Socio-emotional Development (Social and Emotional development from childhood ...ArnaldoLegaspi
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).
Social and emotional development means how children start to understand who they are, what they are feeling and what to expect when interacting with others. It is the development of being able to:
Form and sustain positive relationships.
Experience, manage and express emotions.
Explore and engage with the environment.
credits: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&cad=rja&uact=8&ved=2ahUKEwjflcDVpvjoAhXMFIgKHSWJCKgQFjAKegQIARAB&url=http%3A%2F%2Fhelpmegrowmn.org%2FHMG%2FHelpfulRes%2FArticles%2FWhatSocialDev%2Findex.html&usg=AOvVaw3Yq38uxXXOme7edGb7VCya
Socio-emotional Development (Social and Emotional development from childhood ...ArnaldoLegaspi
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).
Social and emotional development means how children start to understand who they are, what they are feeling and what to expect when interacting with others. It is the development of being able to:
Form and sustain positive relationships.
Experience, manage and express emotions.
Explore and engage with the environment.
credits: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&cad=rja&uact=8&ved=2ahUKEwjflcDVpvjoAhXMFIgKHSWJCKgQFjAKegQIARAB&url=http%3A%2F%2Fhelpmegrowmn.org%2FHMG%2FHelpfulRes%2FArticles%2FWhatSocialDev%2Findex.html&usg=AOvVaw3Yq38uxXXOme7edGb7VCya
Psychosocial Development of Infancy & ToddlerhoodAce Matilac
Psychosocial Development of infancy & toddlerhood
Refers to the emotional and psychological changes across the life cycle that occurs in the context of the individual’s social environment.
Erikson described the time that an individual experiences a psychological challenge
as a crisis
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
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Emotional development involves learning what feelings and emotions are, understanding how
and why they occur, recognizing your own feelings and those of others, and developing effective
ways of managing them.
Erik Erikson (1902–1994) was a stage theorist who took Freud’s controversial psycho theory and modified it into an eight-stage psychosocial theory of development
Psychosocial Development of Infancy & ToddlerhoodAce Matilac
Psychosocial Development of infancy & toddlerhood
Refers to the emotional and psychological changes across the life cycle that occurs in the context of the individual’s social environment.
Erikson described the time that an individual experiences a psychological challenge
as a crisis
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Emotional development involves learning what feelings and emotions are, understanding how
and why they occur, recognizing your own feelings and those of others, and developing effective
ways of managing them.
Erik Erikson (1902–1994) was a stage theorist who took Freud’s controversial psycho theory and modified it into an eight-stage psychosocial theory of development
Erikson (1968) developed Psychosocial Stages which emphasized developmental change throughout the human life span. At each stage there is a crisis or task that we need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to master these tasks leads to feelings of inadequacy.
Safeguarding Children: Getting it right from the start. Jane Barlow. ScarletFire.co.uk
From the Conwy and Denbighshire Local Safeguarding Children Board (LSCB) Conference, March 2012.
www.conwy.gov.uk/lscb
Shared with kind permission from Jane Barlow.
How do genetic and environmental factors work together to influemeagantobias
How do genetic and environmental factors work together to influence emotional and moral development? What can parents do to ensure healthy emotional and moral development with their children?
This week you’re going on a field trip – an internet field trip! Please do a search online for a current event that relates to the material in the reading this week. Give a brief summary of what you found and explain how it fits in with what you learned this week. Don’t forget to cite your source!
Emotional Development and Moral Development
This week we will explore the functions of emotions, the development of emotional expression and emotional understanding, the role of temperament, and the development and significance of attachment. Additionally, we will study moral development. Topics involving moral development will include the study of morality as the adoption of societal norms, morality as social understanding, moral reasoning of young children, the development of self-control, and the development of aggression.
Topics to be covered include:
Stages of Emotional Development
Moral Development
Emotional Development
Emotion is defined as a rapid appraisal of the personal significance of a situation that prepares us for action. When you experience something that is personally relevant, there is physiological response in your body that causes a behavioral response. If you get into an argument, someone you love smiles at you, or you accomplish a challenging task, you feel a surge of emotion. Your behavioral responses to your emotions is part of what makes you unique!
