Socio emotional development of the child

1. SOCIOEMOTIONAL DEVELOPMENT
OF CHILD AND ADOLESCENT LEARNERS
EDUC. 1, THE CHILD AND ADOLESCENT LEARNERS
EDUC. 1, THE CHILD AND ADOLESCENT LEARNERS
AND LEARNING PRINCIPLES
AND LEARNING PRINCIPLES
PREPARED BY:
SANDRA A. CASITAS
PREPARED BY:
SANDRA A. CASITAS
PREPARED BY:
SANDRA A. CASITAS
SUBJECT PROFESSOR
SUBJECT PROFESSOR

2. .

3. •
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SOCIO-EMOTIONAL DEVELOPMENT
OF INFANTS AND TODDLERS (THE FORMATIVE
YEARS)
Socio-emotional development has something to do with the
development of a person’s ability to master one’s emotions and the
ability to relate to others. It necessarily includes temperament,
attachments and social skills ( Corpuz, et al. 2018)
The parents and caregivers in the first three years in human
development, (called the formative years) play a significant role in
the development of infants and toddlers.

4. Children grow and develop rapidly in their first five years across the
four main areas of development. These areas are motor (physical),
communication and language, cognitive, and social and emotional. (Help
MeGrow MN)
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.

5. Parents and caregivers play the biggest role in social/
emotional development because they offer the most consistent
relationships for their child. Consistent experiences with
family members, teachers and other adults help children learn
about relationships and explore emotions in predictable
interactions.
Positive social and emotional development is important. This
development influences a child’s self-confidence, empathy, the ability
to develop meaningful and lasting friendships and partnerships, and a
sense of importance and value to those around him/her. Children’s
social and emotional development also influences all other areas of
development.

6. •
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Elements that contribute to the wholesome socio-emotional development
Elements that contribute to the wholesome socio-emotional development
of children:
of children:
of children:
ATTACHMENT
ATTACHMENT
establishing an enduring emotional bond characterized by a tendency to seek
and maintain closeness to a specific figure, particularly during a stressful
situation.
establishing an enduring emotional bond characterized by a tendency to seek
and maintain closeness to a specific figure, particularly during a stressful
situation.
establishing an enduring emotional bond characterized by a tendency to seek
and maintain closeness to a specific figure, particularly during a stressful
situation.
establishing an enduring emotional bond characterized by a tendency to seek
and maintain closeness to a specific figure, particularly during a stressful
situation.
Occurs within the first 6 months to keep the caregiver engaged ( cries, gazes
into the mother’s eyes, smiles, etc.) (Dr. John Bowly, father of Attachment
theory) (Corpuz, et al. 2018)
Occurs within the first 6 months to keep the caregiver engaged ( cries, gazes
into the mother’s eyes, smiles, etc.) (Dr. John Bowly, father of Attachment
theory) (Corpuz, et al. 2018)
Occurs within the first 6 months to keep the caregiver engaged ( cries, gazes
into the mother’s eyes, smiles, etc.) (Dr. John Bowly, father of Attachment
theory) (Corpuz, et al. 2018)
Occurs within the first 6 months to keep the caregiver engaged ( cries, gazes
into the mother’s eyes, smiles, etc.) (Dr. John Bowly, father of Attachment
theory) (Corpuz, et al. 2018)
The key to a good start in the social development of the baby is a lot of
responsive interaction (K. Pasek and R. Golinkoff, 2003). Similarly, the timing
of the caregiver’s response to the baby is important.
The key to a good start in the social development of the baby is a lot of
responsive interaction (K. Pasek and R. Golinkoff, 2003). Similarly, the timing
of the caregiver’s response to the baby is important.
The key to a good start in the social development of the baby is a lot of
responsive interaction (K. Pasek and R. Golinkoff, 2003). Similarly, the timing
of the caregiver’s response to the baby is important.
The key to a good start in the social development of the baby is a lot of
responsive interaction (K. Pasek and R. Golinkoff, 2003). Similarly, the timing
of the caregiver’s response to the baby is important.
Central to babies’ emotional well-being is the consistent involvement of
caregivers.
Central to babies’ emotional well-being is the consistent involvement of
caregivers.
Central to babies’ emotional well-being is the consistent involvement of
caregivers.
Parents and caregivers help children regulate their emotions by working with
them and by serving as their models.
Parents and caregivers help children regulate their emotions by working with
them and by serving as their models.
Parents and caregivers help children regulate their emotions by working with
them and by serving as their models.

7. •
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TEMPERAMENT
TEMPERAMENT
-personality traits which show emotional responses to
-personality traits which show emotional responses to
-personality traits which show emotional responses to
objects, events, and people. Temperament also include emotional
reactions, activity level, attention span, persistence, and ability to
regulate emotions (K.Pasek and R. Golinkoff, 2003).
objects, events, and people. Temperament also include emotional
reactions, activity level, attention span, persistence, and ability to
regulate emotions (K.Pasek and R. Golinkoff, 2003).
objects, events, and people. Temperament also include emotional
reactions, activity level, attention span, persistence, and ability to
regulate emotions (K.Pasek and R. Golinkoff, 2003).
objects, events, and people. Temperament also include emotional
reactions, activity level, attention span, persistence, and ability to
regulate emotions (K.Pasek and R. Golinkoff, 2003).
Nine Temperament Categories (Honig, 2010):
Nine Temperament Categories (Honig, 2010):
Activity Level Approach-Withdrawal
Activity Level Approach-Withdrawal
Mood Distractibility
Mood Distractibility
Threshold for distress Adaptability
Threshold for distress Adaptability
Rhythmicity Persistence
Rhythmicity Persistence
Intensity of response
Intensity of response

