The document discusses socio-emotional development in children based on related theories. It summarizes Sigmund Freud and Erik Erikson's stage theories of socio-emotional development. Freud's stages include oral, anal, phallic, latency, and genital stages. Erikson expanded on this with 8 stages from infancy to adulthood. The document then discusses teachers' roles in helping students' socio-emotional development through creating an equal classroom environment, helping students recognize and express emotions, providing help and support, and serving as good role models. It also identifies teaching methods like role-playing, storytelling competitions, and outdoor classes that can help develop students' socio-emotional skills.
This document discusses human development across the lifespan from infancy to later adulthood. It covers the main stages of life and focuses on physical, intellectual, emotional and social development at each stage. Key milestones are provided for growth in areas such as motor skills, language, self-identity and social interactions as individuals progress from childhood to adolescence to adulthood. The document also examines changes that occur during puberty and aging and how maturity develops in relationships, independence, and work roles over one's lifetime.
The document discusses how teachers can assist students in their socio-emotional development. It explains that teachers must create a trusting classroom environment and treat all students fairly. They should help students identify and discuss their feelings by introducing emotional vocabulary and having students write about their own emotions in journals. Teachers also need to model healthy strategies for dealing with emotions and help students recognize emotions in others through games, role-playing, and multimedia materials. The goal is to support students' socio-emotional growth and ability to understand both their own and others' feelings.
This case study observes 4-year-old Athena Bryson and analyzes her physical, cognitive, emotional, and social development based on several child development theories. Athena prefers speaking Filipino and interacting with girls. She displays normal physical skills for her age like hopping and catching. Cognitively, she enjoys pretend play and is very independent. Emotionally, she seeks help from teachers when needed. Socially, she loves being with friends and approaches people confidently. Scaffolding is recommended to help guide Athena's learning.
The document provides information on physical, intellectual, emotional, and social development across different life stages from infancy to adolescence. It discusses key milestones and changes that occur at each stage of development, including the ability to walk, talk, make friends, experience puberty, and develop an identity. The stages covered are infancy (0-3 years), childhood (4-10 years), and adolescence (11-18 years).
The document discusses various life stages from infancy to later adulthood and covers physical, intellectual, emotional, and social development milestones associated with each stage. For infancy, milestones include sitting, crawling, and walking by age 2. Intellectual milestones include babbling, first words, and 50 words by age 2. Emotional and social development progresses from recognizing faces to parallel play. Physical and cognitive abilities continue developing through childhood, adolescence, and adulthood before gradual decline in later life.
A Case Study on Child Development - MatteoSofia Molato
Matteo is a 6-year-old boy attending John Dewey School for Children who enjoys drawing, playing with his classmates, and imitating squids. He struggles academically and needs tutoring daily. Matteo has developed well physically and socially, enjoying activities like running and playing with friends. However, he still needs work on his cognitive and emotional development, as he struggles with schoolwork and is affected by his parents' separation. Future case studies would benefit from more visits and meetings with parents to provide more information.
A Case Study about Child Development - JMSofia Molato
This case study examines the physical, cognitive, emotional, and social development of a 10-year-old boy named JM. It observes JM in his classroom at John Dewey School for Children. JM lives with his mother and younger sister while his father works abroad. The study finds that JM shows normal physical growth and motor skills for his age. Cognitively, JM is able to solve problems and complete tasks as expected for his concrete operational stage of development. Emotionally, JM interacts well with his peers but lacks sensitivity at times. Socially, he is friendly and enjoys team sports, exhibiting developmentally appropriate independence and social skills.
This document discusses human development across the lifespan from infancy to later adulthood. It covers the main stages of life and focuses on physical, intellectual, emotional and social development at each stage. Key milestones are provided for growth in areas such as motor skills, language, self-identity and social interactions as individuals progress from childhood to adolescence to adulthood. The document also examines changes that occur during puberty and aging and how maturity develops in relationships, independence, and work roles over one's lifetime.
The document discusses how teachers can assist students in their socio-emotional development. It explains that teachers must create a trusting classroom environment and treat all students fairly. They should help students identify and discuss their feelings by introducing emotional vocabulary and having students write about their own emotions in journals. Teachers also need to model healthy strategies for dealing with emotions and help students recognize emotions in others through games, role-playing, and multimedia materials. The goal is to support students' socio-emotional growth and ability to understand both their own and others' feelings.
This case study observes 4-year-old Athena Bryson and analyzes her physical, cognitive, emotional, and social development based on several child development theories. Athena prefers speaking Filipino and interacting with girls. She displays normal physical skills for her age like hopping and catching. Cognitively, she enjoys pretend play and is very independent. Emotionally, she seeks help from teachers when needed. Socially, she loves being with friends and approaches people confidently. Scaffolding is recommended to help guide Athena's learning.
The document provides information on physical, intellectual, emotional, and social development across different life stages from infancy to adolescence. It discusses key milestones and changes that occur at each stage of development, including the ability to walk, talk, make friends, experience puberty, and develop an identity. The stages covered are infancy (0-3 years), childhood (4-10 years), and adolescence (11-18 years).
The document discusses various life stages from infancy to later adulthood and covers physical, intellectual, emotional, and social development milestones associated with each stage. For infancy, milestones include sitting, crawling, and walking by age 2. Intellectual milestones include babbling, first words, and 50 words by age 2. Emotional and social development progresses from recognizing faces to parallel play. Physical and cognitive abilities continue developing through childhood, adolescence, and adulthood before gradual decline in later life.
A Case Study on Child Development - MatteoSofia Molato
Matteo is a 6-year-old boy attending John Dewey School for Children who enjoys drawing, playing with his classmates, and imitating squids. He struggles academically and needs tutoring daily. Matteo has developed well physically and socially, enjoying activities like running and playing with friends. However, he still needs work on his cognitive and emotional development, as he struggles with schoolwork and is affected by his parents' separation. Future case studies would benefit from more visits and meetings with parents to provide more information.
A Case Study about Child Development - JMSofia Molato
This case study examines the physical, cognitive, emotional, and social development of a 10-year-old boy named JM. It observes JM in his classroom at John Dewey School for Children. JM lives with his mother and younger sister while his father works abroad. The study finds that JM shows normal physical growth and motor skills for his age. Cognitively, JM is able to solve problems and complete tasks as expected for his concrete operational stage of development. Emotionally, JM interacts well with his peers but lacks sensitivity at times. Socially, he is friendly and enjoys team sports, exhibiting developmentally appropriate independence and social skills.
Child and adolescence(socio emotional development)Iyah Alexander
The document discusses social, emotional, and psychological development from infancy through middle childhood. It covers Erikson's psychosocial stages of development and key influences at each age group. For infants, development depends on physiology and social interactions, while toddlers begin to develop autonomy and self-concept. Preschoolers work on initiative and moral understanding. During middle childhood, children focus on developing skills and can feel a sense of industry or inferiority depending on feedback.
