This document discusses socio-emotional development and the roles of various social institutions. It defines socio-emotional development as the process of learning social skills and developing personality through social interactions. Key social institutions discussed include family, schools, religious institutions, and peer groups. The document also examines emotions, their functions, appearance during development, and how self-regulation of emotions develops from infancy through adolescence.

1. SUBJECT ED-802 PSYCHOLOGICAL PERSPECTIVE
& ISSUES IN EDUCATION
ASSIGNMENT TOPIC: SOCIO-EMOTIONAL DEVELOPMENT
SUBMITTED BY: MOHSAN NIZAMANI S/O MUKHTIAR AHMED
M.Phil. (Education), M/Edu/2k16/20
Submitted to: Dr. Prof: Iftikhar jafri

2. SOCIO-EMOTIONAL DEVELOPMENT
Definitions of Social Development
 Garrett: Socialization or social development is the process whereby the
biological individual is converted into a human person. "
 This definition is based upon the distinction between the term ‘individual and
person’. We cannot name each and everybody as person. The person always
possesses some personality. The personality is the product of social interaction
between him and his social environment. Socialization and social development
is the process of social interaction that helps the individual to attain essential
personality characteristics.
 Sorenson : “By social growth and development we mean increasing ability to get
along well with oneself and others. ”
 In this way Sorenson explains that during the process of social development
there is a progress in the social abilities or skills of an individual with these
increasing abilities he tries to bring improvement in the maintenance of social
relationships. He tries to mould his behavior and seek adjustment and
harmony with other.

3. Freedom and Showel: “ Social development is the process of learning to
conform to group standard mores and traditions and becoming imbued with a
sense of oneness, inter- communications and co-operation”
This definition lays stress on the following things:
Social development refers to the process by which a person acquires the
necessary knowledge, skills and dispositions that make him acceptable members
of his own group. Develops group loyalty and encourage mutual dependence,
co-operation and cohesiveness. It is the process which helps an individual to
behave in accordance with social traditions and mores and thus makes him able
to adjust in his social environment. In the light of all these views we can comes
to the conclusion that social development is a process. Which begins with the
infant's first contact with other people and continues throughout life. It is the
net result of his constant interaction with his social environment. It helps in
learning and acquiring various social qualities and characteristics. With the
result of such learning the individual becomes adjusted to his social
environment and can maintain proper social relationships. Regarding social
aspect of development of child major role always be Social Institutions, Culture
and Peer groups.

4. Definition of Social Institutions
Horton & Hunt: Social institutions is organized system of social relationships
which embodies common values, common procedures to meet some basic needs.
Functions of Social Institutions:
•Fulfillment of Basic Needs: The primary function of social institutions is to
fulfill basic human needs. Different social institutions exist for different human
needs, as for instance, religious institutions exist to meet spiritual and moral
needs, political institutions peace and progress, and familial institutions
production and socialization of individual.
•Socialization: Formation of Individual Personality: Without the help of
social institutions, no one in society can be socialized. These institutions set a
pattern of individual’s behavior in society. It is through socialization that he
acquires K self and personality. He learns language, and gain experience by
working, living in and following institutions. In nutshell, one develops his
personality with the help of family where learns ^ language and grows up and
in the schools where he acquires knowledge. Thus, The institutions are real
designers of human personality.

5. FAMILY: AS A BASIC SOCIAL HUMAN INSTITUTION
Bartrand Russell ‘The Family” is the most ancient of human institutions. It is
older than government, older than property, older even than man. It is bound up with all
our strongest instincts. It is both a universal and a flexible social institution which exists
in different forms in all known human societies. Whatever form its system takes it
remains “a family” in a sense of serving basic needs of individual in a society - of care,
love, protection, security, training - and it serves to sustain the basic structure of society,
in that it helps to perpetuate its culture, its values and its traditions.
The word “family’’ has been taken from the Roman word “famulus” meaning “a
servant”. In Roman law the word denoted the group of producers and slaves and other
servants as well as members connected by common descent or marriage. The
sociologists have variously defined it.
“An indispensable seedbed of love, affection and culture which enjoys a very
fundamental position in cultivation and maintaining human characteristic of sociality
or sociability”. (Aristotle)

6. •Preservation of Socio-Cultural Heritage: The social institutions are the
guardians of socio-cultural H heritage. They not only preserve it but also transmit it to
coming generation. For example, a child born in Muslim family would be a Muslim, in
Hindu family a Hindu and so on. Every child follows the beliefs, values, traditions and
ways of behavior of his forefathers. He speaks the language of his parents. It is how a
family or social institutions preserves and transmits socio- cultured heritage to progeny.
•Establishing Social Control: The ultimate function of a social institution is to establish
social control which is essential for social order. Institutions lay great stress upon
meticulous compliance of the behavior and laws of society. As for example, the
governments, the judiciary, police etc. aim at establishing social order in society.
Though these are formal agencies of social control, yet the institutions cover its
agencies too. As for its example, a family ensures control on its members through
ridicule, laughter, criticism etc. which it applies on its members. In our society such
method of control is common as for example, a woman without proper viel in villages
will have to face criticism and opposition.