8. •
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Activity level. Some babies are
placid or inactive, while others
thrash about a lot and as toddlers,
are always on the move. They must
be watched carefully.
Activity level. Some babies are
placid or inactive, while others
thrash about a lot and as toddlers,
are always on the move. They must
be watched carefully.
Activity level. Some babies are
placid or inactive, while others
thrash about a lot and as toddlers,
are always on the move. They must
be watched carefully.
Activity level. Some babies are
placid or inactive, while others
thrash about a lot and as toddlers,
are always on the move. They must
be watched carefully.
Activity level. Some babies are
placid or inactive, while others
thrash about a lot and as toddlers,
are always on the move. They must
be watched carefully.
Activity level. Some babies are
placid or inactive, while others
thrash about a lot and as toddlers,
are always on the move. They must
be watched carefully.
Activity level. Some babies are
placid or inactive, while others
thrash about a lot and as toddlers,
are always on the move. They must
be watched carefully.
The mood. Some babies are very
smiley and cheerful, while others
have a low-key mood and look more
solemn or unhappy.
The mood. Some babies are very
smiley and cheerful, while others
have a low-key mood and look more
solemn or unhappy.
The mood. Some babies are very
smiley and cheerful, while others
have a low-key mood and look more
solemn or unhappy.
The mood. Some babies are very
smiley and cheerful, while others
have a low-key mood and look more
solemn or unhappy.
The mood. Some babies are very
smiley and cheerful, while others
have a low-key mood and look more
solemn or unhappy.
The mood. Some babies are very
smiley and cheerful, while others
have a low-key mood and look more
solemn or unhappy.
Threshold for distress. Some babies
are very sensitive and become upset
very easily when stressed. Other
babies can wait more comfortably
when they need a feeding or some
attention.
Threshold for distress. Some babies
are very sensitive and become upset
very easily when stressed. Other
babies can wait more comfortably
when they need a feeding or some
attention.
Threshold for distress. Some babies
are very sensitive and become upset
very easily when stressed. Other
babies can wait more comfortably
when they need a feeding or some
attention.
Threshold for distress. Some babies
are very sensitive and become upset
very easily when stressed. Other
babies can wait more comfortably
when they need a feeding or some
attention.
Threshold for distress. Some babies
are very sensitive and become upset
very easily when stressed. Other
babies can wait more comfortably
when they need a feeding or some
attention.
Threshold for distress. Some babies
are very sensitive and become upset
very easily when stressed. Other
babies can wait more comfortably
when they need a feeding or some
attention.
Threshold for distress. Some babies
are very sensitive and become upset
very easily when stressed. Other
babies can wait more comfortably
when they need a feeding or some
attention.
Threshold for distress. Some babies
are very sensitive and become upset
very easily when stressed. Other
babies can wait more comfortably
when they need a feeding or some
attention.
Threshold for distress. Some babies
are very sensitive and become upset
very easily when stressed. Other
babies can wait more comfortably
when they need a feeding or some
attention.
•
•
Rhythmicity of children. Some
babies get hungry or sleepy on a
regular and predictable basis,
while others sleep, urinate, have
bowel movements or get hungry at
different times. They are hard to
put on a schedule.
Rhythmicity of children. Some
babies get hungry or sleepy on a
regular and predictable basis,
while others sleep, urinate, have
bowel movements or get hungry at
different times. They are hard to
put on a schedule.
Rhythmicity of children. Some
babies get hungry or sleepy on a
regular and predictable basis,
while others sleep, urinate, have
bowel movements or get hungry at
different times. They are hard to
put on a schedule.
Rhythmicity of children. Some
babies get hungry or sleepy on a
regular and predictable basis,
while others sleep, urinate, have
bowel movements or get hungry at
different times. They are hard to
put on a schedule.
Rhythmicity of children. Some
babies get hungry or sleepy on a
regular and predictable basis,
while others sleep, urinate, have
bowel movements or get hungry at
different times. They are hard to
put on a schedule.
Rhythmicity of children. Some
babies get hungry or sleepy on a
regular and predictable basis,
while others sleep, urinate, have
bowel movements or get hungry at
different times. They are hard to
put on a schedule.
Rhythmicity of children. Some
babies get hungry or sleepy on a
regular and predictable basis,
while others sleep, urinate, have
bowel movements or get hungry at
different times. They are hard to
put on a schedule.
Rhythmicity of children. Some
babies get hungry or sleepy on a
regular and predictable basis,
while others sleep, urinate, have
bowel movements or get hungry at
different times. They are hard to
put on a schedule.
Rhythmicity of children. Some
babies get hungry or sleepy on a
regular and predictable basis,
while others sleep, urinate, have
bowel movements or get hungry at
different times. They are hard to
put on a schedule.
Intensity of response in each baby.
When stressed, some babies cry or
howl with despair while when they
react to happy or challenging
situations they shriek with delight.
Intensity of response in each baby.
When stressed, some babies cry or
howl with despair while when they
react to happy or challenging
situations they shriek with delight.
Intensity of response in each baby.
When stressed, some babies cry or
howl with despair while when they
react to happy or challenging
situations they shriek with delight.
Intensity of response in each baby.
When stressed, some babies cry or
howl with despair while when they
react to happy or challenging
situations they shriek with delight.
Intensity of response in each baby.
When stressed, some babies cry or
howl with despair while when they
react to happy or challenging
situations they shriek with delight.
Intensity of response in each baby.
When stressed, some babies cry or
howl with despair while when they
react to happy or challenging
situations they shriek with delight.
Intensity of response in each baby.
When stressed, some babies cry or
howl with despair while when they
react to happy or challenging
situations they shriek with delight.

9. •
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Approach to new situations
Approach to new situations
Some infants are very cautious.
Some infants are very cautious.
being wary and fearful of new teachers
being wary and fearful of new teachers
being placed in a different crib
being placed in a different crib
being taken to visit a new setting.
being taken to visit a new setting.
Other infants approach new persons, new
activities or new play possibilities with
zest and enjoyment.
Other infants approach new persons, new
activities or new play possibilities with
zest and enjoyment.
Other infants approach new persons, new
activities or new play possibilities with
zest and enjoyment.
Other infants approach new persons, new
activities or new play possibilities with
zest and enjoyment.
Distraction. Some children can concentrate
on a toy regardless of surrounding bustle
or noise in a room. Others are easily
distracted.
Distraction. Some children can concentrate
on a toy regardless of surrounding bustle
or noise in a room. Others are easily
distracted.
Distraction. Some children can concentrate
on a toy regardless of surrounding bustle
or noise in a room. Others are easily
distracted.
Distraction. Some children can concentrate
on a toy regardless of surrounding bustle
or noise in a room. Others are easily
distracted.
Distraction. Some children can concentrate
on a toy regardless of surrounding bustle
or noise in a room. Others are easily
distracted.
Distraction. Some children can concentrate
on a toy regardless of surrounding bustle
or noise in a room. Others are easily
distracted.
1.
2.
3.
Adaptability of each child.
Adaptability of each child.
Some children react to strange or difficult
situations with distress, but recover fairly
rapidly, while others adjust to new
situations with difficulty or after a very
long period.
Some children react to strange or difficult
situations with distress, but recover fairly
rapidly, while others adjust to new
situations with difficulty or after a very
long period.
Some children react to strange or difficult
situations with distress, but recover fairly
rapidly, while others adjust to new
situations with difficulty or after a very
long period.
Some children react to strange or difficult
situations with distress, but recover fairly
rapidly, while others adjust to new
situations with difficulty or after a very
long period.
Some children react to strange or difficult
situations with distress, but recover fairly
rapidly, while others adjust to new
situations with difficulty or after a very
long period.
Some children react to strange or difficult
situations with distress, but recover fairly
rapidly, while others adjust to new
situations with difficulty or after a very
long period.
Child’s attention span. Some children have
long attention span. Others flit from
activity to another.
Child’s attention span. Some children have
long attention span. Others flit from
activity to another.
Child’s attention span. Some children have
long attention span. Others flit from
activity to another.
Child’s attention span. Some children have
long attention span. Others flit from
activity to another.
Child’s attention span. Some children have
long attention span. Others flit from
activity to another.
3 Basic Types of Temperaments( from
psychiatrists Thomas and Chess):
3 Basic Types of Temperaments( from
psychiatrists Thomas and Chess):
3 Basic Types of Temperaments( from
psychiatrists Thomas and Chess):
3 Basic Types of Temperaments( from
psychiatrists Thomas and Chess):
3 Basic Types of Temperaments( from
psychiatrists Thomas and Chess):
3 Basic Types of Temperaments( from
psychiatrists Thomas and Chess):
The easy child
The easy child
The difficult child
The difficult child
The slow-to-warm-up child
The slow-to-warm-up child

10. •
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The easy child readily
The easy child readily
The easy child readily
The easy child readily
establishes regular routines,
establishes regular routines,
is generally cheerful and
is generally cheerful and
adapts readily to new experiences
adapts readily to new experiences
The difficult child is
The difficult child is
The difficult child is
The difficult child is
irregular in daily routines,
irregular in daily routines,
slow to accept new experiences and
slow to accept new experiences and
tends to react negatively and intensely to new things
tends to react negatively and intensely to new things
The slow-to-warm-up child
The slow-to-warm-up child
The slow-to-warm-up child
The slow-to-warm-up child
Shows mild, low key reactions to environmental changes
Shows mild, low key reactions to environmental changes
Negative in mood
Negative in mood
Adjusts slowly to new experiences
Adjusts slowly to new experiences

11. •The development of emotions.
The development of emotions.
Milestones of the baby and toddler’s
emotional and social development
Milestones of the baby and toddler’s
emotional and social development
Milestones of the baby and toddler’s
emotional and social development