Ages & stages of 3 4 year old social development rev2shanz311
This presentation provides an overview of typical social-emotional milestones and development for 3-4 year old children. It discusses goals of increasing understanding of age-appropriate expectations and offering guidance for common concerns including aggression, dishonesty, and difficulties with peer interactions. Suggestions are provided for activities to support social-emotional growth in areas like dramatic play, arts and crafts, gross and fine motor skills, and social skills.
The Child Study Power Point Presentation 11 10 2010lggvslideshare
This document outlines the process for conducting a child study, which involves observing, assessing, and planning for an individual child's needs. It describes the roles and responsibilities of the teacher presenting the child, chair, note-taker, and other participants. The teacher presents information about the child using frameworks that describe their physical presence, temperament, relationships, interests, thinking and learning styles. Participants ask clarifying and probing questions, then make recommendations. The teacher responds with new insights before debriefing to reflect on how the discussion changed perspectives. The goal is to deepen understanding of each child's strengths.
James is a 14-year-old boy in the 7th grade who qualifies for gifted services based on his high test scores. However, James lacks motivation and does not see himself as gifted. He prefers regular classwork to challenging assignments and gets average grades despite his abilities. James enjoys activities like vocabulary and reading but is not well-rounded or engaged in other areas. His parents and teachers have concerns about his social skills and motivation level holding him back.
As a Parent
- Frustrated from kids not listening?
- Tired from yelling at the people you love the most?
- Exhausted from feeling everything being a battle?
Being a parent is one of the most challenging roles we will ever have in our lives and unfortunately our contemporary society gives absolutely no training on how to be a good parent. We all love our kids but from my experience the ABC’s of parenting which are the love, common sense and natural instinct were not enough for me to help me raise my kids in a way that was serving them.
Learning the EFG’s of Parenting helped me transform my life and the lives of parents who learn them.
The document provides an overview of several theories related to child development, including:
- Freud's psychosexual stages of development (oral, anal, phallic, latency, genital)
- Piaget's stages of cognitive development (sensory-motor, pre-operational, concrete operational, formal operational)
- Erikson's psychosocial stages of development that focus on developing virtues at each stage from infancy to late adulthood.
Human Development-Chapter 8, Emotional and Social Development of Infantsbartlettfcs
This document provides an overview of emotional and social development in infants during the first year. It discusses how emotions become more specific with age from birth to one year old. Strong attachment between infant and caregiver, formed through physical contact, communication and meeting needs, builds trust and allows the infant to feel secure. Temperament, an infant's unique nature, is determined by traits like intensity, persistence and adaptability. Social development follows milestones like stranger anxiety around 8 months. Play is important for infants to learn and explore their environment and interact with others.
This case study examines the development of a 6-year-old boy named Joachim across various domains including physical, cognitive, language, emotional, and social. Researchers observed Joachim's gross motor skills like walking and running as well as fine motor skills. Cognitively, Joachim showed logical thinking and understanding of concrete concepts as expected for his age. In language, he could form simple and complex sentences. Emotionally, Joachim felt pride and embarrassment. Socially, he played well with others and sought approval. The researchers concluded that Joachim is developing normally in all areas according to typical childhood milestones.
This document discusses Erikson's stage of Industry vs. Inferiority which preschool children experience. In this stage, children begin school where they learn through long, patient work which builds industry, or feel inferior if they cannot complete tasks. Their self-concept and ability to form friendships is influenced by growing interactions with parents, teachers, and classmates at this age. Teachers and parents can help children develop friendships and self-control through encouraging peer interaction and acknowledging mature behaviors.
The document summarizes Erik Erikson's stages of psychosocial development and discusses strategies to promote positive self-concept in students. It outlines Erikson's eight stages from infancy to late adulthood, focusing on the crisis and virtues at each stage. For primary students, it emphasizes the importance of trust, autonomy, initiative and industry. It also provides tips for teachers, such as giving praise and recognizing effort to help students develop competency and positive self-image.
how stressful it is to see our kids at the urge of almost developing anxiety issues in today's fast tracked lifestyle. more understanding and a lot more love can cure parents-children bond. this presentation is dedicated to all the parents who want to see their kids grow into more compassionate humans.
The document discusses counselling interventions at different life stages, beginning with infancy. For infancy, challenges include learning to walk, take solid foods, and talk. Guidelines for parents include supporting the child's development, frequent positive interaction, and attention during feeding. For childhood, challenges transitioning to school and developing knowledge are discussed. Guidelines include reading to children, encouraging questions, and ensuring non-discriminatory teachers. For adolescence, achieving independence and social roles are challenges, with guidelines like encouraging healthy friendships and open parent-child communication. Adulthood challenges include commitments like marriage, with guidelines to take time and get to know partners fully before making commitments.
This document provides guidance for parents on supporting their young child's social-emotional health and school readiness. It explains that social-emotional skills like forming relationships, managing emotions, and exploring environments are critical for school success. Parents can help develop these skills through daily interactions like cuddling, responding when their child communicates, sharing smiles and conversations during routines, following their child's lead in play, and gently guiding them in social situations. Matching expectations to what is developmentally appropriate also helps avoid frustration.
The document discusses social-emotional development in infants and toddlers. It summarizes key domains of social development, including relating to others, moral decision making, and trust. Emotional development domains covered are recognizing and expressing feelings, understanding oneself, and accepting others. The text then examines influences on social development like cognition, relationships, experiences and competence milestones at different ages. It outlines foundations and milestones of emotional development from infancy through toddlerhood. The document provides an overview of factors and references that support healthy social-emotional growth in young children.
Educational psychologists help understand individual learning styles to inform instruction. Teachers should recognize different learning styles like visual, auditory, kinesthetic, and provide appropriate reinforcement for each student. Teachers also need to address common psychological issues students may face like divorce, abuse, bullying, depression, anxiety, and lack of social skills, by providing a supportive environment, recognizing symptoms, seeking help, and teaching coping strategies. A positive learning environment can help students dealing with traumatic issues by giving them emotional support and tools for academic success.
This document provides an overview of child psychology. It begins with an introduction to child development and the importance of understanding child psychology for dentistry. It then defines child psychology and discusses various theories of child development, including psychodynamic theories proposed by Freud and Erikson. Freud's psychosexual stages of development and Erikson's psychosocial stages are summarized. The document concludes with discussing various theories and their relevance to dentistry.
The document discusses various theories of human development including:
- Psychosexual theory by Freud which includes oral, anal, phallic, latency, and genital stages.
- Psychosocial theory by Erikson which includes trust vs mistrust, autonomy vs shame, initiative vs guilt, industry vs inferiority, identity vs role confusion, intimacy vs isolation, generativity vs stagnation, and integrity vs despair.
- Cognitive development theory by Piaget which includes sensorimotor, preoperational, concrete operational, and formal operational stages.