EMOTIONS DEFINED
Theorists with a functionalist approach to emotion believe that emotions play an integral role in cognitive processing, social behavior, and physical health. They believe that the purpose of emotions is to motivate behavior aimed at accomplishing personal goals. If you have a goal in mind, the anticipation of the outcome, as well as the outcome itself, triggers emotions that help dictate your response. As an individual interacts with his or her environment and situations change, emotions change.
We see how cognition and emotions work together when we consider the impact of anxiety on performance. When anxiety levels rise, thinking skills are often impacted, as attention given to mental processing is now occupied with thoughts of worry. In addition, children who become distressed tend to better recall that particular experience, showing emotion is linked to memory. We also previously learned that two childhood growth disorders, nonorganic failure to thrive and psychosocial dwarfism, result from emotional deprivation.
SOCIAL SITUATIONS
SELF-AWARENESS
HEALTH
Emotional Expression
The progression of emotional expression occurs with age. In early infancy, happiness is displayed through smiles and laughter, often as a reaction to parental affection or the achievement of sensorimotor goals. Infants also begin to experience anger (as a result of not being able ...
Personality is the key to adjustment and mental health. A healthy, well-developed and well-integrated personality is a guarantee of effective adjustments.”
-Alexander Schneiders
1. PSYC 50
Developmental Psychology
SECTION 3: INFANCY
Chapter 7: Socioemotional Development in Infancy
EMOTIONAL AND PERSONALITY DEVELOPMENT
Emotional Development
Emotion – feeling, or affect, that occurs when a
person is in a state or interaction that is important to
them. Emotion is characterized by behavior that
reflects (expresses) the pleasantness or
unpleasantness of the state a person is in or the
transactions being experienced.
Biological and Environmental Influences
Early Developmental Change in Emotion
o Primary emotions – present in humans and
other animals, including surprise, joy, anger,
sadness, fear, and disgust; appear in first 6
to 8 months of life.
o Self-conscious emotions – emotions that
require cognition, especially consciousness;
include empathy, jealousy, embarrassment,
pride, shame, and guilt; appear for the first
time from the middle of the second year
through the middle of the third year of life.
Primary Emotions
3 months joy, sadness, disgust
2 – 6 months anger
First 6 months surprise
6 – 8 months fear (peaks at 18 months)
Self-Conscious Emotions
1 ½ to 2 years empathy, jealousy, embarrassment
2 ½ years pride, shame, guilt
Crying – the most important mechanism newborns
have for communicating with the world.
o Basic cry – a rhythmic pattern usually
consisting of a cry, a briefer silence, a
shorter inspiratory whistle that is higher
pitched than the main cry, and then a brief
rest before the next cry.
o Anger cry – a cry similar to the basic cry,
with more excess air forced through the
vocal cords.
o Pain cry – a sudden appearance of loud
crying without preliminary moaning,
followed by breath holding.
Smiling
o Reflexive smile – a smile that does not occur
in response to external stimuli. It happens
during the month after birth, usually during
sleep.
o Social smile – a smile in response to an
external stimulus, which, early in
development, typically is a face.
Fear
o Stranger anxiety – an infant’s fear and
wariness of strangers; it tends to appear in
the second half of the first year of life.
o Separation anxiety – an infant’s distressed
reaction when the caregiver leaves.
Social Referencing – “reading” emotional cues in
others to help determine how to act in a particular
situation.
Emotional Regulation and Coping
Temperament – an individual’s behavioral style and
characteristic way of emotionally responding.
Classifying Temperament
o Chess and Thomas’ Classification
Easy child – generally in a positive
mood, who quickly establishes
regular routines in infancy, and
who adapts easily to new
experiences.
Difficult child – who tends to react
negatively and cry frequently, who
engages in irregular daily routines,
and who is slow to accept new
experiences.
Slow-to-warm-up child – who has a
low activity level, is somewhat
negative, and displays a low
intensity of mood.
o Kagan’s Behavioral Inhibition – focuses on
the differences between a shy, subdued,
timid child and a sociable, extraverted, bold
child. Jerome Kagan (2003) regards shyness
with strangers as one feature of a broad
temperament category called inhibition to
the unfamiliar, which is similar to the “slow-
to-warm-up-child.”
2. o Rothbart and Bates’ Classification
Positive affect and approach –
Kagan’s uninhibited children fit
into this category.
Negative affectivity – easily
distressed; they may fret and cry
often. Kagan’s inhibited children fit
this category.
Effortful control (self-regulation) –
show an ability to keep their
arousal from getting too high and
have strategies for soothing
themselves.