12. Early
Infancy
(birth-six
months
Between six and ten weeks, a social smile emerges, usually accompanied by other pleasure-
indicative actions and sounds, including cooing and mouthing. This occurs in response to adult smiles
and interactions.
Between six and ten weeks, a social smile emerges, usually accompanied by other pleasure-
indicative actions and sounds, including cooing and mouthing. This occurs in response to adult smiles
and interactions.
Between six and ten weeks, a social smile emerges, usually accompanied by other pleasure-
indicative actions and sounds, including cooing and mouthing. This occurs in response to adult smiles
and interactions.
Between six and ten weeks, a social smile emerges, usually accompanied by other pleasure-
indicative actions and sounds, including cooing and mouthing. This occurs in response to adult smiles
and interactions.
Between six and ten weeks, a social smile emerges, usually accompanied by other pleasure-
indicative actions and sounds, including cooing and mouthing. This occurs in response to adult smiles
and interactions.
Between six and ten weeks, a social smile emerges, usually accompanied by other pleasure-
indicative actions and sounds, including cooing and mouthing. This occurs in response to adult smiles
and interactions.
Infants smile in response to a variety of contexts, like seeing a toy they previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity-that is, laughter
is elicited by actions that deviate from the norm such as a caregiver playing peek-a-boo or
the baby is being kissed on the abdomen.
Infants smile in response to a variety of contexts, like seeing a toy they previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity-that is, laughter
is elicited by actions that deviate from the norm such as a caregiver playing peek-a-boo or
the baby is being kissed on the abdomen.
Infants smile in response to a variety of contexts, like seeing a toy they previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity-that is, laughter
is elicited by actions that deviate from the norm such as a caregiver playing peek-a-boo or
the baby is being kissed on the abdomen.
Infants smile in response to a variety of contexts, like seeing a toy they previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity-that is, laughter
is elicited by actions that deviate from the norm such as a caregiver playing peek-a-boo or
the baby is being kissed on the abdomen.
Infants smile in response to a variety of contexts, like seeing a toy they previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity-that is, laughter
is elicited by actions that deviate from the norm such as a caregiver playing peek-a-boo or
the baby is being kissed on the abdomen.
Infants smile in response to a variety of contexts, like seeing a toy they previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity-that is, laughter
is elicited by actions that deviate from the norm such as a caregiver playing peek-a-boo or
the baby is being kissed on the abdomen.
Infants smile in response to a variety of contexts, like seeing a toy they previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity-that is, laughter
is elicited by actions that deviate from the norm such as a caregiver playing peek-a-boo or
the baby is being kissed on the abdomen.
Infants smile in response to a variety of contexts, like seeing a toy they previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity-that is, laughter
is elicited by actions that deviate from the norm such as a caregiver playing peek-a-boo or
the baby is being kissed on the abdomen.
Infants smile in response to a variety of contexts, like seeing a toy they previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity-that is, laughter
is elicited by actions that deviate from the norm such as a caregiver playing peek-a-boo or
the baby is being kissed on the abdomen.
Infants smile in response to a variety of contexts, like seeing a toy they previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity-that is, laughter
is elicited by actions that deviate from the norm such as a caregiver playing peek-a-boo or
the baby is being kissed on the abdomen.
Infants smile in response to a variety of contexts, like seeing a toy they previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity-that is, laughter
is elicited by actions that deviate from the norm such as a caregiver playing peek-a-boo or
the baby is being kissed on the abdomen.
Laughter promotes social development since it fosters reciprocal interactions with others.
Laughter promotes social development since it fosters reciprocal interactions with others.
•
•
Later
infancy
months (
7-12
Infants begin to express fear, disgust and anger because of the maturation of cognitive
abilities.
Anger, often expressed by crying, is a frequent emotion expressed by infants.
Fear also emerges as they are able compare n unfamiliar event to what they know.
Unfamiliar situations or objects often elicit fear responses in infants. (Ex. the presence of
an adult stranger that begins to appear at about seven months)
Separation anxiety- (infants 7-12 months old may cry in fear if the mother or caregiver
leaves them in an unfamiliar place.
Socialization of emotion begins in infancy. This is thought of as significant in the acquisition
of cultural and social codes for emotional display, teaching them how to express emotions,
etc.

13. •
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Toddlerhood years (1-2)
Toddlerhood years (1-2)
During the second year, infants express emotions
of shame or embarrassment and pride. These
emotions mature in all children and adults
contribute to their development.
During the second year, infants express emotions
of shame or embarrassment and pride. These
emotions mature in all children and adults
contribute to their development.
During the second year, infants express emotions
of shame or embarrassment and pride. These
emotions mature in all children and adults
contribute to their development.
During the second year, infants express emotions
of shame or embarrassment and pride. These
emotions mature in all children and adults
contribute to their development.
During the second year, infants express emotions
of shame or embarrassment and pride. These
emotions mature in all children and adults
contribute to their development.
Emotional understanding
Emotional understanding
During this stage of development, toddlers
acquire language and are learning to verbally
express their feelings. This ability, is the first
step in the development of emotional self-
regulation skills.
During this stage of development, toddlers
acquire language and are learning to verbally
express their feelings. This ability, is the first
step in the development of emotional self-
regulation skills.
During this stage of development, toddlers
acquire language and are learning to verbally
express their feelings. This ability, is the first
step in the development of emotional self-
regulation skills.
During this stage of development, toddlers
acquire language and are learning to verbally
express their feelings. This ability, is the first
step in the development of emotional self-
regulation skills.
During this stage of development, toddlers
acquire language and are learning to verbally
express their feelings. This ability, is the first
step in the development of emotional self-
regulation skills.
During this stage of development, toddlers
acquire language and are learning to verbally
express their feelings. This ability, is the first
step in the development of emotional self-
regulation skills.
In toddlerhood, in contrast to infancy where
children rely on adults to regulate their emotions
by communicating through crying, toddlers begin to
develop skills to regulate their emotions with the
emergence of language providing an important tool
to assist in the process.
In toddlerhood, in contrast to infancy where
children rely on adults to regulate their emotions
by communicating through crying, toddlers begin to
develop skills to regulate their emotions with the
emergence of language providing an important tool
to assist in the process.
In toddlerhood, in contrast to infancy where
children rely on adults to regulate their emotions
by communicating through crying, toddlers begin to
develop skills to regulate their emotions with the
emergence of language providing an important tool
to assist in the process.
In toddlerhood, in contrast to infancy where
children rely on adults to regulate their emotions
by communicating through crying, toddlers begin to
develop skills to regulate their emotions with the
emergence of language providing an important tool
to assist in the process.
In toddlerhood, in contrast to infancy where
children rely on adults to regulate their emotions
by communicating through crying, toddlers begin to
develop skills to regulate their emotions with the
emergence of language providing an important tool
to assist in the process.
In toddlerhood, in contrast to infancy where
children rely on adults to regulate their emotions
by communicating through crying, toddlers begin to
develop skills to regulate their emotions with the
emergence of language providing an important tool
to assist in the process.
In toddlerhood, in contrast to infancy where
children rely on adults to regulate their emotions
by communicating through crying, toddlers begin to
develop skills to regulate their emotions with the
emergence of language providing an important tool
to assist in the process.
•Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)
Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)
Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)
Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)
Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)
Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)
Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)
Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)
Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)
Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)
Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)
Empathy, a complex emotional
response to a situation, also
appears in toddlerhood, usually
by age two. The development of
empathy requires that children
read others’ emotional cues…and
take the perspective of another
person ( put themselves in the
position of another) (Source:http:
//psychology/jrank.org)

14. •
•
•
Erikson’s psychosocial
Erikson’s psychosocial
theory. The first two stages
theory. The first two stages
theory. The first two stages
theory. The first two stages
apply at the periods of infancy and
toddlerhood.
apply at the periods of infancy and
toddlerhood.
apply at the periods of infancy and
toddlerhood.
Virtue: Hope:
Virtue: Hope:
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
Psychological crisis: Trust vs. Mistrust
(Infants, 0 to 1 year). The child’s relative
understanding of the world and society
come from the parents and their interaction
with the child. If the parents/caregivers
expose the child to warmth, regularity and
dependable affection, the infant’s view of
the world will be of trust. Failure to do
these, meet the child’s basic needs, being
neglectful or abusive will result in
mistrust- that the world is an
undependable, unpredictable, and possibly a
dangerous place.
•
•
•
•
•
•
Virtue: Will
Virtue: Will
Psychosocial Crisis: Autonomy vs. Shame
and Doubt ( Toddlers, 2 to 3 years)
Psychosocial Crisis: Autonomy vs. Shame
and Doubt ( Toddlers, 2 to 3 years)
Psychosocial Crisis: Autonomy vs. Shame
and Doubt ( Toddlers, 2 to 3 years)
Psychosocial Crisis: Autonomy vs. Shame
and Doubt ( Toddlers, 2 to 3 years)
The child gains control over eliminative
functions and motor abilities, and begins
to explore his/her surroundings.
The child gains control over eliminative
functions and motor abilities, and begins
to explore his/her surroundings.
The child gains control over eliminative
functions and motor abilities, and begins
to explore his/her surroundings.
The child gains control over eliminative
functions and motor abilities, and begins
to explore his/her surroundings.
The child gains control over eliminative
functions and motor abilities, and begins
to explore his/her surroundings.
The parents still provide a strong base
of security from which the child can
venture out to assert his/her will.
The parents still provide a strong base
of security from which the child can
venture out to assert his/her will.
The parents still provide a strong base
of security from which the child can
venture out to assert his/her will.
The parents still provide a strong base
of security from which the child can
venture out to assert his/her will.
Patience and encouragement help foster
autonomy in the child.
Patience and encouragement help foster
autonomy in the child.
Patience and encouragement help foster
autonomy in the child.
Highly restrictive parents, however, are
more likely to instill in the child a
sense of doubt and reluctance to
Highly restrictive parents, however, are
more likely to instill in the child a
sense of doubt and reluctance to
Highly restrictive parents, however, are
more likely to instill in the child a
sense of doubt and reluctance to
Highly restrictive parents, however, are
more likely to instill in the child a
sense of doubt and reluctance to
attempt new challenges.
attempt new challenges.
attempt new challenges.