Developmental psychology aims to explain how people change over time physically, cognitively, and socially. It is divided into three domains: physical development, cognitive development, and socioemotional development. Erik Erikson's theory outlines eight stages of psychosocial development from infancy to late adulthood, focusing on developing virtues at each stage like trust, autonomy, and integrity. Sigmund Freud's psychosexual theory also describes stages of development centered around pleasure areas of the body. Jean Piaget's theory of cognitive development includes stages from infancy to adulthood where children build understanding through sensory experiences and interactions.
Erik Erikson's psychosocial theory of development proposes that people pass through eight stages of development from infancy to late adulthood. In each stage, individuals face a psychosocial crisis that helps shape their identity and personality. The stages involve developing trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity. Successful completion of each stage leads to healthy development and ability to transition to the next stage. Erikson's theory views development as occurring throughout the entire lifespan rather than just childhood.
Child and adolescence(socio emotional development)Iyah Alexander
The document discusses social, emotional, and psychological development from infancy through middle childhood. It covers Erikson's psychosocial stages of development and key influences at each age group. For infants, development depends on physiology and social interactions, while toddlers begin to develop autonomy and self-concept. Preschoolers work on initiative and moral understanding. During middle childhood, children focus on developing skills and can feel a sense of industry or inferiority depending on feedback.
Ages & stages of 3 4 year old social development rev2shanz311
This presentation provides an overview of typical social-emotional milestones and development for 3-4 year old children. It discusses goals of increasing understanding of age-appropriate expectations and offering guidance for common concerns including aggression, dishonesty, and difficulties with peer interactions. Suggestions are provided for activities to support social-emotional growth in areas like dramatic play, arts and crafts, gross and fine motor skills, and social skills.
The Child Study Power Point Presentation 11 10 2010lggvslideshare
This document outlines the process for conducting a child study, which involves observing, assessing, and planning for an individual child's needs. It describes the roles and responsibilities of the teacher presenting the child, chair, note-taker, and other participants. The teacher presents information about the child using frameworks that describe their physical presence, temperament, relationships, interests, thinking and learning styles. Participants ask clarifying and probing questions, then make recommendations. The teacher responds with new insights before debriefing to reflect on how the discussion changed perspectives. The goal is to deepen understanding of each child's strengths.
James is a 14-year-old boy in the 7th grade who qualifies for gifted services based on his high test scores. However, James lacks motivation and does not see himself as gifted. He prefers regular classwork to challenging assignments and gets average grades despite his abilities. James enjoys activities like vocabulary and reading but is not well-rounded or engaged in other areas. His parents and teachers have concerns about his social skills and motivation level holding him back.
As a Parent
- Frustrated from kids not listening?
- Tired from yelling at the people you love the most?
- Exhausted from feeling everything being a battle?
Being a parent is one of the most challenging roles we will ever have in our lives and unfortunately our contemporary society gives absolutely no training on how to be a good parent. We all love our kids but from my experience the ABC’s of parenting which are the love, common sense and natural instinct were not enough for me to help me raise my kids in a way that was serving them.
Learning the EFG’s of Parenting helped me transform my life and the lives of parents who learn them.
The document provides an overview of several theories related to child development, including:
- Freud's psychosexual stages of development (oral, anal, phallic, latency, genital)
- Piaget's stages of cognitive development (sensory-motor, pre-operational, concrete operational, formal operational)
- Erikson's psychosocial stages of development that focus on developing virtues at each stage from infancy to late adulthood.
Human Development-Chapter 8, Emotional and Social Development of Infantsbartlettfcs
This document provides an overview of emotional and social development in infants during the first year. It discusses how emotions become more specific with age from birth to one year old. Strong attachment between infant and caregiver, formed through physical contact, communication and meeting needs, builds trust and allows the infant to feel secure. Temperament, an infant's unique nature, is determined by traits like intensity, persistence and adaptability. Social development follows milestones like stranger anxiety around 8 months. Play is important for infants to learn and explore their environment and interact with others.
This case study examines the development of a 6-year-old boy named Joachim across various domains including physical, cognitive, language, emotional, and social. Researchers observed Joachim's gross motor skills like walking and running as well as fine motor skills. Cognitively, Joachim showed logical thinking and understanding of concrete concepts as expected for his age. In language, he could form simple and complex sentences. Emotionally, Joachim felt pride and embarrassment. Socially, he played well with others and sought approval. The researchers concluded that Joachim is developing normally in all areas according to typical childhood milestones.
This document discusses Erikson's stage of Industry vs. Inferiority which preschool children experience. In this stage, children begin school where they learn through long, patient work which builds industry, or feel inferior if they cannot complete tasks. Their self-concept and ability to form friendships is influenced by growing interactions with parents, teachers, and classmates at this age. Teachers and parents can help children develop friendships and self-control through encouraging peer interaction and acknowledging mature behaviors.
The document summarizes Erik Erikson's stages of psychosocial development and discusses strategies to promote positive self-concept in students. It outlines Erikson's eight stages from infancy to late adulthood, focusing on the crisis and virtues at each stage. For primary students, it emphasizes the importance of trust, autonomy, initiative and industry. It also provides tips for teachers, such as giving praise and recognizing effort to help students develop competency and positive self-image.
how stressful it is to see our kids at the urge of almost developing anxiety issues in today's fast tracked lifestyle. more understanding and a lot more love can cure parents-children bond. this presentation is dedicated to all the parents who want to see their kids grow into more compassionate humans.
The document discusses counselling interventions at different life stages, beginning with infancy. For infancy, challenges include learning to walk, take solid foods, and talk. Guidelines for parents include supporting the child's development, frequent positive interaction, and attention during feeding. For childhood, challenges transitioning to school and developing knowledge are discussed. Guidelines include reading to children, encouraging questions, and ensuring non-discriminatory teachers. For adolescence, achieving independence and social roles are challenges, with guidelines like encouraging healthy friendships and open parent-child communication. Adulthood challenges include commitments like marriage, with guidelines to take time and get to know partners fully before making commitments.
This document provides guidance for parents on supporting their young child's social-emotional health and school readiness. It explains that social-emotional skills like forming relationships, managing emotions, and exploring environments are critical for school success. Parents can help develop these skills through daily interactions like cuddling, responding when their child communicates, sharing smiles and conversations during routines, following their child's lead in play, and gently guiding them in social situations. Matching expectations to what is developmentally appropriate also helps avoid frustration.
The document discusses social-emotional development in infants and toddlers. It summarizes key domains of social development, including relating to others, moral decision making, and trust. Emotional development domains covered are recognizing and expressing feelings, understanding oneself, and accepting others. The text then examines influences on social development like cognition, relationships, experiences and competence milestones at different ages. It outlines foundations and milestones of emotional development from infancy through toddlerhood. The document provides an overview of factors and references that support healthy social-emotional growth in young children.
