profile of children as perceived by parents
Age Range
Research
Participant
Mean Score Verbal Interpretation
3 years old 1 4.32 Very high
2 3.85 High
4 years old 3 4.17 High
4 3.93 High
5 years old 5 3.00 Average
6 3.67 High
6 years old 7 4.32 Very high
8 4.17 High
7 years old 9 3.20 Average
10 3.45 High
Legend:
5–Veryhigh,4-High,3–Average,2–Low,1–Very low
Interpretation:
4.21–5.00Very high tendency of the specific category
3.41 – 4.20High tendency of the specific category
2.61–3.40Average tendency of the specific category
1.81–2.60Low tendency of the specific category
1.00–1.80Very Low tendency of the specific category
Research participants with children three years old fall under very high and high tendency levels with
scores 4.33 and 3.85. Children who belong to very high tendency levels show satisfactory development in
their social and emotional skills. They project a close relationship with parents, other caring adults at
home, and with people in the outside environment. Also, they have developed a context for social
learning including experience of cooperation, turn taking, social competence, and interpersonal
sensitivity. Children in this level are most likely to express their emotions through telling others what
they feel. While children under high tendency levels are more likely to develop the ability to respond to
adults and interact in close relationships with parents or other caring adults at home with little hesitation.
Social learning, competence, experience of cooperation, turn taking, and interpersonal sensitivity were
more likely to develop. Social-emotional development—which includes the child’s experience,
expression, management of emotions, and the ability to establish positive and rewarding relationships
with others—were perceived to be occurring in this level (Cohen and others 2005).
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The four-year-old children both yielded high scores of 4.17 and 3.93. Children on this level show good
quality of improvement in his/her social understanding, and most of the time, can answer questions like
how, who, and when and are more likely capable of understanding social approval. They’re more likely
to develop taking turns in playing and participating in class. He/she is also more likely to be expressive
and can easily show his/her emotions but with slight hesitations (Fabes and others 2001).
Research participants’ children aging five years old were classified under high and average tendency
levels on their category. It was said that children on the high tendency level has the higher tendency in
understanding and answering questions like how, who, and when questions (Fabes 2011).They are more
aware of social approval and disapproval, starting to take pride in simple accomplishments in school or in
play. The child easily expresses his/her ideas and emotions to peers and adults without hesitation. On
another note, children under the average tendency level more likely negotiates with his/her playmates,
acknowledges his/her own skills with less hesitation in showing it, and expresses emotions fairly or with
little reluctance. They can perform simple tasks in school or in the household but needs assistance and
supervision of an adult (Fabes and others 2001).
Children aging six years old in this research were both on the positive note upon scoring 4.32 under very
high tendency levels and 4.17 which falls down under the high tendency level. Children in the highest
tendency level project a close relationship with their parents where they can freely share their thoughts
and feelings to them and also with peers; they account their selves in regulating their emotions and know
the consequences of their actions. They have the tendency to feel guilt and shame when they did
something wrong. In the high tendency level, children in this category are more likely to develop a good
relationship with peers and building a close relationship with their parents where they can freely share
their thoughts and fee lings to them. Social awareness and understanding were also the developing factors
in this category. In this level, the regulation of emotions, the feeling of guilt and shame when he/she does
something wrong, and using the right words to express what he/she is feeling were also perceived to
develop in this category (Burk and others 1996)
Research participants’ children who are seven years old fall on the high and average tendency level in
their category. Children in the high tendency level have good relationships with their parents where they
can freely share their thoughts and feelings to them. They show confidence in participating activities and
are more likely good at making friends and socializing with others. They know how to regulate their
emotions in every situation, and they can be more independent in most aspects of daily self-care.
Children in the average tendency level are more likely to have a fair relationship with their parents but
can easily make friends and socialize with them. Social awareness and identity were also the social
developing factors in this stage. Regulating their emotions in every situation and showing empathy
towards others were likely enhancing in this level (Burk and others 1996). Emotion-regulation skills are
important in part because they play a role in how well children are liked by peers and teachers and how
socially competent they are perceived to be (National Scientific Council on the Developing Child, 2004).