Biological Foundations and Experience
Gender, Culture, and Temperament
Goodness of Fit – refers to the match between the
child’s temperament and the environmental
demands with which the child must cope.
Parenting and the Child’s Temperament
o Attention to and respect for individuality
o Structuring the child’s environment
o The “difficult child” and packaged parenting
programs.
Personality Development
Trust
o If the infant is not well fed and kept warm
on a consistent basis, a sense of mistrust is
likely to develop.
The Developing Sense of Self and Independence
o The Self
Infants find and construct selves.
In the mirror technique, in the
second half of the second year of
life, a majority of infants
recognized their own image and
coordinated the image they saw
with the actions of touching their
own bodies.
o Independence
Autonomy vs. shame and doubt,
has important implications for the
development of independence and
identity during adolescence.
It is important for parents to
recognize the motivation of
toddlers to do what they are
capable of doing at their own pace.
ATTACHMENT
Theories of Attachment
Attachment – a close emotional bond between an
infant and a caregiver.
Freud believed that infants become attached to the
person or object that provides oral satisfaction.
Erikson – Trust in infancy sets the stage for a lifelong
expectation that the world will be a good and
pleasant place to be. He also believed that
responsive, sensitive parenting contributes to an
infant’s sense of trust.
John Bowlby – ethological perspective; he argues
that the newborn is biologically equipped to elicit
attachment behavior. Attachment does not emerge
suddenly but rather develops in a series of phases,
moving from a baby’s general preference for human
beings to a partnership with primary caregivers.
o Phase 1: from birth to 2 months – infants
instinctively direct their attachment to
human figures. Strangers, siblings, and
parents are equally likely to elicit smiling or
crying from the infant.
o Phase 2: from 2 to 7 months – attachment
becomes focused on one figure, usually the
primary caregiver, as the baby gradually
learns to distinguish familiar from
unfamiliar people.
o Phase 3: from 7 to 24 months – specific
attachments develop. With increased
locomotor skills, babies actively seek
contact with regular caregivers, such as the
mother or father.
o Phase 4: from 24 months on – children
become aware of others’ feelings, goals,
and plans and begin to take these into
account in forming their own actions.
Individual Differences and the Strange Situation
Strange situation – an observational measure of
infant attachment that requires the infant to move
through a series of introductions, separations, and
reunions with the caregiver and an adult stranger in
a prescribed order.
3. Three types of insecure attachments:
o Securely attached babies – use the
caregiver as a secure base from which to
explore the environment.
o Insecure avoidant babies – show insecurity
by avoiding the caregiver.
o Insecure resistant babies – often cling to the
caregiver, then resist her by fighting against
the closeness, perhaps by kicking or pushing
away.
o Insecure disorganized babies – show
insecurity by being disorganized and
disoriented.
The Significance of Attachment
Secure attachment in infancy is important because it
reflects a positive parent-infant relationship and
provides the foundation that supports healthy
socioemotional development in the years that
follow.
Caregiving Styles and Attachment Classification
Caregivers of avoidant babies tend to be unavailable
or rejecting. When they do interact with their
babies, they may behave in an angry and irritable
way.
Caregivers of resistant babies tend to be
inconsistent. In general, they tend not to be very
affectionate with their babies and show little
synchrony when interacting with them.
Caregivers of disorganized babies often neglect or
physically abuse them. In some cases, these
caregivers are depressed.
SOCIAL CONTEXTS
The Family
The Transition to Parenthood
Reciprocal Socialization – socialization that is
bidirectional; children socialize parents, just as
parents socialize children.
o Scaffolding – parents time interactions so
that infants experience turn-taking with the
parents.
The Family as a System
Maternal and Paternal Caregiving
Child Care
Reflection:
1. How would you describe your temperament? If you
have siblings, differentiate your temperament from
them.
2. Imagine that a friend of yours is getting ready to put
her baby in child care. What advice would you give
to her? Do you think she should stay home with the
baby? Why or why not?
References:
Kail, R. V. and Cavanaugh, J. C. (2013). Human Development: A Life Span View. 6th
edition. Cengage Learning Asia Pte Ltd.
Santrock, J.W. (2006). Life-Span Perspective.10th Edition. McGraw-Hill. New York.
Prepared by:
Mrs. Maria Angela L. Diopol
Instructor