Educational psychologists help understand individual learning styles to inform instruction. Teachers should recognize different learning styles like visual, auditory, kinesthetic, and provide appropriate reinforcement for each student. Teachers also need to address common psychological issues students may face like divorce, abuse, bullying, depression, anxiety, and lack of social skills, by providing a supportive environment, recognizing symptoms, seeking help, and teaching coping strategies. A positive learning environment can help students dealing with traumatic issues by giving them emotional support and tools for academic success.
This document provides an overview of child psychology. It begins with an introduction to child development and the importance of understanding child psychology for dentistry. It then defines child psychology and discusses various theories of child development, including psychodynamic theories proposed by Freud and Erikson. Freud's psychosexual stages of development and Erikson's psychosocial stages are summarized. The document concludes with discussing various theories and their relevance to dentistry.
The document discusses various theories of human development including:
- Psychosexual theory by Freud which includes oral, anal, phallic, latency, and genital stages.
- Psychosocial theory by Erikson which includes trust vs mistrust, autonomy vs shame, initiative vs guilt, industry vs inferiority, identity vs role confusion, intimacy vs isolation, generativity vs stagnation, and integrity vs despair.
- Cognitive development theory by Piaget which includes sensorimotor, preoperational, concrete operational, and formal operational stages.
Developmental psychology aims to explain how people change over time physically, cognitively, and socially. It is divided into three domains: physical development, cognitive development, and socioemotional development. Erik Erikson's theory outlines eight stages of psychosocial development from infancy to late adulthood, focusing on developing virtues at each stage like trust, autonomy, and integrity. Sigmund Freud's psychosexual theory also describes stages of development centered around pleasure areas of the body. Jean Piaget's theory of cognitive development includes stages from infancy to adulthood where children build understanding through sensory experiences and interactions.
Erik Erikson's psychosocial theory of development proposes that people pass through eight stages of development from infancy to late adulthood. In each stage, individuals face a psychosocial crisis that helps shape their identity and personality. The stages involve developing trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity. Successful completion of each stage leads to healthy development and ability to transition to the next stage. Erikson's theory views development as occurring throughout the entire lifespan rather than just childhood.
How does the development of self-awareness and self-esteem factor .docxwellesleyterresa
This document discusses social problem solving skills in children and adolescents. It covers the development of self-awareness, self-concept, and social cognition from infancy through adolescence. Key topics include the stages of social understanding, theory of mind development, influences on self-esteem, identity formation, and person perception skills. The document also examines social problem solving processes and provides a case study on the relationship between adolescent self-esteem and psychological well-being in adulthood.
This document discusses personality development from infancy through adolescence. It describes the key stages of development from birth to age 12 and the changes that occur physically, mentally, socially, and emotionally. For example, it notes that during ages 6-9, children become very active and energetic and enjoy playing and collecting things. It also discusses the challenges of adolescence such as peer relationships, sexuality, and vocational choices. The document emphasizes that a child's home environment, relationships, and upbringing are crucial to developing a healthy personality and mental well-being.
Our last forum will look at social development. Please answer th.docxjakeomoore75037
Our last forum will look at social development. Please answer the following three questions in your initial posting.
1-How is social learning linked to academic learning?
2-How are schools providing for social development for children?
3-What are notable issues on gender-role development in society today and how are we as a family and society reacting?
Emotional and Social Development in Early Childhood
The focus of this lesson is the emotional and social development in early childhood. It is critical that, during a child’s early years, he or she is exposed to great variety of experiences that contribute to healthy social and emotional growth. Furthermore, this lesson will focus on the ways in which children develop a sense of self. When children interact with peers, they also advance in their social skills and social development. Finally, being aware of the different roles that genetic and environmental influences play on gender-role development will lead to greater understanding of gender expectations for these young children.
TOPICS TO BE COVERED INCLUDE:
· The development of the aspects of the self
· Peer sociability
· Moral development
· Gender-role development
Development of Aspects of the Self
As children learn to talk and their language skills improve, they become more self-aware as seen in the ways in which they subjectively talk about themselves. As children become able to understand their
self-concept
‒ their attributes, attitudes, abilities, and qualities that make them unique ‒ they truly begin to develop a sense of self-awareness. This self-awareness has a profound impact on a child’s emotional and social life. Additionally,
self-esteem
is also affected by children’s awareness of self.
Self-Awareness
· RECOGNIZING SELF AS SEPARATE
·
SELF-AWARENESS GROWS
·
REFERRING TO SELF BY NAME
·
PREFERENCES AND EMOTIONS
In infancy children develop an awareness of their body. As children continue to age, they begin to understand that they are separate beings from others. For example, during late toddlerhood, children learn that they have different emotional states, different characteristics (physical and emotional) and different actions or responses from others.
Psychosocial Developmental Stages
This self-awareness development corresponds to the second stage of Erik Erikson’s Psychosocial Development. Click on the icons to read about the milestones for each stage.
Age
Erikson’s Stage
1 ½ to 3
Autonomy versus Shame and Doubt.
3 to 4
Initiative versus Guilt.
5
Superego
FREUD’S SUPEREGO
CONSCIOUS
PRIDE AND HAPPINESS
IF SUPEREGO IS OVERLY STRICT
SOME SHAME AND GUILT IS NEEDED
Self-Concept
Self-concept is the image that we hold about ourselves. These ideas or images stem from the beliefs that a child has about him or herself as well as how other individuals view that particular child. Self-concept is what children think about themselves, how they evaluate themselves, and perceives themselves.
.
Socioemotional and friendship development in late childhood Arantxa Dominguez
During mid-late childhood, children experience significant physical, emotional, and social development. Peer friendships become increasingly important, providing benefits like improved social skills and self-esteem. However, dysfunctional friendships can lead to issues like depression and isolation. Parents and schools should provide tools to help children develop healthy friendships and self-awareness of their emotions. This includes teaching emotional intelligence, conflict resolution skills, and using methods from Positive Discipline like emotion charts. Fostering social and emotional learning helps children establish strong relationships and psychological well-being.
Social development involves learning the skills to relate effectively to others. It is supported by modeling appropriate behavior, building problem-solving skills, encouraging exploration, and play. Peer interaction is important for language, cognitive, and social development from a young age. Both positive and negative peer relations can influence children's development. Positive relationships foster skills like cooperation, while negative ones like rejection can increase risks of issues like loneliness or depression.
CHFD215 LESSON 7Social Understanding, Peers, Media, and Sc.docxjeffsrosalyn
CHFD215 | LESSON 7
Social Understanding, Peers, Media, and Schooling
This week addresses the development of social cognition, or how children come to understand their multifaceted social world. We will also learn about the importance of peer relations, television, computers, and schooling in child development.
Topics to be covered include:
Stages in Social Understanding.
Impact of Peer Relations, Media, and Schooling in Child Development
Development of Self-Awareness and Self-Concept
How do children come to understand their multidimensional social world? How do they think about and interpret their experiences with others? These questions address the concept of social cognition, thinking about characteristics of the self and other people. The first step in this development is self-awareness.