7. TYPES OF FAMILY INSTITUTION
BY SIZE AND STRUCTURE
•Conjugal or Nuclear Family: This family is based upon the marital relationship. It is mostly referred as the
nuclear family. It means a married couple and their unmarried children living together is called nuclear
family. This is also called the elementary family by Radcliff Brown. Husband and wife make core in this
family. We may call it the simple family which impacts on child Psychology. In Pakistani society nuclear
family is very popular specially in urban areas. In Western societies of U.S.A. and Europe this is the most
popular type of family.
•Consanguine Family: This family is founded upon blood relationship of a large number of kins
relationship. The consanguine family is an extended clan of blood relatives together with their mates and
children. This family is based on biological relations. It is the family of blood relatives and is the main basis
of kinship. It is the group of brothers and sisters along with their children loving together. Examples of such
family are also found in Pakistani society. In Pakistani society, unmarried brothers and sisters live together
with parents. It means uncle and aunt also live together within the nuclear family. It is a group of kinsmen
large in number. Practically such large families are found today in Pakistani society where father is strongly
dominant.
Extended Family: After marriage two or more siblings (brothers and sisters) may live together with
their parents. The patrilineal extended family is composed of the parents, their sons and the son's
wives and children. This type of family is very popular in Pakistani society. Almost all the sons after
marriage live with parents till one or more children are born to them. In rural areas, specially this
family is very popular. The matrilineal extended family in which the parents live with their daughters
and daughter's husbands and children. Such families are rare in Pakistani society and such
husbands are usually called 'ghar-jawai'.

8. BY MARRIAGE
•Exogamy: The partner is chosen from outside a defined group. It means
members of the same lineage, may not marry. Marriage out of kinsmen is exogamy.
Such marriage may be called as out of Biradri. In Pakistani society, a large number of
families living in urban areas are exogamous. The educated and economically advanced
families prefer mate selection free from the bonds of kinship. The traditional families
claiming high ancestral status stick to marriage within their relatives.
•Endogamy: In this marriage, the partners belong to the same group. Both of
them having the same religion, same caste, same Biradri and the same family lineage.
Such marriage may be called 'within Biradri'. In our society, the rural people stick to
this type and in urban areas this system is practised as well as the exogamous system.
BY RESIDENCE
•Patrilocal: The husband and wife live with the parents of the husband; In our
society, most of the families are Patrilocal.
•Matrilocal: The husband and wife live with the parents of wife. In our society, some
examples of this family are available.
•Neolocal: The husband and wife live separately in an independent house. In
Western societies, almost all the new marriages found this type of family. In our society,
this form is growing popular, specially in urban areas.

9. BY AUTHORITY
•Patriarchal: According to power and authority, the family is called patriarchal in
which father is dominant in all its affairs. Most of our families are of this type.
•Matriarchal: In this family the mother is dominant. Some families where father is
absent by death or separation Or where the mother is dominant this family is found in
our society.
BY CLAN OR ANCESTRY
•Patrilineal: According to lines of descent, the relation is traced in father and
grandfather line in this family. It means through father the lineage is determined. All the
families of Pakistan are Patrilineal.
•Matrilineal: The ancestral relationship in this family is determined through
mother. This system is not found in our society.
•Bilineal: Where the relationship k traced through both the father and the
mother. All Arab societies are of this type where son shows line of his father and the
daughter of her mother.

10. EDUCATIONAL INSTITUTIONS
Samuel Koenig: "Education may also be defined as the process whereby the social heritage
of a group is passed on from one generation to another as well as the process where by the child
becomes socialized i.e., learns the rules of behaviour of the group into which he is bom.“
FJ. Brown & J.S. Roucek: “Education is the sum total of the experience which moulds the
attitudes and determines the conduct of both the child and adult”.
James Walton in Encyclopedia Britannica: “Education consists in an attempt on the part of
the adult members of human society to shape the development of the coming generation with its
own ideals of life.” Major educational institutions are school, colleges, universities, technical
college & universities, medical colleges and related examining boards and universities.
AIMS OF EDUCATION
There are three basic aims of education which were put up by Socrates in-fifth century B.C
These views shaped the classic Greek view of knowledge and education:
1-Education is the development of the power to think and not the acquisition of information.
2-Education is a search for 'virtue' and truth rather than technical proficiency.
3.Education looks to lasting truths based on reason, not to mere opinion or to practical
Knowledge.
Besides these aims, John Dewey added that education is the reconstruction of experience.
These aims can be attained through educational institutions.