Table 2a. Factors that contribute to the social development of children
Sample Verbatim Responses Themes
“[. . .] Ako, mura ug strikta man ko, pero lahi na karun kay kung usahay moana ko nga ‘Ali dong kay magtuon
ta,’ sauna kay saputon man ko dayun nya mabantayan man nako gud. Unya katong kasab-an nako siya kay mura
siyag mohilom na lang. Unya naka-realize ko nga basin modako siya ba nga mahadlok nako kay lahi man gud
mi sa iyang papa kay iyang papa kay mo-uyon-uyon man [. . .]”
(“[. . .] I’m quite strict, but now it’s different because sometimes when I call him to study together, I easily get
irritated, and I observed that when I scold him, it seems he would stay quiet. And I realized that if I continue to
be like this, he will grow up scared of me because I am different from his father who manages him well [ . . .]”)
“Kung balibaran niya gusto kaayo niya? Aww, magluod-luod dayun na siya. Di dayun na siya muduol nimo.
Mao na ang ako sad na siya nga duolon kay di man gyud mu-duol. Kay kung di jud ni nimo pansinon, muhilak
man—saba kaayo. Mao na ako na siya’ng kuguson.”
(“If you decline his wish? He sulks, then he won’t approach you. That’s why I will approach him because if I will
not, he will cry —which is noisy. So I carry him.”)
• Klase sa pagpadako (Kind
of child rearing)
Mapaniirong pagpangga
(Attentive and caring towards child)
“[. . .] Dili man gud namo pasugtan. Masuko mi kung mu-adto sa silingan. Dili man gud ta kita kung unsay
pangan-un didto ba, unya kini siya, sensitive man kaayo’g tiyan. Lahi ra jud kung naa sa balay, n’ya dali ra
kaayo siya mosundog gud [. . .]” (“[. . .] We do not allow him to go outside. We get angry if he goes to neighbors
because we cannot observe what he will eat unlike here at home, then he easily imitates what other children do
Mainampingon
(Vigilant rearing)
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[. . .]”)
“[. . .] Ako lang i-aware lage kay ang anak ni Jing-jing mangaway man gud ug kalit unya kuanon siya ba, unya
kung wala siya’y food kay di siya paapilon sa duwa . . . Unya pag mahurot na kay biyaan ra sad siya. Mao na nga
dili na lang nako siya pagawason kay mura ug awayon lage siya.”
(“[. . .] I make sure to make him aware because Jing-jing’s child picks a fight with him, and they don’t let him
play if he doesn’t have any food. And if he runs out of food, they will leave him. That’s why I don’t allow him to
go out.”)
“[. . .] Kargado niya is more on play gani. Gusto siya mag drawing. Kana’ng di lang nako paadtuon sa gawas kay
naa ma’y bata nga mag-away gud [. . .]”
(“[. . .] He is more on play. He likes drawing. I do not allow him to go outside because there are kids who fight
[. . .]”)
“[. . .] Ari ra sa amo magsuwat, magsul-ob og binabay, paso-paso og binabay basta siya ra usa [. . .]” (“[. . .]
She stays here writing and dresses up like a woman and walks like a woman when she’s alone [. . .]”)
“Magduwa na siya sa iyaha nga doll unya kana sad iyang luto-luto bitaw na plastic. Magduwa sad siya basta siya
ra usa [. . .]”
(“She plays with her doll and her plastic cooking set. She also plays when she is alone [. . .]”)
“[. . .] Moduwa ra man na siya na siya ra, maglaba-laba—ampay kaayo mag laba-laba bisa’g walay sabon, walay
tubig [. . .]”
(“[. . .] She can play by herself. She pretends doing the laundry even though there is no soap or water [. . .]”)
“[. . .] Ang duwaan usa ka drum hakuton na pirti’ng daghana. Magpatapok na siya dira—mura’g naninda sa
tindahan kuyog iya’ng mga amiga [. . .]”
(“[. . .] She has a drum full of toys which she carries. She initiates a gathering as if she is selling at a store with
her friends [. . .]”)
• Klase sa pagduwa (Kinds of
play)
Balay-balay
(Mimicking play)
Pakig-amigo
(Group play)
“Permente man gud mi mag estorya, suod man gud mi. Modoul ra siya nako [. . .]. Kana’ng gikan ko sa
skwelahan, mo-ana na siya na ‘Hi, Mom, where you’ve [sic] been?’ [. . .]. Unya kana’ng inig ka-buntag, mo-ana
siya nako na ‘Good morning,Mom. I love you!’ [. . .]. Mokalit ra siya’g kiss-kiss nako gud [. . .]”