You may wonder when babies begin to recognize the concept of self. The development of self-awareness occurs in stages, with the first stage commencing at birth.
As language takes more of a role in the toddler’s interactions, self-awareness increases, as the toddler is now able to express the self in a more defined manner. Between 18 and 30 months, children begin to classify themselves and others on the basis of perceptually distinct attributes and behaviors, such as age, gender, size, and temperament. This is known as the categorical self. The remembered self encompasses a bigger picture as children rely on autobiographical memories to view themselves as continuously existing individuals. This type of awareness grows out of conversations and interactions with adults who can elaborate on past experiences. Finally, the concept of the enduring self is developed as preschoolers begin to discuss future events and begin to view themselves as persisting over time.
SELF-AWARENESS
NEWBORNS
INFANTS
TODDLERS
You may recall that newborns have the capacity for intermodal perception, or making sense of light, sound, tactile, odor, and taste information. As babies touch their toes, watch their arms move, and hear themselves cry, they begin to differentiate their own bodies from their surroundings. After feeling a particular object with their hands, they are able to visually distinguish it from other objects.
Theory of Mind Development
You may recall that, as children think about themselves and others, they form a naïve theory of mind, which is a coherent understanding of their own and others’ vivid mental lives. In other words, they are aware that people have personal thoughts. This contributes to their ability to consider the perspective of others, as they understand that someone else may not be thinking the same thoughts as them.
By the time children have reached the age of three, children begin to realize the connections among perceiving, feeling, and desiring.
Factors influencing theory of mind include language and verbal reasoning, executive function, parent-child conversations about mental states, make-believe play, and social interaction wit ...
The document discusses several major theories of child development, including Freud's psychosexual stages, Erikson's psychosocial stages, and Piaget's stages of cognitive development. Freud believed that children progress through oral, anal, phallic, latency, and genital stages. Erikson described stages of trust vs mistrust, autonomy vs shame, initiative vs guilt, industry vs inferiority, identity vs role confusion, intimacy vs isolation, generativity vs stagnation, and integrity vs despair. Piaget's stages included sensorimotor, preoperational, concrete operational, and formal operational. The theories provide frameworks for understanding child development.
The document discusses several major theories of child development, including Freud's psychosexual stages, Erikson's psychosocial stages of development, and Piaget's cognitive development stages. It provides an overview of the key aspects of each theory, such as the stages, focuses of pleasure, and interactions with the environment according to Freud and Erikson. The theories aim to understand child development and behavior from infancy through adolescence.
Erik Erikson's theory of psychosocial development outlines eight stages of human development defined by age and characterized by a crisis or struggle. The stages include infancy (trust vs mistrust), early childhood (autonomy vs shame), play age (initiative vs guilt), school age (industry vs inferiority), adolescence (identity vs role confusion), young adulthood (intimacy vs isolation), middle adulthood (generativity vs self-absorption), and late adulthood (integrity vs despair). Successful resolution of each crisis leads to further development and ability to overcome the next stage's crisis.
Personality comes from many factors including one's emotional, behavioral, and attitudinal traits. Two major theories discussed are Erikson's psychosocial development theory and Freud's psychoanalytic theory. Erikson's theory outlines 8 stages from birth to old age focused on developing trust, autonomy, identity, intimacy and integrity. Freud's theory discusses personality structure, psychosexual development through oral, anal, phallic, latency and genital stages, and psychodynamics of unconscious desires. Both theories emphasize the importance of early childhood experiences in shaping one's personality.
Early Childhood Education Essay examples
Essay on The Children Are Our Future
Essay on Parents and their Children
Child Psychology Essay
Child Rearing Practices Essay
Essay about My Child
Parenting Essay
Essay on Raising a Child
Childrens Mental Health Essay
Essay on Child Development
How Children Learn Language Essay
Essay about Children: Tomorrow’s Future
Essay on Child Development
Childrens Behavior Essay
Essay on Child Safeguarding
PsychologistsTheories Studies Research Methods H.docxbfingarjcmc
Psychologists
Theories
Studies
Research Methods
Home
›
Developmental Psychology
›
Erik Erikson
Erik Erikson
by
Saul McLeod
published
2008
, updated
2013
Erik Erikson (1950, 1963) proposed a psychoanalytic theory of psychosocial development comprising eight stages from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development.
Erikson's ideas were greatly influenced by Freud, going along with Freud’s (1923) theory regarding the structure and topography of personality. However, whereas
Freud
was an id psychologist, Erikson was an ego psychologist. He emphasized the role of culture and society and the conflicts that can take place within the ego itself, whereas Freud emphasized the conflict between the
id and the superego
.
According to Erikson, the ego develops as it successfully resolves crises that are distinctly social in nature. These involve establishing a sense of trust in others, developing a sense of identity in society, and helping the next generation prepare for the future.
Erikson extends on Freudian thoughts by focusing on the adaptive and creative characteristic of the ego, and expanding the notion of the stages of
personality development
to include the entire lifespan.
Like Freud and many others, Erik Erikson maintained that personality develops in a predetermined order, and builds upon each previous stage. This is called the epigenic principle.
The outcome of this 'maturation timetable' is a wide and integrated set of life skills and abilities that function together within the autonomous individual. However, instead of focusing on sexual development (like Freud), he was interested in how children socialize and how this affects their sense of
self
.
Psychosocial Stages
Erikson’s (1959) theory of psychosocial development has eight distinct stages, taking in five stages up to the age of 18 years and three further stages beyond, well into adulthood. Erikson suggests that there is still plenty of room for continued growth and development throughout one’s life. Erikson puts a great deal of emphasis on the adolescent period, feeling it was a crucial stage for developing a person’s identity.
Like Freud, Erikson assumes that a crisis occurs at each stage of development. For Erikson (1963), these crises are of a psychosocial nature because they involve psychological needs of the individual (i.e. psycho) conflicting with the needs of society (i.e. social).
According to the theory, successful completion of each stage results in a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can use to resolve subsequent crises.
Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self. These stages, however, can be resolved successfully at a later.
The document discusses socio-emotional development in children based on related theories. It summarizes Sigmund Freud and Erik Erikson's stage theories of socio-emotional development. Freud's stages include oral, anal, phallic, latency, and genital stages. Erikson expanded on this with 8 stages from infancy to adulthood. The document then discusses the roles of teachers in helping children's socio-emotional development through creating an equal classroom environment, helping children identify and express emotions, providing help and support, and serving as good role models. It also identifies teaching methods like role-playing, storytelling competitions, and outdoor classes that can help develop children's socio-emotional skills.