15. •
•
•
As they gain increased muscular coordination and mobility, toddlers become capable
of satisfying their own needs. They:
As they gain increased muscular coordination and mobility, toddlers become capable
of satisfying their own needs. They:
As they gain increased muscular coordination and mobility, toddlers become capable
of satisfying their own needs. They:
As they gain increased muscular coordination and mobility, toddlers become capable
of satisfying their own needs. They:
As they gain increased muscular coordination and mobility, toddlers become capable
of satisfying their own needs. They:
begin to feed themselves
begin to feed themselves
wash and dress themselves and
wash and dress themselves and
use the bathroom.
use the bathroom.
If caregivers encourage self-sufficient behavior, toddlers develop a sense of
autonomy- a sense of being able to handle many problems on their own.
If caregivers encourage self-sufficient behavior, toddlers develop a sense of
autonomy- a sense of being able to handle many problems on their own.
If caregivers encourage self-sufficient behavior, toddlers develop a sense of
autonomy- a sense of being able to handle many problems on their own.
If caregivers encourage self-sufficient behavior, toddlers develop a sense of
autonomy- a sense of being able to handle many problems on their own.
If caregivers encourage self-sufficient behavior, toddlers develop a sense of
autonomy- a sense of being able to handle many problems on their own.
However, if caregivers demand too much too soon, refuse to let children perform
tasks of which they are capable , or ridicule early attempts at self-sufficiency,
children may instead develop shame and doubt about their ability to handle problems
(en.wikipedia.org.wiki.Erikson’s-stages-of-psychosocial-development-)
However, if caregivers demand too much too soon, refuse to let children perform
tasks of which they are capable , or ridicule early attempts at self-sufficiency,
children may instead develop shame and doubt about their ability to handle problems
(en.wikipedia.org.wiki.Erikson’s-stages-of-psychosocial-development-)
However, if caregivers demand too much too soon, refuse to let children perform
tasks of which they are capable , or ridicule early attempts at self-sufficiency,
children may instead develop shame and doubt about their ability to handle problems
(en.wikipedia.org.wiki.Erikson’s-stages-of-psychosocial-development-)
However, if caregivers demand too much too soon, refuse to let children perform
tasks of which they are capable , or ridicule early attempts at self-sufficiency,
children may instead develop shame and doubt about their ability to handle problems
(en.wikipedia.org.wiki.Erikson’s-stages-of-psychosocial-development-)
However, if caregivers demand too much too soon, refuse to let children perform
tasks of which they are capable , or ridicule early attempts at self-sufficiency,
children may instead develop shame and doubt about their ability to handle problems
(en.wikipedia.org.wiki.Erikson’s-stages-of-psychosocial-development-)
However, if caregivers demand too much too soon, refuse to let children perform
tasks of which they are capable , or ridicule early attempts at self-sufficiency,
children may instead develop shame and doubt about their ability to handle problems
(en.wikipedia.org.wiki.Erikson’s-stages-of-psychosocial-development-)
However, if caregivers demand too much too soon, refuse to let children perform
tasks of which they are capable , or ridicule early attempts at self-sufficiency,
children may instead develop shame and doubt about their ability to handle problems
(en.wikipedia.org.wiki.Erikson’s-stages-of-psychosocial-development-)

16. 2. SOCIO-EMOTIONAL DEVELOPMENT
2. SOCIO-EMOTIONAL DEVELOPMENT
OF THE PRESCHOOLER
OF THE PRESCHOOLER
•
•
•
•
•
Socio-emotional development is crucial in
the preschool years. Children
Socio-emotional development is crucial in
the preschool years. Children
Socio-emotional development is crucial in
the preschool years. Children
learn about their ever widening
environment
learn about their ever widening
environment
learn about their ever widening
environment
discover new roles outside their home
and
discover new roles outside their home
and
discover new roles outside their home
and
assert themselves as they relate with
other people.
assert themselves as they relate with
other people.
assert themselves as they relate with
other people.
A lot of very important social skills they
will learn during the preschool years will
help them throughout life as adults and
even determine their social adjustments
and quality of relationships in adult life.
A lot of very important social skills they
will learn during the preschool years will
help them throughout life as adults and
even determine their social adjustments
and quality of relationships in adult life.
A lot of very important social skills they
will learn during the preschool years will
help them throughout life as adults and
even determine their social adjustments
and quality of relationships in adult life.
A lot of very important social skills they
will learn during the preschool years will
help them throughout life as adults and
even determine their social adjustments
and quality of relationships in adult life.
A lot of very important social skills they
will learn during the preschool years will
help them throughout life as adults and
even determine their social adjustments
and quality of relationships in adult life.
A lot of very important social skills they
will learn during the preschool years will
help them throughout life as adults and
even determine their social adjustments
and quality of relationships in adult life.
•
1.
2.
3.
Big Ideas on Preschooler’s Socio-emotional
Development
Big Ideas on Preschooler’s Socio-emotional
Development
Big Ideas on Preschooler’s Socio-emotional
Development
The development of initiative is crucial to the
preschooler.
The development of initiative is crucial to the
preschooler.
The development of initiative is crucial to the
preschooler.
A healthy self-concept is needed for
preschoolers to interact with others.
A healthy self-concept is needed for
preschoolers to interact with others.
A healthy self-concept is needed for
preschoolers to interact with others.
Environmental factors influence gender identity in
young children.
Environmental factors influence gender identity in
young children.
Environmental factors influence gender identity in
young children.
4. Preschoolers’ social development is shown through
the stages of play.
4. Preschoolers’ social development is shown through
the stages of play.
4. Preschoolers’ social development is shown through
the stages of play.
5. The care-giving styles of parents and teachers
affect the preschooler’s socio-emotional development.
5. The care-giving styles of parents and teachers
affect the preschooler’s socio-emotional development.
5. The care-giving styles of parents and teachers
affect the preschooler’s socio-emotional development.
6. Preschoolers are interested in building friendships.
6. Preschoolers are interested in building friendships.