(“We always talk because we are close. He just approaches me [. . .] When I get home from school, he would
say, ‘Hi, Mom, where’ve you been?’ [. . .] Then in the morning, he would greet me. “Good morning, Mom, I love
you!’ [. . .]. He would suddenly shower me with kisses [. . .]”)
“[. . .] Kana’ng ika-abot nako kay mugakos baya na nako [. . .]. Lambing baya ka’y na nako’ng bata-a gud. Mao
nang taas-taas jod ang oras na magahin namo’ng duha [. . .]”
(“[. . .] When I get home, he hugs me [. . .] That child is very sweet to me that’s why we have a lot of time
together [. . .]”)
• Suod na relasyon sa uban
(Close relationship with
others)
Suod sa ginikanan
(Close relationship with parents)
“Sa iya’ng mga ate, pinangga man na siya—close man na sila [. . .]. Usahay, manuroy sila sa mall kung naa’y
kwarta, musimba [. . .] Mo-gakos siya, mo-ana og ‘Mama.’”
(“He is loved by his sisters—they are close [. . .] They sometimes go to the mall if we have money, go to the
church [. . .] He hugs me and says, ‘Mama.’”)
“Diri sa amo kasagaran kay babaye iya kaduwa [. . .] kay mailhan man sa iya’ng lihok. Mang-lipstick man siya,
ate, unya mag-sayaw-sayaw—mag-binayot.”
(“[. . .] His usual playmates here are girls [. . .] it can be noticed in his actions such as applying lipstick and
dancing as if he was a girl.”)
“[. . .] Kasagaran mga bata nga babaye, manawag jod na niya [. . .] Oh, kasagaran jod kanang motan-aw siya sa
samin, mag-long hair–long hair jod siya.”
(“[. . .] Usually girls call him to play. Oftentimes when he looks in the mirror, he pretends to have long hair.”)
“[. . .] Naa ko’y nabantayan niya kato’ng nanglakaw mi: dali ra to niya nasuod ang bata nga lalaki [. . .]”
(“[. . .] I observed when we went out once, he easily got close to a boy [. . .]”)
“[. . .] Mga maguwang baya na og edad kaysa niya iyang mga amigo, mao na’ng makadala siya og storya kay
mura sad siya og korek sad [. . .]. Kana’ng kuan gud, Day, mura’g matured, mura ka kuno og tiguwang modala
og storya.”
(“[. . .] His usual guy friends are older than him that is why he also talks like an older person [. . .]. He talks
maturely.”)
Suod na pakighigala
(Friendly towards others)
Klase sa Pagpadako(Kind of child rearing)
Mapaniirong pagpangga
(Attentive and caring towards child)
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One of the significant themes generated is mapaniirong pagpangga (Attentive and caring towards child).
This characteristic pertains to a parent’s observant and caring way of child rearing that leads to a strong
connection toward their children. Through keen observation, parents are able to assess which areas of
concern they must address in order for them to establish good relationships with their children. In the
process, they can also realize if their way of child upbringing is really affecting the children positively.
Parents put themselves in the shoes of their children and fit their actions in accordance with the child’s
needs. As what a research participant shared—
[. . .] Ako, mura’g strikta man ko, pero lahi na karun kay kung usahay mo-ana ko nga “Ali dong kay
magtuon ta,” sauna kay saputon man ko dayun nya mabantayan man nako gud. Unya katong kasab-an
nako siya kay mura siyag mo-hilom na lang. Unya naka-realize ko nga basin mo-dako siya ba nga
mahadlok nako kay lahi man gud mi sa iya’ng papa kay iya’ng papa kay mo-uyon-uyon man [. . .]
([. . .] I’m quite strict, but now it’s different because sometimes when I call him to study together, I easily
get irritated, and I observed that when I scold him, it seems he would stay quiet. And I realized that if I
continue to be like this, he will grow up scared of me because I am different from his father who manages
him well [ . . .])