Dokumen tersebut membahas tentang seni bercerita yang melibatkan penggunaan bahasa, gerak isyarat, dan ekspresi wajah untuk menyampaikan ide dan merangsang imajinasi siswa. Teknik bercerita mencakup permulaan, puncak, dan kesimpulan cerita serta penggunaan suara, ekspresi wajah, dan kontak mata yang tepat. Cerita yang dipilih harus sesuai untuk melatih berbagai keterampilan siswa seperti kom
1. Elemental Economics - Introduction to mining.pdfNeal Brewster
After this first you should: Understand the nature of mining; have an awareness of the industry’s boundaries, corporate structure and size; appreciation the complex motivations and objectives of the industries’ various participants; know how mineral reserves are defined and estimated, and how they evolve over time.
Lecture slide titled Fraud Risk Mitigation, Webinar Lecture Delivered at the Society for West African Internal Audit Practitioners (SWAIAP) on Wednesday, November 8, 2023.
Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Duba...mayaclinic18
Whatsapp (+971581248768) Buy Abortion Pills In Dubai/ Qatar/Kuwait/Doha/Abu Dhabi/Alain/RAK City/Satwa/Al Ain/Abortion Pills For Sale In Qatar, Doha. Abu az Zuluf. Abu Thaylah. Ad Dawhah al Jadidah. Al Arish, Al Bida ash Sharqiyah, Al Ghanim, Al Ghuwariyah, Qatari, Abu Dhabi, Dubai.. WHATSAPP +971)581248768 Abortion Pills / Cytotec Tablets Available in Dubai, Sharjah, Abudhabi, Ajman, Alain, Fujeira, Ras Al Khaima, Umm Al Quwain., UAE, buy cytotec in Dubai– Where I can buy abortion pills in Dubai,+971582071918where I can buy abortion pills in Abudhabi +971)581248768 , where I can buy abortion pills in Sharjah,+97158207191 8where I can buy abortion pills in Ajman, +971)581248768 where I can buy abortion pills in Umm al Quwain +971)581248768 , where I can buy abortion pills in Fujairah +971)581248768 , where I can buy abortion pills in Ras al Khaimah +971)581248768 , where I can buy abortion pills in Alain+971)581248768 , where I can buy abortion pills in UAE +971)581248768 we are providing cytotec 200mg abortion pill in dubai, uae.Medication abortion offers an alternative to Surgical Abortion for women in the early weeks of pregnancy. Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...AntoniaOwensDetwiler
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
Abhay Bhutada Leads Poonawalla Fincorp To Record Low NPA And Unprecedented Gr...Vighnesh Shashtri
Under the leadership of Abhay Bhutada, Poonawalla Fincorp has achieved record-low Non-Performing Assets (NPA) and witnessed unprecedented growth. Bhutada's strategic vision and effective management have significantly enhanced the company's financial health, showcasing a robust performance in the financial sector. This achievement underscores the company's resilience and ability to thrive in a competitive market, setting a new benchmark for operational excellence in the industry.
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
Seminar: Gender Board Diversity through Ownership NetworksGRAPE
Seminar on gender diversity spillovers through ownership networks at FAME|GRAPE. Presenting novel research. Studies in economics and management using econometrics methods.
2. Elemental Economics - Mineral demand.pdfNeal Brewster
After this second you should be able to: Explain the main determinants of demand for any mineral product, and their relative importance; recognise and explain how demand for any product is likely to change with economic activity; recognise and explain the roles of technology and relative prices in influencing demand; be able to explain the differences between the rates of growth of demand for different products.
1. TASK 1
Explain the concept, stages of development and the characteristics of the children‟s
socio emotional development based on related theories.
ESSAY
Socio- emotional is a combination word of the social and the emotional. It
refers to the process of organizing human energies and activities at the higher levels
to get better results that relates specifically to the interaction with the people,
meanwhile emotional refers to the development of a full range of emotions such as
sad, happy, angry as well as other feelings and learn how to overcome or deal with
that emotions properly. Therefore, according to www.ehow.com, Virginia A. Lutz
stated that socio-emotional development can be define as a mixture of learning skill
and truthfulness to cooperate and interrelate with the persons or group in a manner
that contributes positively to members of the public. As for early childhood, social
and emotional development refers to the development of social, emotional and
behaviour skills through early school age between 5 to 8 years old as they able to
form secure relationship, express emotions and regulate behaviour impact of their
ability to explore their environments, learn and communicate.
Theory is a brilliant thought that was made by researchers, many new
discoveries have been made recently therefore many new theories also have been
created by those brilliant researchers. Regarding on this task I am required to study
about socio- emotional development, this subject has been researched for a long
time ago and there are few theories that have been made regarding this subject. The
first person that has created theories about socio- emotional development was a
psychologist from Czechoslovakia named Sigmund Freud. In his theory he said that
human socio- emotional developments have a close relationship to their physical
developments. Sigmund has divided human individual emotional developments into
five stages according to their physical and social development and also increase of
age of the person.
2. The first stage of physical- emotional development of human is oral, this stage
can be seen when the children is in 0 to 1/1/2 years old. At this stage the child will
only knows how to bite and chew. The second stage is at the children‟s anal, at this
stage the children will to use his anal parts he or she will prefer to excrete faeces.
Stage number three is at the children‟s phallic, he or she will gain satisfaction from
their sexual organ, male children will be more attracted be close with his mother and
the female children will be more attracted to be close with her mother. Next, this
stage is called the latency stage that is stage number four, at this stage all sexual
feeling are suppressed to the unconscious level, children will start to focus on their
schooling and their other activities matter. The last stage of Sigmund Freud‟s theory
is genital stage that is stage number five, this stage occurs after puberty until
adolescence, at this stage there will be sexual interest exist. Teenager will try to fulfil
whatever he missed during his or her childhood such as sexual satisfaction at mouth,
anal and phallic.
However Sigmund Freud‟s theory is not considered as complete, many years
after Sigmund‟s theory is been used appear another theory that has been made by a
scientist from Germany named Erik Erikson. The theory that has been made by
Erikson completes Sigmund‟s theory of physical- emotional development. Erikson
added three more theory in Sigmund‟s theory making it become eight theories all
together. Erikson explains to people about human physical-emotional development
from infants to adults. According to Erikson in each stage there must be a time
where problems of behaviour among human emerges and this problem will lead to
another problem that is psychological adjustments problems.
As has been said just now Erikson‟s theory of emotional development
consists of eight stages. I will only state four stages because those four stages cover
the field of my studies. The first stage is trust versus distrust, this stage happens
when a human is still a baby. In this stage the feeling of trust will develop at the first
year after the baby was born, his or her feeling of trustiness will develop stage by
stage. The baby will develop a feeling of distrust if his need cannot be fulfilled, this
feeling will form a negative behaviour within the baby. Stage number two is the
development of shy and doubt feeling, this stage occur in the early stage of
childhood. In this stage the child will eager to have authority and power, they always
wanted to do things or task by his own effort, they also will feel shy if they are not
3. given a chance to lead or become a leader. Although in this stage they always
wanted power and authority yet they still feel shy in front of other people or audience,
they are shy because they are afraid that they will commit mistake. In my opinion
children at this stage wants perfection because they don‟t want other people to see
them as weak person, that is why the feeling of doubt are develop in this stage. The
child will think first before they do something because they want to avoid mistake.