17. •
•
•
•
•
•
Preschooler’s Initiative
Preschooler’s Initiative
Initiative vs. Guilt.
Initiative vs. Guilt.
Erikson believed that healthy preschoolers
develop initiative- the tendency to want to
take action and assert themselves.
Erikson believed that healthy preschoolers
develop initiative- the tendency to want to
take action and assert themselves.
Erikson believed that healthy preschoolers
develop initiative- the tendency to want to
take action and assert themselves.
Erikson believed that healthy preschoolers
develop initiative- the tendency to want to
take action and assert themselves.
Erikson believed that healthy preschoolers
develop initiative- the tendency to want to
take action and assert themselves.
They will yearn to create, invent, pretend,
take risks and engage in lively and
imaginative activities.
They will yearn to create, invent, pretend,
take risks and engage in lively and
imaginative activities.
They will yearn to create, invent, pretend,
take risks and engage in lively and
imaginative activities.
They will yearn to create, invent, pretend,
take risks and engage in lively and
imaginative activities.
When parents, teachers and other adults
support these attempts and provide a
stimulating environment, the preschooler’s
sense of initiative will grow.
When parents, teachers and other adults
support these attempts and provide a
stimulating environment, the preschooler’s
sense of initiative will grow.
When parents, teachers and other adults
support these attempts and provide a
stimulating environment, the preschooler’s
sense of initiative will grow.
When parents, teachers and other adults
support these attempts and provide a
stimulating environment, the preschooler’s
sense of initiative will grow.
When parents, teachers and other adults
support these attempts and provide a
stimulating environment, the preschooler’s
sense of initiative will grow.
When parents, teachers and other adults
support these attempts and provide a
stimulating environment, the preschooler’s
sense of initiative will grow.
When parents, teachers and other adults
support these attempts and provide a
stimulating environment, the preschooler’s
sense of initiative will grow.
On the other hand, if the adults show
overprotection, extreme restriction and
criticisms, the preschooler will develop
guilt.
On the other hand, if the adults show
overprotection, extreme restriction and
criticisms, the preschooler will develop
guilt.
On the other hand, if the adults show
overprotection, extreme restriction and
criticisms, the preschooler will develop
guilt.
On the other hand, if the adults show
overprotection, extreme restriction and
criticisms, the preschooler will develop
guilt.
On the other hand, if the adults show
overprotection, extreme restriction and
criticisms, the preschooler will develop
guilt.
On the other hand, if the adults show
overprotection, extreme restriction and
criticisms, the preschooler will develop
guilt.
•
•
•
A good amount of guilt helps in making
children take responsibility for their
behavior, excessive guilt hampers emotional
growth.
A good amount of guilt helps in making
children take responsibility for their
behavior, excessive guilt hampers emotional
growth.
A good amount of guilt helps in making
children take responsibility for their
behavior, excessive guilt hampers emotional
growth.
A good amount of guilt helps in making
children take responsibility for their
behavior, excessive guilt hampers emotional
growth.
A good amount of guilt helps in making
children take responsibility for their
behavior, excessive guilt hampers emotional
growth.
Preschoolers who are always punished and
criticized end up constructing a view of
themselves as being “salbahe,” (bad),
“bobo” (dumb) or even “walang kwenta”
(worthless). This is sad because childhood
years should be happy years.
Preschoolers who are always punished and
criticized end up constructing a view of
themselves as being “salbahe,” (bad),
“bobo” (dumb) or even “walang kwenta”
(worthless). This is sad because childhood
years should be happy years.
Preschoolers who are always punished and
criticized end up constructing a view of
themselves as being “salbahe,” (bad),
“bobo” (dumb) or even “walang kwenta”
(worthless). This is sad because childhood
years should be happy years.
Preschoolers who are always punished and
criticized end up constructing a view of
themselves as being “salbahe,” (bad),
“bobo” (dumb) or even “walang kwenta”
(worthless). This is sad because childhood
years should be happy years.
Preschoolers who are always punished and
criticized end up constructing a view of
themselves as being “salbahe,” (bad),
“bobo” (dumb) or even “walang kwenta”
(worthless). This is sad because childhood
years should be happy years.
Preschoolers who are always punished and
criticized end up constructing a view of
themselves as being “salbahe,” (bad),
“bobo” (dumb) or even “walang kwenta”
(worthless). This is sad because childhood
years should be happy years.
Preschoolers who are always punished and
criticized end up constructing a view of
themselves as being “salbahe,” (bad),
“bobo” (dumb) or even “walang kwenta”
(worthless). This is sad because childhood
years should be happy years.
The key thing is to apply “judicious
permissiveness”- setting realistic boundaries
that keep preschoolers safe and respectful
of self and others while allowing them to
explore, take risks, etc.
The key thing is to apply “judicious
permissiveness”- setting realistic boundaries
that keep preschoolers safe and respectful
of self and others while allowing them to
explore, take risks, etc.
The key thing is to apply “judicious
permissiveness”- setting realistic boundaries
that keep preschoolers safe and respectful
of self and others while allowing them to
explore, take risks, etc.
The key thing is to apply “judicious
permissiveness”- setting realistic boundaries
that keep preschoolers safe and respectful
of self and others while allowing them to
explore, take risks, etc.
The key thing is to apply “judicious
permissiveness”- setting realistic boundaries
that keep preschoolers safe and respectful
of self and others while allowing them to
explore, take risks, etc.
The key thing is to apply “judicious
permissiveness”- setting realistic boundaries
that keep preschoolers safe and respectful
of self and others while allowing them to
explore, take risks, etc.

18. •
•
•
•
Self-concept and the Preschooler
Self-concept and the Preschooler
Self-concept refers to the way
one sees himself, a general view
about one’s abilities, strengths
and weaknesses. “Kaya ko na!” (
I can do it!) can be heard from
a preschooler.
Self-concept refers to the way
one sees himself, a general view
about one’s abilities, strengths
and weaknesses. “Kaya ko na!” (
I can do it!) can be heard from
a preschooler.
Self-concept refers to the way
one sees himself, a general view
about one’s abilities, strengths
and weaknesses. “Kaya ko na!” (
I can do it!) can be heard from
a preschooler.
Self-concept refers to the way
one sees himself, a general view
about one’s abilities, strengths
and weaknesses. “Kaya ko na!” (
I can do it!) can be heard from
a preschooler.
Self-concept refers to the way
one sees himself, a general view
about one’s abilities, strengths
and weaknesses. “Kaya ko na!” (
I can do it!) can be heard from
a preschooler.
Self-concept refers to the way
one sees himself, a general view
about one’s abilities, strengths
and weaknesses. “Kaya ko na!” (
I can do it!) can be heard from
a preschooler.
Self-concept refers to the way
one sees himself, a general view
about one’s abilities, strengths
and weaknesses. “Kaya ko na!” (
I can do it!) can be heard from
a preschooler.
Self-concept refers to the way
one sees himself, a general view
about one’s abilities, strengths
and weaknesses. “Kaya ko na!” (
I can do it!) can be heard from
a preschooler.
Self-esteem-an important aspect
of self-concept refers to one’s
judgments about one’s worth.
Self-esteem-an important aspect
of self-concept refers to one’s
judgments about one’s worth.
Self-esteem-an important aspect
of self-concept refers to one’s
judgments about one’s worth.
Self-esteem-an important aspect
of self-concept refers to one’s
judgments about one’s worth.
Self-esteem-an important aspect
of self-concept refers to one’s
judgments about one’s worth.
Preschoolers need a lot of
patience and encouragement from
adults.
Preschoolers need a lot of
patience and encouragement from
adults.
Preschoolers need a lot of
patience and encouragement from
adults.
Preschoolers need a lot of
patience and encouragement from
adults.
•
•
•
•
•
Environmental Factors and Gender in the
Preschooler’s Socio-emotional Development
Environmental Factors and Gender in the
Preschooler’s Socio-emotional Development
Environmental Factors and Gender in the
Preschooler’s Socio-emotional Development
Preschoolers become capable of gender typing-
the process of forming gender roles, gender-
based preferences, and behaviors accepted by
society.
Preschoolers become capable of gender typing-
the process of forming gender roles, gender-
based preferences, and behaviors accepted by
society.
Preschoolers become capable of gender typing-
the process of forming gender roles, gender-
based preferences, and behaviors accepted by
society.
Preschoolers become capable of gender typing-
the process of forming gender roles, gender-
based preferences, and behaviors accepted by
society.
Preschoolers become capable of gender typing-
the process of forming gender roles, gender-
based preferences, and behaviors accepted by
society.
They form gender stereotypes, associating
things like toys, tools, games, clothes, jobs,
colors or behaviors as being “only for boys”
or “only for girls.”
They form gender stereotypes, associating
things like toys, tools, games, clothes, jobs,
colors or behaviors as being “only for boys”
or “only for girls.”
They form gender stereotypes, associating
things like toys, tools, games, clothes, jobs,
colors or behaviors as being “only for boys”
or “only for girls.”
They form gender stereotypes, associating
things like toys, tools, games, clothes, jobs,
colors or behaviors as being “only for boys”
or “only for girls.”
They form gender stereotypes, associating
things like toys, tools, games, clothes, jobs,
colors or behaviors as being “only for boys”
or “only for girls.”
Gender typing and gender identity are
influenced by environmental factors such as
the family, teachers, peers and the mass media.
Gender typing and gender identity are
influenced by environmental factors such as
the family, teachers, peers and the mass media.
Gender typing and gender identity are
influenced by environmental factors such as
the family, teachers, peers and the mass media.
Gender typing and gender identity are
influenced by environmental factors such as
the family, teachers, peers and the mass media.
Differences in parental expectation and
behaviors towards daughters and sons affect
gender typing and gender identity.
Differences in parental expectation and
behaviors towards daughters and sons affect
gender typing and gender identity.
Differences in parental expectation and
behaviors towards daughters and sons affect
gender typing and gender identity.
Differences in parental expectation and
behaviors towards daughters and sons affect
gender typing and gender identity.