—the parent realized that her past way of dealing with her child’s behavior is not affecting the child in a
positive light; therefore, she took action and adapted a different method of responding to her child. She
dropped her strict practice and started to consider the child’s feelings. Her observation had heightened her
ability to care deeply for her child in a more sensitive manner.
However, Diana Baumrind (1967) evaluated the effects of authoritative parenting in the child and found
out that parental restrictiveness decreases normal self-assertiveness and buoyancy. It is one of the factors
in developing social skills because parenting is seen as an integral social role with great influence on the
lives of children and of parents themselves (Alampay, 2014; Bornstein, 2001).
Mainampingon (Vigilant rearing)
Another prominent theme observed from the parents’ manner of dealing with their children is
mainampingon (vigilant rearing). Parents develop a sense of restrictiveness toward their children as a
way of cautioning them from dangers in the environment. This character can be manifested in a parent’s
establishment of different guidelines that they want their children to follow and obey without hesitance
and question. This is seen in the response,
[. . .] Dili man gud namo pasugtan. Masuko mi kung mu-adto sa silingan. Dili man gud ta kita kung unsay
pangan-un didto ba, n’ya kini siya, sensitive man kaayo’g tiyan. Lahi ra jud kung naa sa balay, nya dali ra
kaayo siya mosundog gud [. . .].
([. . .] We do not allow him to go outside. We get angry if he goes to neighbors because we cannot
observe what he will eat unlike here at home, then he easily imitates what other children do [. . .]).
The participants developed a sense of restrictiveness as a way of protecting their child. This can be
anchored on the authoritarian parenting style of Baumrind wherein the parent tends to set high standards
and guidelines, and obedience is required. Furthermore, Baumrind strongly emphasized that this kind of
parenting is very directive because parents value the unquestioning obedience from their children. Being
detached and less warm than other parents, this kind of parenting tends to discourage verbal give-and-
take and employs punitive measures to direct their children’s behavior. This was very evident in the
responses generated.
Klase sa Pagduwa (Kinds of play)
Balay-balay nga pagduwa (Mimicking play)
Two factors in the kind of playing practiced by the children emerged. First was the balay-balaynga
pagduwa (Mimicking play). This kind of play seen among the respondents is manifested in how they
imitate certain actions and behaviors seen in their immediate environment. They use media such as toys
and acts like an adult living inside an imaginary house with certain roles such as cooking. However, most
of the children who are fond of balay-balay liked to play alone. One respondent said,
Magduwa na siya sa iyaha nga doll unya kana sad iya’ng luto-luto bitaw na plastic. Magduwa sad siya
basta siya ra usa [. . .]
(She plays with her doll and her plastic cooking set. She also plays when she is alone [. . .])
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Similar to Parten’s parallel play, it is when the child plays separately from others but close to them and
mimicking their actions. This type of play is seen as a transitory stage from a socially immature solitary
and onlooker type of play to a more socially mature associative and cooperative type of play (Parten,
1932).
Pakig-amigo (Group play) Contrary to balay-balay, this is a kind of play that transpires between the child
and his/her group of friends. Furthermore, the child shows an inclination to interact and communicate
with the other children as they play. One of the participant said,
[. . .] Ang duwaan usa ka drum hakuton na pirti’ng daghana. Magpatapok na siya dira—mura’g naninda
sa tindahan kuyog iya’ng mga amiga [. . .].
([. . .] She has a drum full of toys which she carries. She initiates a gathering as if she is selling at a store
with her friends [. . .])
Similarly with Parten’s cooperative play wherein the child is interest in both persons and activities. Play
is an activity that children can show their remarkable ability for exploration, imagination, and decision-
making. (Anne Kennedy, 2009) That’s why play is one of the factors considered that can lead to a
positive development of the social skills of the child.
Suod na Relasyon sa Uban (Close relationship with others)
Suod sa ginikanan (Close relationship with parents)
Suod sa ginikanan (Close relationship with parents) is a kind of relationship where security, love, and
care are given by the people that surround the child, especially from their parents. Almost all of the
participants have this type of relationship where the mother and older adults respond appropriately,
promptly, and consistently to the needs of the child (Ainsworth, 1999). The attachment relationship with
caregivers is the initial context in which a child’s emotional life unfolds. The quality of relationships can
be understood by the level of security they provide to young children. Virtually all young children
develop deep emotional attachments to those who care for them. Secure attachments arise from the
warmth and sensitivity of an adult’s care (J. Granholm, 2003), just like when one participant said,
Permente man gud mi mag estorya, suod man gud mi. Modoul ra siya nako [. . .]. Kana’ng gikan ko sa
skwelahan, mo-ana na siya na ‘Hi, Mom, where you’ve [sic] been?’ [. . .]. Unya kana’ng inig ka-buntag,
mo-ana siya nako na ‘Good morning, Mom. I love you!’ [. . .]. Mokalit ra siya’g kiss-kiss nako gud [. . .].