The next stage that is the third stage is the stage where children will develop the
sense of initiative and the feeling of awry within their self, this stage happens at the
early stage of childhood at pre-school. The children will tend to learn and move
around rapidly, they also will become more sensitive to something that is true or
false, the children also will feel awry if his friend make fun of the mistake that has
been done by him. When his friend laughed at him he will develop another feeling
within himself that is the negative feeling, the example of this feeling is the feeling to
take revenge when this happens many other negative matter will happen such as
children quarrel among them.
Lastly stage four, in this stage the children will tend to become hard working
and they will develop an inferiority complexion, this stage happens when the children
has fully become a children that is on the 6th to 11th year old age. In this stage the
children will show their desire to dominate something for example they wanted to
master anything that have they learn at school and another one they wanted to be
the number student in class. As has been said in the example they wanted to be the
number one this means in this stage they have develop the desire to succeed in
anything that they participate. At this stage also the children will develop the basic of
physical and social skills for example, talent in playing football and talent in
performing public speaking. Children needs full attention from teachers at this stage,
teachers need to encourage children to perform well and teachers also need to
praise their student for their success. Whenever the children are praised their morale
will increase and they will do even better in the upcoming examinations or
competitions, as well as getting a morale boost when they are being praised the
children‟s morale also will experience a declination of morale if they are being
criticised. At this stage children still cannot accept critic, all we must do is just
encourage them to move forward by praising them for what have they done.
4. TASK 2
Describe the roles of teachers in helping the socio- emotional development of
students in schools.
ESSAY
Teachers plays an important role in shaping students way of life, obviously a
good teacher will produce a good student whereas a bad teacher will produce a bad
student. This is why to become a teacher you must be well prepared or else you will
just end up destroying our country‟s most valuable asset that is the next generation.
Your preparation must not be just from the academic side but also from the spiritual
side, this is because being good in academic alone will never guarantee that you will
be a good person and being good in spiritual aspect alone also will never guarantee
you to have a bright future thus both of this aspect must be balanced then only you
can produce many brilliant student.
Teaching children is not an easy job, to teach them you must be able to
control your tamper, anger and ego this is because children are fast learner they will
follow and copy anything that you show them no matter it is good or bad. To avoid
this thing from happening, we as teachers must be a good role model to them so that
they can only follow the good side of their teacher, this matter are very important in
order to help children to be a good person while they are in the phase of socio-
emotional development. Many things can be done by a teacher to help their student
to complete their socio-emotional development positively.
The first thing a teacher should do to help their students is create an
environment of equality in the classroom. Element of equality is very important if we
are dealing with children especially with small children from standard one until three,
this is because these group of student are very sensitive they are in the stage of
developing their socio- emotion they can easily demoralised if we treat them
unequally in classroom. Therefore if we want to share something interesting, we
have to share it with all of our students not just with students that we like. Next, we
5. must not make comparison between our students. For example if we have 30
students five of them are cute and the other 25 are not, we should not make
comparison between all of them. It is not their fault that they are born with average
looking face all of it was decided by our most merciful god, if we still raise this issue
in class there are possibilities that we will ignite the flame of hatred and jealousy
among our students. This will lead to social tension in class, when this happens our
students will never be able to study comfortably. Then if we look it on the academic
side, every time our student receive their examination result we must approach them
and give them some encouragement so that they can improve more next time, we
should not compare their results with their friends who are better than them because
this will trigger inner tension to the weak student and it may lead to something worse
like the student don‟t have the spirit to study anymore or even worse he quit
studying.
Second teachers should help students to recognize and express their
feelings. To recognize and express our own feeling is not an easy job, feeling is
something abstract that only happens at a particular time. We don‟t feel happy every
time and we don‟t feel sad every day, these feelings only appear when our brain
sends electric impulse that indicates our state at that time and then only our internal
and external organ would react. To help our student, first we need to introduce a
vocabulary of emotions and then we must discuss those emotional phrases from
stories, in other words we must first introduce a list of human emotion to them for
example sad, happy and angry. Then we read any story that are related to any of the
emotions for example if we read a happy story to them at last we must ask our
student to identify whether the story is about sadness or happiness and then we
must ask them what they feel after hearing the story then we should ask them to
express what they feel about the story. We also should encourage each of our
students to have their personal diary so that they could express whatever they feel
without feeling shy, having a diary also can help the student to release their tension
they can critic whoever they like or dislike because nobody knows about their
writings as long as their diary is kept safe in their hands.
The third thing a teacher can do is constantly help their students in every
field, the teacher must be well aware of what problem that their students are facing
whether it is problem with studies or personal problem. By this way the student will
6. feel that they have a place to grab, a place where they can rely on if they ever face
any problem that is severely complicated. When children feels this way they will start
to be close with their teacher and as the first point the children will tend to copy their
teachers behaviour. Looking at their teachers who always help people in trouble they
also will do the same thing because they want to feel what it is like when they
manage to help somebody. Whenever this thing happens our world will become a
better place to live because everybody watches on each other backs and nobody will
be the victim of suppression.
Lastly, it is important that a teacher to have a good behaviour and attitude
because this asset can be the most valuable one in front of students. This is
because they will be the role model of the children besides the parents. Teacher
must be patience and tolerant every time they deal with their students. For example,
a teacher cannot simply become angry and yell to a student when the student
commit mistake, no matter their mistake are big or small the teacher must remain
calm and ready to guide the student to the right path. If the teacher yells and punish
the student this will cause the student to feel shame of their peers and at the same
time will eventually hurt their feelings a lot. If a teacher have to encounter with a
student that can easily become heartbroken what should they do is try to win the
child‟s heart, this can be done by giving the student a hand in answering any
question that they don‟t know, then the teacher should praise the student for their
bravery to try, the teacher also must encourage the student to try harder next time.
Good behaviour and attitude show by the teachers would allow the children
contribute to their studies. As a reward to their teacher‟s hard work for sure the
students would study harder and achieve the best and the highest goals in their
academic life which at the same time would help them to build their self-confidence
to a higher level, when all of these are achieved for sure it will help the students to
have a better life in the future as to have a good socio-emotional development in
themselves.
7. TASK 3
Identify and elaborate suitable teaching and learning methodologies in developing
students‟ socio- emotion.
ESSAY
Developing socio- emotion in students is not an easy job therefore, various
activities must be implemented in education field in order to help students develop
this crucial skills. A student should master all the skills that are needed to help them
to undergo their journey of life in this modern world. As has been said just now socio-
emotional skills are crucial, these skills need to be conquered by children because it
helps children to improve their interaction with others, their own feelings or emotion,
and as well as their academic development. As teachers we should be creative
enough to create our own teaching and learning method in order to aid the
development our students‟ socio-emotional skills.