19. •
More often, boys are expected to
show more emotional control and be
more competitive while girls are
expected to be warm , soft and
demure.
More often, boys are expected to
show more emotional control and be
more competitive while girls are
expected to be warm , soft and
demure.
More often, boys are expected to
show more emotional control and be
more competitive while girls are
expected to be warm , soft and
demure.
More often, boys are expected to
show more emotional control and be
more competitive while girls are
expected to be warm , soft and
demure.
More often, boys are expected to
show more emotional control and be
more competitive while girls are
expected to be warm , soft and
demure.
More often, boys are expected to
show more emotional control and be
more competitive while girls are
expected to be warm , soft and
demure.
Mass media and ICT which include
television, movies, the internet,
computer games also offer various
images of what it means to be a boy
or girl.
Mass media and ICT which include
television, movies, the internet,
computer games also offer various
images of what it means to be a boy
or girl.
Mass media and ICT which include
television, movies, the internet,
computer games also offer various
images of what it means to be a boy
or girl.
Mass media and ICT which include
television, movies, the internet,
computer games also offer various
images of what it means to be a boy
or girl.
Mass media and ICT which include
television, movies, the internet,
computer games also offer various
images of what it means to be a boy
or girl.
Mass media and ICT which include
television, movies, the internet,
computer games also offer various
images of what it means to be a boy
or girl.
Mass media and ICT which include
television, movies, the internet,
computer games also offer various
images of what it means to be a boy
or girl.
Mass media and ICT which include
television, movies, the internet,
computer games also offer various
images of what it means to be a boy
or girl.
Mass media and ICT which include
television, movies, the internet,
computer games also offer various
images of what it means to be a boy
or girl.
Mass media and ICT which include
television, movies, the internet,
computer games also offer various
images of what it means to be a boy
or girl.
Preschool teachers should think
thoroughly on how to present notions
of what boys and girls can do
especially in the discussion about
occupations or community helpers.
Preschool teachers should think
thoroughly on how to present notions
of what boys and girls can do
especially in the discussion about
occupations or community helpers.
Preschool teachers should think
thoroughly on how to present notions
of what boys and girls can do
especially in the discussion about
occupations or community helpers.
Preschool teachers should think
thoroughly on how to present notions
of what boys and girls can do
especially in the discussion about
occupations or community helpers.
Preschool teachers should think
thoroughly on how to present notions
of what boys and girls can do
especially in the discussion about
occupations or community helpers.
Preschool teachers should think
thoroughly on how to present notions
of what boys and girls can do
especially in the discussion about
occupations or community helpers.

20. •
•
•
Play is the main agenda of the
preschool years. Play has a social
dimension. As the preschooler
develops, social interaction with
playmates increases.
Play is the main agenda of the
preschool years. Play has a social
dimension. As the preschooler
develops, social interaction with
playmates increases.
Play is the main agenda of the
preschool years. Play has a social
dimension. As the preschooler
develops, social interaction with
playmates increases.
Play is the main agenda of the
preschool years. Play has a social
dimension. As the preschooler
develops, social interaction with
playmates increases.
Play is the main agenda of the
preschool years. Play has a social
dimension. As the preschooler
develops, social interaction with
playmates increases.
Play is the main agenda of the
preschool years. Play has a social
dimension. As the preschooler
develops, social interaction with
playmates increases.
Play is the main agenda of the
preschool years. Play has a social
dimension. As the preschooler
develops, social interaction with
playmates increases.
Mildred Parten’s stages of play
(Unoccupied, Onlooker, Solitary,
Parallel Associative and
Cooperative Play)
Mildred Parten’s stages of play
(Unoccupied, Onlooker, Solitary,
Parallel Associative and
Cooperative Play)
Mildred Parten’s stages of play
(Unoccupied, Onlooker, Solitary,
Parallel Associative and
Cooperative Play)
Mildred Parten’s stages of play
(Unoccupied, Onlooker, Solitary,
Parallel Associative and
Cooperative Play)
Mildred Parten’s stages of play
(Unoccupied, Onlooker, Solitary,
Parallel Associative and
Cooperative Play)
Friendships in preschool provide
stimulation, assistance,
companionship, social comparison
and affection (Kostelnik, 2010).
Friendships in preschool provide
stimulation, assistance,
companionship, social comparison
and affection (Kostelnik, 2010).
Friendships in preschool provide
stimulation, assistance,
companionship, social comparison
and affection (Kostelnik, 2010).
Friendships in preschool provide
stimulation, assistance,
companionship, social comparison
and affection (Kostelnik, 2010).
Friendships in preschool provide
stimulation, assistance,
companionship, social comparison
and affection (Kostelnik, 2010).
•
•
•
•
•
Through friendships,
preschoolers are able to
practice different social
roles like
Through friendships,
preschoolers are able to
practice different social
roles like
Through friendships,
preschoolers are able to
practice different social
roles like
Through friendships,
preschoolers are able to
practice different social
roles like
Through friendships,
preschoolers are able to
practice different social
roles like
being a leader
being a leader
a follower
a follower
someone who takes risks and
someone who takes risks and
someone who helps out and
comforts
someone who helps out and
comforts
someone who helps out and
comforts

21. •
•
•
•
•
•
Caregiving Styles (Marion, 2007). Caregivers refer to both parents
Caregiving Styles (Marion, 2007). Caregivers refer to both parents
Caregiving Styles (Marion, 2007). Caregivers refer to both parents
and teachers and even other adults that care for the child.
and teachers and even other adults that care for the child.
Responsiveness refers to caregiver behaviors that pertain to expression of
affection and communication. It refers to how warm, caring and respectful the
adult is to the child. Demandingness refers to the level of control and
expectations. This involves discipline and confrontation strategies.
Responsiveness refers to caregiver behaviors that pertain to expression of
affection and communication. It refers to how warm, caring and respectful the
adult is to the child. Demandingness refers to the level of control and
expectations. This involves discipline and confrontation strategies.
Responsiveness refers to caregiver behaviors that pertain to expression of
affection and communication. It refers to how warm, caring and respectful the
adult is to the child. Demandingness refers to the level of control and
expectations. This involves discipline and confrontation strategies.
Responsiveness refers to caregiver behaviors that pertain to expression of
affection and communication. It refers to how warm, caring and respectful the
adult is to the child. Demandingness refers to the level of control and
expectations. This involves discipline and confrontation strategies.
Responsiveness refers to caregiver behaviors that pertain to expression of
affection and communication. It refers to how warm, caring and respectful the
adult is to the child. Demandingness refers to the level of control and
expectations. This involves discipline and confrontation strategies.
Authoritative (high demandingness and high responsiveness)
Authoritative (high demandingness and high responsiveness)
Permissive (low demandingness, high responsiveness)
Permissive (low demandingness, high responsiveness)
Authoritarian (high demandingness, low responsiveness)
Authoritarian (high demandingness, low responsiveness)
Negligent (low demandingness, low responsiveness)
Negligent (low demandingness, low responsiveness)