(We always talk because we are close. He just approaches me [. . .] When I get home from school, he
would say, ‘Hi, Mom, where’ve you been?’ [. . .] Then in the morning, he would greet me. “Good
morning, Mom, I love you!’ [. . .]. He would suddenly shower me with kisses [. . .])
It has been noted that participant 1 is close to the child, and it is essential for positive relationship because
secure relationships with a trusted adult provide a base for the child’s discoveries. This kind of
relationship can develop the child’s social and emotional skills.
Suod na pakighigala
(Friendly towards others)
Suod na pakighigala (Friendly towards others) refers to the child’s closeness with the peers around. It
may be toward siblings, group of friends, and even classmates, such as one participant’s responses:
Diri sa amo kasagaran kay babaye iya kaduwa [. . .] kay mailhan man sa iya’ng lihok. Mang-lipstick man
siya, ate, unya mag-sayaw-sayaw—mag-binayot.
([. . .] His usual playmates here are girls [. . .] it can be noticed in his actions such as applying lipstick
and dancing as if he was a girl.)
Vygotsky believed this life-long process of development was dependent of social interaction and that
social learning actually leads to cognitive development (Riddle, 1999). As a result of relationships with
peers, relatives, and community members, parents often shape their behavior and beliefs to conform with
the expectations and modeling of those around the child (Cochran & Niego, 2002; DePanfilis, 1996).
Table 2b. Factor that contributes to the emotional development of children
Pagdayeg gikan sa ginikanan (Praise and encouragement from parents)
This is when parents’ supportive attitude kicks in. Pagdayeg gikan sa ginikanan (Praise and
encouragement from parents) was seen as an integral factor that affects the development of emotional
skills of children. Parents’ words of encouragement bring a positive light to the mind-set of children.
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When showered with inspiring and supportive words, they can gain more self-confidence and will
continue to achieve, such as when one research participant said,
Malipay sad na siya mu-ana, “Ma, naa ko’y star.” Malipay siya oy, aw, malipay na lang sad ko [. . .].
Ako ingnon, “Aw, very good diay kay naa ka’y star [. . .]”
(She gets happy when she says, “Look, Mom, I have star.” She’s happy, so I also become happy for her [.
. .] I say, “Oh, then very good you have a star.”)
Through recognizing the child’s ability, they will be empowered to do and strive more to enhance their
abilities recognized through the words they heard from the adults or the people around them.
Table 2b. Factor that contributes to the emotional development of children
Development in the Social and Emotional Skills of Children as Perceived by parents
Increased Positive Interaction with Adults
One of the most prominent developments in the social skills of children is the increased instances of
positive interaction with their parents. The development was evident in the responses of over six research
participants which progressively materialized in the course of five weeks. A number of local studies on
child-rearing practices (Domingo, 1977; Liwag, Dela Cruz, & Macapagal, 1998; Urnali-Razon, 1981)
have highlighted the importance of the parents’ role in refining children to someday become individuals
who possess the torch for responsibility and values.
As described in one participant’s progress in two weeks’ time, the child showed interest in interacting
with the mother unlike before where they could only interact for a limited amount of time. The
interaction progressively increased the following week. The same was true with the responses of other
research participants on the same weeks where the children were also able to spend time with the mother
and share their experiences in school while using the book at the same time. It provided an avenue for
them to spend time with each other despite the busy schedule and huge amount of time required at work.
The time they spent together, no matter how minimal, paved a good start for child-parent quality time.
These developments, with the help of the CARE framework, were consistent with Urie Bronfenbrenner’s
ecological system theory, specifically the microsystem which was the first level of environment that he
had identified. According to Bronfenbrenner (1998), the immediate support group of the child namely the
family, peer group, and neighborhood all make up the microsystem which is the most intimate level.