“Role play” style of teaching is an effective method to develop the children‟s
socio development. To carry out this way of teaching and learning method first we
must separate our student into a few groups and then we need to ask our student
about what kind of story that they prefer next we must let our student to choose one
story from the entire story that they like. After the process of choosing finish, we
need to ask them to perform the story in a form of drama in the time given. This
activity would be very effective to help students to interact with others, it also can
help students to build their self-confidence so that they could overcome their fear to
face crowd. From this task also, the student would build the spirit of togetherness
inside them and build their significance to work in group which contributes the
progression in the task. Lastly this activity can make the student realize that they
should be responsible for their work and show their responsibility by concerning
about any work given to them and help others to fulfil the task instead of being
selfish.
8. Besides organizing a group activity Teachers also should organize a solo
competition such as story telling competition, this kind of activity requires the student
to step in front of the class alone to tell any story that they want to share. Like „role
play‟ just now this method of teaching and learning also helps in building self-
confidence but the difference is that this time the student have to face crowd alone
they are not been accompanied by their friends anymore which means this method is
even effective in terms of self-confidence building if compared to the previous one
just now. This activity also can make our classroom livelier because students love
hearing to stories especially if those stories are told by their own friends, some of
them may commit mistake while telling the stories but it is okay because they are still
in the process of learning. Once they commit mistake it will only make our class even
more cheerful because it will be filled with laughter and joy, this will lead to a more
conducive atmosphere of studying where students happy learning with their teacher.
The story teller also can learn something new that is about other people‟s emotion,
he can learn to detect whether his spectator likes his stories or not by achieving this
knowledge the story teller can improve his relationship with other people easily next
time because he already knew how to predict other people‟s emotion. Normally in
competition there would be a winner and a loser, as for this story telling competition
the rules are still the same, whoever manages to attract the most spectators
attention with their interesting story will be the winner, they would be given rewards
such as sweets as present. When we give presents to students who win the
competition they would be gladly happy and this will be a motivation for them to
move forward, as for students who didn‟t manage to win the contest we must
encourage them to try harder next time so that they wouldn‟t lose hope and excel in
the next competition.
To avoid student from getting bored because of always doing activities in
class teachers should think of another way to aid their students in their socio-
emotional development, this time a teacher can use the methods of teaching and
learning outside the classroom. This method also can be known as outdoor class, by
taking students outside of their classrooms the student will get impressed and feel
eager to study because they had never study at other places than in their classroom.
Teaching and learning outside the classroom is a unique method that enables the
students to cultivate their ability to optimize the use of sensible things like eye sight
9. and taste senses. To implement these idea teachers can take their students to some
place that has many flowers and trees, in school there is only one place that have all
of those things that is the school garden. Teacher also can organize a trip to
somewhere that have more nature features for example the waterfall and the reserve
forest. The purpose of this trip is to let students know about nature because
nowadays humans are destroying nature day by day so it is good for the students if
they get to know the nature before it extinct. Organizing a trip is not limited to places
like forest and waterfall only, teachers also can take their students visit big towns like
Kuala Lumpur, Johor and Malacca. Visiting big towns enables students who don‟t
have the opportunity visit these extraordinary places to feel what it is like when we
visit other peoples‟ places, besides that we can avoid our student from being a
human being that knows nothing about the outside world. Teachers should organize
many outdoor classes because, teaching and learning outside the classroom will be
able to give pleasure to the students. The situation outside the classroom also
provides convenience for the students to think and to give full attention in the
learning session.
Lastly, one more way to aid students in their socio- emotional development is
by having a “learn and play” session. We as teacher should be creative enough to
create various kinds of game, creating a game is not an easy task because our
game need to be understand by our student and we also need to understand how to
play the game so that we could explain it to our students. Our game also need to be
academic enough so that our student would gain benefit from it, example of the
games are word puzzle, broken radio, word building and so on. These games can
improve our students‟ vocabulary and as well as self- confidence, we also can
encourage our students to play the “rubic cube”, this game really requires a non-stop
thinking brain because each time we twist the cube we must think about how to
combine the cube colours, it is amazing if our student can complete the cube without
using others help. Playing games while learning don‟t just make our learning session
enjoyable but it also can train our students to think faster, for example if we play
mathematical games for sure our students will calculate faster because they want to
win the game. As teachers we should be creative to attract our students attention so
that they would feel happy to study for the sake of their future.
10. CONCLUSION
Education is a system that constantly undergoes changes, these changes
occurs due to exchange of ideas between our academician as a result we have to
face these exchanges every day. Nowadays everything is considered as important,
from the students‟ manner until the students‟ emotional development is crucial. Now
academic and social-emotional learning has become a new standard for what is
considered the basics that a child should acquire during their schooling. Therefore,
as teacher we must be well prepared to aid our students to develop their socio-
emotional skill so that they wouldn‟t face any problems regarding socio-emotions
throughout their journey in this transient nature.
11. REFLECTION
Alhamdulillah, firstly I would like to thank Allah SWT because preserving
my health so that I can complete my child development assignment that was given
to me by my beloved lecturer.
Then, I would like to thank to my lecturer, Tuan Haji Zubir b. Ismail, who
helped me and my friends a lot while doing this assignments . He gave plenty of
notes and ideas to complete this task. Moreover, he also shares with us a lot of
information in each of his classes.
I would also would like to thank my beloved parents who sacrifices a
lot for me and guided me until now. Since small, they tried their very best to
give me proper education and their blessings are very important me in my
life. At last, I would like to thank my fellow friends who are very helpful in
sharing ideas and information with me along the my way in completing this
assignment.
I gain a lot of benefits by doing this assignment this is because I have
understood what have I learned in class before. Now I am able to explain the
theories of socio-emotional development in children. Before receiving this
assignment I know nothing about socio- emotional development, I am just a quiet
boy in the class who knows nothing about child development but now I already have
confidence in myself because I already know what I am studying. I am very grateful
to have this assignment as my task, although I face many major and minor difficulties
12. in the process of completing this assignment I am pleased because at last I manage
to complete it and at the same time understands what I am studying at class.
As I said just now I face many difficulties while finishing this short coursework,
some of the difficulties are I couldn‟t understand what the question demands, this
problem blocks me from doing the assignment thank god one day Tuan Haji Zubir
explains what must be done to complete the assignment. Next, the second problem
is that I become lazy after reading the long sentenced question, this problem was
solved when my friend invite me to discuss about the assignments with him my spirit
to complete the assignment rose high because of his invitation. Lastly, I couldn‟t get
any idea of how to start the assignment, this problem was settled after my friend
showed me his essay introduction to be make as role model.
Now I have finished this assignment and I understand what have been taught
by my lecturer in class in the past classes, I hope this knowledge will last forever so
that I can benefit it in my future life.