22. 3. MIDDLE CHILDHOOD (THE PRIMARY SCHOOLER)
3. MIDDLE CHILDHOOD (THE PRIMARY SCHOOLER)
•
•
Industry vs. inferiority is the
psychosocial crisis that children have
to resolve in this stage.
Industry vs. inferiority is the
psychosocial crisis that children have
to resolve in this stage.
Industry vs. inferiority is the
psychosocial crisis that children have
to resolve in this stage.
Industry vs. inferiority is the
psychosocial crisis that children have
to resolve in this stage.
Industry refers to children’s
involvement in situations where long,
patient work is demanded of them,
while inferiority is the feeling created
when children get a feeling of failure
when they cannot finish or master
their school work.
Industry refers to children’s
involvement in situations where long,
patient work is demanded of them,
while inferiority is the feeling created
when children get a feeling of failure
when they cannot finish or master
their school work.
Industry refers to children’s
involvement in situations where long,
patient work is demanded of them,
while inferiority is the feeling created
when children get a feeling of failure
when they cannot finish or master
their school work.
Industry refers to children’s
involvement in situations where long,
patient work is demanded of them,
while inferiority is the feeling created
when children get a feeling of failure
when they cannot finish or master
their school work.
Industry refers to children’s
involvement in situations where long,
patient work is demanded of them,
while inferiority is the feeling created
when children get a feeling of failure
when they cannot finish or master
their school work.
Industry refers to children’s
involvement in situations where long,
patient work is demanded of them,
while inferiority is the feeling created
when children get a feeling of failure
when they cannot finish or master
their school work.
Industry refers to children’s
involvement in situations where long,
patient work is demanded of them,
while inferiority is the feeling created
when children get a feeling of failure
when they cannot finish or master
their school work.
Industry refers to children’s
involvement in situations where long,
patient work is demanded of them,
while inferiority is the feeling created
when children get a feeling of failure
when they cannot finish or master
their school work.
Industry refers to children’s
involvement in situations where long,
patient work is demanded of them,
while inferiority is the feeling created
when children get a feeling of failure
when they cannot finish or master
their school work.
Industry refers to children’s
involvement in situations where long,
patient work is demanded of them,
while inferiority is the feeling created
when children get a feeling of failure
when they cannot finish or master
their school work.
Industry refers to children’s
involvement in situations where long,
patient work is demanded of them,
while inferiority is the feeling created
when children get a feeling of failure
when they cannot finish or master
their school work.
•
•
•
Understanding the Self
Understanding the Self
One’s self-concept is the knowledge
about the self, such as the beliefs
regarding personality traits , physical
characteristics, abilities, values, goals,
and roles.
One’s self-concept is the knowledge
about the self, such as the beliefs
regarding personality traits , physical
characteristics, abilities, values, goals,
and roles.
One’s self-concept is the knowledge
about the self, such as the beliefs
regarding personality traits , physical
characteristics, abilities, values, goals,
and roles.
One’s self-concept is the knowledge
about the self, such as the beliefs
regarding personality traits , physical
characteristics, abilities, values, goals,
and roles.
One’s self-concept is the knowledge
about the self, such as the beliefs
regarding personality traits , physical
characteristics, abilities, values, goals,
and roles.
One’s self-concept is the knowledge
about the self, such as the beliefs
regarding personality traits , physical
characteristics, abilities, values, goals,
and roles.
It also involves a sense of belonging
and acceptance, a sense of good and
a sense of being capable of doing
good.
It also involves a sense of belonging
and acceptance, a sense of good and
a sense of being capable of doing
good.
It also involves a sense of belonging
and acceptance, a sense of good and
a sense of being capable of doing
good.
It also involves a sense of belonging
and acceptance, a sense of good and
a sense of being capable of doing
good.
It also involves a sense of belonging
and acceptance, a sense of good and
a sense of being capable of doing
good.

23. •
•
•
•
School Years
School Years
In the transition from pre-elementary
to primary school, children:
In the transition from pre-elementary
to primary school, children:
In the transition from pre-elementary
to primary school, children:
Tend to become self-confident
Tend to become self-confident
Are able to cope with social
interactions
Are able to cope with social
interactions
Are able to cope with social
interactions
Are aware of the needs and desires
of others. The issues of fairness
and equality become important to
them.
Are aware of the needs and desires
of others. The issues of fairness
and equality become important to
them.
Are aware of the needs and desires
of others. The issues of fairness
and equality become important to
them.
Are aware of the needs and desires
of others. The issues of fairness
and equality become important to
them.
Are aware of the needs and desires
of others. The issues of fairness
and equality become important to
them.
Characteristics like loyalty and
reliability are considered as well as
responsibility and kindness.
Characteristics like loyalty and
reliability are considered as well as
responsibility and kindness.
Characteristics like loyalty and
reliability are considered as well as
responsibility and kindness.
Characteristics like loyalty and
reliability are considered as well as
responsibility and kindness.
•
•
•
•
•
Building friendships
Building friendships
Making friends is a crucial but very
important part of children’s social and
emotional growth.
Making friends is a crucial but very
important part of children’s social and
emotional growth.
Making friends is a crucial but very
important part of children’s social and
emotional growth.
Making friends is a crucial but very
important part of children’s social and
emotional growth.
Primary school children prefer to belong
to a peer group (characterized by
belonging approximately to the same age
group) of the same gender.
Primary school children prefer to belong
to a peer group (characterized by
belonging approximately to the same age
group) of the same gender.
Primary school children prefer to belong
to a peer group (characterized by
belonging approximately to the same age
group) of the same gender.
Primary school children prefer to belong
to a peer group (characterized by
belonging approximately to the same age
group) of the same gender.
Primary school children prefer to belong
to a peer group (characterized by
belonging approximately to the same age
group) of the same gender.
Antisocial Behavior
Antisocial Behavior
Some adults may perceive that some
children’s behavior towards other
children are antisocial ( pulling,
poking, hitting, or kicking other
children when they are first
introduced).
Some adults may perceive that some
children’s behavior towards other
children are antisocial ( pulling,
poking, hitting, or kicking other
children when they are first
introduced).
Some adults may perceive that some
children’s behavior towards other
children are antisocial ( pulling,
poking, hitting, or kicking other
children when they are first
introduced).
Some adults may perceive that some
children’s behavior towards other
children are antisocial ( pulling,
poking, hitting, or kicking other
children when they are first
introduced).
Some adults may perceive that some
children’s behavior towards other
children are antisocial ( pulling,
poking, hitting, or kicking other
children when they are first
introduced).
Some adults may perceive that some
children’s behavior towards other
children are antisocial ( pulling,
poking, hitting, or kicking other
children when they are first
introduced).
Some adults may perceive that some
children’s behavior towards other
children are antisocial ( pulling,
poking, hitting, or kicking other
children when they are first
introduced).

24. •
•
•
•
•
•
•
•
•
Consider the following:
Consider the following:
Expose the children to kid-rich environments(playground, park)
Expose the children to kid-rich environments(playground, park)
Create a play group in your class
Create a play group in your class
When your children hit other children, remind them that their behavior hurts
others.
When your children hit other children, remind them that their behavior hurts
others.
When your children hit other children, remind them that their behavior hurts
others.
Coordinate with parents and other teachers so that the children will have
greater opportunity to interact with other children.
Coordinate with parents and other teachers so that the children will have
greater opportunity to interact with other children.
Coordinate with parents and other teachers so that the children will have
greater opportunity to interact with other children.
Self Control
Self Control
Once children reach school age, they:
Once children reach school age, they:
begin to take pride in their ability to do things and their capacity to exert
effort
begin to take pride in their ability to do things and their capacity to exert
effort
begin to take pride in their ability to do things and their capacity to exert
effort
like receiving positive feedback from their parents and teachers.
like receiving positive feedback from their parents and teachers.
Parents and teachers can encourage their mature, compassionate behaviors.
Parents and teachers can encourage their mature, compassionate behaviors.

25. 4. LATE CHILDHOOD (THE INTERMEDIATE
SCHOOLER)
4. LATE CHILDHOOD (THE INTERMEDIATE
SCHOOLER)
4. LATE CHILDHOOD (THE INTERMEDIATE
SCHOOLER)
• Children can now describe themselves with internal and psychological
characteristics and traits. They most likely employ more social
comparison-distinguishing themselves from others. In dealing with other
children, they show increase in perspective taking. It enables them to:
Children can now describe themselves with internal and psychological
characteristics and traits. They most likely employ more social
comparison-distinguishing themselves from others. In dealing with other
children, they show increase in perspective taking. It enables them to:
Children can now describe themselves with internal and psychological
characteristics and traits. They most likely employ more social
comparison-distinguishing themselves from others. In dealing with other
children, they show increase in perspective taking. It enables them to:
Children can now describe themselves with internal and psychological
characteristics and traits. They most likely employ more social
comparison-distinguishing themselves from others. In dealing with other
children, they show increase in perspective taking. It enables them to:
Children can now describe themselves with internal and psychological
characteristics and traits. They most likely employ more social
comparison-distinguishing themselves from others. In dealing with other
children, they show increase in perspective taking. It enables them to:
a. judge others’ intentions, purposes and actions
a. judge others’ intentions, purposes and actions
b. give importance to social attitudes and behaviors and
b. give importance to social attitudes and behaviors and
c. increase skepticism of others’ claims.
c. increase skepticism of others’ claims.