Most importantly, the child’s development can be greatly affected by the quality of parenting exerted by
parents. In the case of the present study, The Amazingly Gifted books helped in providing an opportunity
for the parent and child to communicate and interact with each other. Thus, even with the positive results
yielded through using CARE, the parent also needs to actively guide and nurture children, for they are
their major source of support and love.
On the successive weeks, the research participants were able to spend even longer time with their
children through the material by applying CARE. As one participant expressed during the third week, the
child got along with the other members of the family, such as the aunt whom the child was not well
acquainted with before. This implies that the pages containing images of a family had an impact on the
perception of the child. From being shy toward his aunt, he had started to interact with her through
playing. The change, though, did not happen overnight; shyness was still there during the third week. On
the fourth, the child started asking questions toward her teacher, and on the next week, an interaction
Sample Verbatim Responses Theme
“Malipay sad na siya mu-ana, ‘Ma, naa ko’y star.’ Malipay siya oy, aw, malipay na lang sad ko [. . .]. Ako ingnon, ‘Aw,
very good diay kay naa ka’y star [. . .]’”
(“She gets happy when she says, ‘Look, Mom, I have star.’ She’s happy, so I also become happy for her [. . .] I say, ‘Oh,
then very good you have a star.’)
“Malipay kay na siya kung ingnan nako ug very good unya mo-ana ko niya, ‘[. . .] buotan kay ako langga oy [. . .]’.”
(“He gets very happy when I praise him like when I say very good and when I also say, ‘My dear is so kind.’”)
“[. . .] Kana’ng mang hipos siya sa iya’ng duwaan, ako dayun siya ingnon og ‘Nice oy, buotana gud nimo,’ unya
malipay ra sad siya.”
(“[. . .] When she keeps her toys, I praise her, ‘That’s nice, how kind of you,” and she becomes happy.”)
Pagdayeg gikan sa ginikanan
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transpired between the child and the school’s security guard. Great changes were noticed during the fifth
week since the child had started to overcome his shyness and have the courage to interact with adults.
However, his shyness was still present. It was significantly lessened but not totally eradicated. The
application of CARE contributed hugely to the increase of positive interaction between the child and the
adults around. It also helped that the research participants were present in monitoring the development of
their children and had constantly guided them. The use of CARE had also taught them what the right
questions to ask are in order to make sense of their children’s responses and understand their experiences
within.
Increased Social Connection with Peers
Theory-wise, children’s notable increase in their social connection with peers can be distinguished under
the same level of environment mentioned above, namely the microsystem of Urie Bronfenbrenner. The
immediate peer group of children also plays a role in their development Bronfenbrenner (1998). With
stark similarity from the first development, the increase in social connection with peers was also seen in
majority of the research participants.
As shared by two research participants and as evident in the table shown above, children were able to
gain more friends in the first weeks of the CARE framework’s usage. Changes became visible in the
following weeks where one research participant said that her child was able to interact with friends
consistently. In addition, the child also warmed to the people in their neighborhood, therefore earning a
new set of friends that he got to interact with on an almost-daily basis. Like in the previous progress cited
in the first development, the book also became the turning point for the child to initiate interaction with
the other kids. However, on the following weeks, as they played and talked more, the book wasn’t used
quite frequently than before; instead, the child himself initiated conversations and play time with other
children.
Positive Behavior Modification
Not only did the application of CARE greatly improve the social skills of children but it had also
contributed to the modification of some of their negative behaviors that were both within the boundaries
of social and emotional skills. As a child, there are practices that they have adopted from the environment
or people they are with of which they are accustomed to regardless of the fact whether it is positive or
negative. More than that, especially with the lack of proper knowledge and guidance, parents cannot
solely influence their children to change their behavior.
On a social perspective, this can be anchored on Erikson’s psychosocial theory of personality
development stating that an individual’s personality development can be considered by the interplay of
the areas of both social and emotional (Erikson, 1950). This proved that development in behavior
modification is an emerging theme generated from the study since it both yielded positive behavior
modification in both social and emotional skills of children. Similarly, Ten Dam & Volman (2007)
asserted that social skills are significant in preparation for young people to develop and flourish as
responsible adults in their immediate environment.
Six children were able to curb, lessen, or change negative behaviors such going out of the house without
asking for permission, talking back to parents, having temper outbursts and tantrums, being irritability,
and being lazy in doing school-related activities. One research participant had learned through imitating
what was seen in the material. On the first two weeks, interest on the material was apparent. On the next
weeks, the child had started to follow the action seen such as that of a child praying. With the monitoring
of the mother, the child eventually adapted the habit and prayed almost every night. Though the material
was not used every night because of various reasons, it also had an influence on the child’s modification
of behavior. It served as a role model that the child fondly emulated.
Emotion Regulation
The ability to successfully regulate emotions was the sole emotional development yielded in the study.
However, this can be attributed to the fact that the duration of the study only ran for a course of five
weeks—a relatively short amount of time to fully develop established skills. Nevertheless, the
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development brought by the CARE framework was very evident as seen in the children’s emotional
display of behavior.
FINDINGS
• The current level of social and emotional development of children aging three years old fall under
the high level upon scoring 4.33 and 3.85. This means that children who belong to this category
show the tendency to develop social and emotional skills. Children aging four years old were on
the high tendency level on their category based on their score, 4.18 and 3.93, which means
children on this level show good-quality improvement in his/her social understanding and, most
of the time, can answer questions like how, when, and who and are more likely capable of
understanding social approval. On the other hand, five year olds fall under the average tendency
in their category upon scoring 3.0 and 3.6, which means the child is able to express emotions
fairly or with little reluctance and can perform simple tasks in school or in the household but
needs assistance and supervision (Fabes and other 2001). Children aging six years old fall under
the high tendency level in their category upon scoring 4.3 and 4.1 and are more likely to develop a
good relationship with peers and building close relationships with their parents where they can
freely share their thoughts and feelings to them. Lastly, children aging seven years old fall under
the average tendency level upon scoring 3.2 and 3.5. In this level, they’re more likely to have a
fair relationship with their parents where they sometimes share their thoughts and feelings to
them.
• The factors that were seen that contributed to the development of the child’s social and emotional
development in in the social facet are parenting styles, kinds of play, secure relationships with
other family members, and, lastly, kinds of peers. For the emotional facet, only one factor was
seen, and it is motivation.
• The development in the social skills of children as perceived by parents is separated and labeled
carefully. For the development of the social skills facet, there was an increase in positive
interaction with adults, an increase in social connections with peers, and positive behavior
modification. For the emotional facet, there was only one facet that has improved, and it’s the
emotion regulation.
CONCLUSION
The researchers came into the conclusion that consistent appreciation, recognition, and empowerment are
very essential for the child’s social and emotional development. The results of this study were carefully
analyzed using thematic analysis. The results were further discussed by comparing it with the responses
gathered from the self-made progress notes which were conducted weekly. As evident in the
developments shown in the social and emotional skills of children—such as increased interaction with
parents, increased social connection with peers, emotion regulation, and positive behavior modification as
the emergent factors—it can be concluded that the CARE framework is an effective tool in developing
children’s social and emotional development. However, there were still areas that needed to be enhanced.
Although parents were thoroughly oriented and trained before the implementation of CARE framework,
some of the participants lacked appropriate and sufficient skills to establish strong connections with their
children, such as difficulty in asking the right questions in accordance to the CARE framework and
difficulty in dealing with the responses from their children.
RECOMMENDATION
Based on the results obtained, the researchers came up with the following recommendations:
• The development and enhancement program must be implemented, comprising lectures and
seminar-workshops highlighting the CARE framework in relation to the different domains of
social and emotional skills to further enhance parents’ knowledge on the matter and help them be
better equipped in nurturing their children. They should also be monitored monthly. The
researchers humbly recommend the respective author of the book to conduct seminars for those
parents who are willing to learn the techniques—especially the research participants. The seminar
must be done at least twice a year.
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• It would also reap even greater positive benefits if the study will be presented to different
government agencies concerned with child development. The concept of CARE can be a huge
help to parents all over the nation in raising awareness toward effectively developing their
children’s social and emotional skills.
• Replication of this study in a longer time frame is highly recommended to generate other possible
results that were not reaped from the present study due to time constraints and other reasons
highlighted in the salient findings of the study.
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