26. Emotional Development
improved emotional understanding
…that more than one emotion can be
experienced in a single experience.
Building Friendships
Children’s time spent in interaction
increases. For them, good peer
relationships are very important. The
approval and belongingness they receive
contribute to the stability and security
of their emotional development.
Rejected-infrequently
nominated as a bestfriend but
one who is also disliked by
peers
Controversial-frequently
nominated as a bestfriend
but at the same time is
disliked by peers
•
•
Emotional intelligence (EQ)
– involves the ability to monitor
feelings of oneself and others to
guide and motivate behavior.
4 Main Areas:
Developing emotional self-
awareness
Managing emotions (Self-control)
Reading emotions (perspective
taking)
Handling emotions (resolve
problems)
•
•
•
•
Peer size also increases and less
supervision by adults is required.
Children prefer to belong to same-sex
peer groups.
5 Types of Peer status:
Popular-frequently nominated as
bestfriend and rarely disliked by
peers
Average-receive an average number
of positive and negative nominations
from peers
Neglected-very seldom nominated as
bestfriend but is not really disliked
•
•
•
Family
Family support at this stage is
crucial. If children do not find a
supportive family when they find
their interest (e.g. in hobbies
like riding a bike or playing a
musical instrument) they can
easily get frustrated. A high
quality adult relationship,
specifically family relationships
enable them to successfully go
through this stage of
development.

27. •
•
•
•
Big Ideas
Big Ideas
During late childhood, a wide variety of biological, psychological
and social changes take place across the developmental domains.
During late childhood, a wide variety of biological, psychological
and social changes take place across the developmental domains.
During late childhood, a wide variety of biological, psychological
and social changes take place across the developmental domains.
Peers have an increasingly strong impact on development; peer
acceptance becomes very important to well being.
Peers have an increasingly strong impact on development; peer
acceptance becomes very important to well being.
Peers have an increasingly strong impact on development; peer
acceptance becomes very important to well being.
As children progress through late childhood, the family
environment remains extremely important, while the community
environment – including the school also becomes a significant
factor in shaping the child’s development.
As children progress through late childhood, the family
environment remains extremely important, while the community
environment – including the school also becomes a significant
factor in shaping the child’s development.
As children progress through late childhood, the family
environment remains extremely important, while the community
environment – including the school also becomes a significant
factor in shaping the child’s development.
As children progress through late childhood, the family
environment remains extremely important, while the community
environment – including the school also becomes a significant
factor in shaping the child’s development.
As children progress through late childhood, the family
environment remains extremely important, while the community
environment – including the school also becomes a significant
factor in shaping the child’s development.
• I
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28. 5. ADOLESCENCE (THE HIGH SCHOOL LEARNER)
5. ADOLESCENCE (THE HIGH SCHOOL LEARNER)
•
•
•
•
•
Human emotions. Generally,
Human emotions. Generally,
Human emotions. Generally,
emotions are commonly known as human feelings that are manifested by varied
conscious or unconscious moods. The unique patterns of emotions are:
emotions are commonly known as human feelings that are manifested by varied
conscious or unconscious moods. The unique patterns of emotions are:
emotions are commonly known as human feelings that are manifested by varied
conscious or unconscious moods. The unique patterns of emotions are:
i) event that is strong or important
i) event that is strong or important
ii) physiological changes in the heart pulse rate, brain activity, hormone
levels and body temperature
ii) physiological changes in the heart pulse rate, brain activity, hormone
levels and body temperature
ii) physiological changes in the heart pulse rate, brain activity, hormone
levels and body temperature
Iii) readiness for action often described as “fight or flight”
Iii) readiness for action often described as “fight or flight”
iv) dependence of the emotion on how the stimulus is appraised or
interpreted.
iv) dependence of the emotion on how the stimulus is appraised or
interpreted.
iv) dependence of the emotion on how the stimulus is appraised or
interpreted.

29. Positive and Negative
Emotions
Emotions function by focusing
attention, motivating and enabling the
individual to face a situation in life or
withdraw and run away from it.
Positive emotions like interest
and joy motivate the individual to
continue his/her behavior.
Negative emotions may cause
withdrawal from what may be
perceived as bad or dangerous.
Other scientists expanded the
list to include
Love
Pride
Hope
Gratitude
Compassion
Jealousy and
Anxiety
Social Emotions ( start to
emerge as early as toddler years,
15-24 months)
•
•
•
•
•
•
•
•
Emotions affect learning, since
learners pay more attention to things
with emotional significance.
Emotions can also organize recall…In
time, emotional competence can be
developed by the child and this means
he/she gains the ability to regulate
emotions and understand the emotions
of other people.
Girls are more skilled in
regulating emotions, but they are more
likely than boys to be anxious, and
twice as likely to be depressed.
Six Basic Emotions (Charles Darwin)
Interest
Joy/happiness
Sadness
Anger
Disgust and
Fear
•
•
•
•
•
•
Envy
Embarrassment
Shame
Guilt and
Pride
Observable emotions may not be
accurate, but they can be a problem
if not controlled.
•
•
•
•
•
Adolescents feel stress, usually from
relationships with parents, friends,
sweethearts, also from pressure of
school work.
An important lesson for teachers is:
Do not simply dismiss emotional
negativity as a normal phase, but
address the needs of teenagers who
are chronically unhappy or moody.

30. •
•
•
•
The adolescent and social media
The adolescent and social media
The adolescent and social media
The total media exposure of the whole populace of adolescents has
greatly increased.
The total media exposure of the whole populace of adolescents has
greatly increased.
The total media exposure of the whole populace of adolescents has
greatly increased.
Findings indicate that electronic communication negatively affects adolescents’
social development. As face-to-face communication is replaced, social skills
are impaired sometimes leading to unsafe interaction with those who use social
media to exploit others financially or sexually.
Findings indicate that electronic communication negatively affects adolescents’
social development. As face-to-face communication is replaced, social skills
are impaired sometimes leading to unsafe interaction with those who use social
media to exploit others financially or sexually.
Findings indicate that electronic communication negatively affects adolescents’
social development. As face-to-face communication is replaced, social skills
are impaired sometimes leading to unsafe interaction with those who use social
media to exploit others financially or sexually.
Findings indicate that electronic communication negatively affects adolescents’
social development. As face-to-face communication is replaced, social skills
are impaired sometimes leading to unsafe interaction with those who use social
media to exploit others financially or sexually.
Findings indicate that electronic communication negatively affects adolescents’
social development. As face-to-face communication is replaced, social skills
are impaired sometimes leading to unsafe interaction with those who use social
media to exploit others financially or sexually.
Girls are particularly vulnerable to online socializing, while boys socializing
in Internet cafes lower their academic work and achievement. Socially
insecure teens become victims rather than beneficiaries of the modern gadgets
innovations of the digital age.
Girls are particularly vulnerable to online socializing, while boys socializing
in Internet cafes lower their academic work and achievement. Socially
insecure teens become victims rather than beneficiaries of the modern gadgets
innovations of the digital age.
Girls are particularly vulnerable to online socializing, while boys socializing
in Internet cafes lower their academic work and achievement. Socially
insecure teens become victims rather than beneficiaries of the modern gadgets
innovations of the digital age.
Girls are particularly vulnerable to online socializing, while boys socializing
in Internet cafes lower their academic work and achievement. Socially
insecure teens become victims rather than beneficiaries of the modern gadgets
innovations of the digital age.
Girls are particularly vulnerable to online socializing, while boys socializing
in Internet cafes lower their academic work and achievement. Socially
insecure teens become victims rather than beneficiaries of the modern gadgets
innovations of the digital age.

31. •Implication to adolescent care education and parenting
Implication to adolescent care education and parenting
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.
Emotional skills influence the adolescent learners’ success in class
work. Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
Interventions by the teacher and the school can reduce learners’
emotional distress, while raising test scores and grades. The teacher
plays a most important role in promoting positive changes for the
adolescent. As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behavior while
promoting positive development among adolescents.

32. REFERENCES:
REFERENCES:
•
•
•
•
Corpuz, et al. (2018). The Child and Adolescent Learners and
Learning
Corpuz, et al. (2018). The Child and Adolescent Learners and
Learning
Corpuz, et al. (2018). The Child and Adolescent Learners and
Learning
Principles
Principles
freeimages.com/search/children-at-school
freeimages.com/search/children-at-school
https://helpmegrowmn.org>Articles>WhatSocialDev : Help MeGrow
MN
https://helpmegrowmn.org>Articles>WhatSocialDev : Help MeGrow
MN
https://helpmegrowmn.org>Articles>WhatSocialDev : Help MeGrow
MN

33. • Thank You!
Thank You!
Thank You!