11. TYPES OF EDUCATION
•Formal Education: It is taken from school, colleges, universities and other formal educational institutions.
•Informal Education: It is taken from family, community and society with no hard and fast rules and
regulations.
FUNCTIONS OF EDUCATION
The following are the major functions of education in Pakistani society:
1. Cultural Transmission: The system of education transmits our cultural values to the next
generation. During education, the teacher while teaching learns the socio-cultural norms himself.
He himself is socialized first in the cultural ways of life. While teaching he adds his own
experiences in the knowledge what he received from his parents and teachers. He does not
transmit the same without change. By adding his experiences he makes knowledge up-to date and
according to the requirement of society. He by transmitting the new knowledge educates the new
generation and thus bring social change, It means teaching and transmitting change the teacher,
the methods, the matter of education and those who receive education. The ways of life of our
ancestors are handed down to coming generations through education. The most important
example in this case is the learning of science which is being transmitted to next generation with
changes after research.

12. •2. Social Integration: Education creates social organization in society by harmonizing
the attitudes, ideas, habits, customs, emotions and sentiments of the people. It develops
homogeneity by developing general laws of social life. Different social groups are
organized together on the cooperation of common principles found in education. In this
way, education integrates different groups of people into an organized unit. It further
paves the way for national integration.
•3. Future Occupation: Education directs towards selection of future occupation. It is a
guideline of social life. It provides methods to acquire information on various aspects of
life. The individual by this information selects his profession as the most suitable for
him.
•4. Techniques of Learning Skills: Education enables man to learn the techniques of
the profession he has adopted. Education provides facilities for one who wants to study
medical, engineering or legal knowledge. It is a weapon by which an individual can
gather the technical skills of his profession.

13. •5. Socialization: Education it self is a process of socialization. It changes those who
receive education. It develops personality traits among the students.
•6. Rational Thinking: It makes man to think rationally. He can see the cause of an
event and understand the situation clearly. It makes man an independent individual in
society.
•7. Personal Adjustment: By education an individual makes personal adjustment with
the environment in which he lives. He can very easily adjust himself in the social group
of his community.
•8. Family Living: Education trains man how to live in family. He knows the status of
the members of his family and fits himself with them by his roles. Marriage, marital
roles, children and the roles of father all get into his knowledge and he lives a
successful life.

14. • 9. Patriotism: Patriotism develops through education in the young generation. The
children recognize themselves and their duties toward nation.
• 10. Character Building: The major function of education is to build character
among the students. They learn the social and cultural values and become useful
members of society. The character is morality which is transmitted through education.
Accept Family and Educational institutions these institutions also impacts of
socio emotional development of the child i.e Religious institutions, Economic
institutions, Recreational institutions and Political institutions as well.

15. Emotions
Emotions are physiological and cognitive processes that involve rapid appraisal of
situations that have personal significance; they energize behavior and prepare individual
for action and come with facial expressions
Emotional development
Emotional development is the emergence of a child's experience, expression,
understanding, and regulation of emotions from birth through late adolescence. It also
comprises how growth and changes in these processes concerning emotions occur.
Emotions involve a combination of feelings and impulses physical a physiological
reactions. The emotional surges can be either constructive or disruptive. There are three
general features of emotional development:
•There is differentiation in emotional responses from a sort of general excitement
Bridges found general agitation and excitement in the infant. He noticed that this
general excitement entailing the whole body develops into feelings of distress and
delight by six months and jealousy by twelve months. Delight develops into
elation, affection by twelve months and joy by twenty-four months.

16. •The effective stimuli tend to evoke a specific emotional change from direct
tangible and concrete in childhood to indirect signs and symbols in adulthood. For
example, the idea of an atomic war keeps many an adult on tenter hooks. An old
person may gladden his heart by the memory of his past successes. The process by
which the .number of affective stimuli increases or they become complex, indirect
and symbolic is due to learning maturation manipulation, language and reasoning.
•It is the decline in immediate, overt and explosive expression of emotions. As the
child grows older, his emotional expression becomes more subtle, subdued,
distinguished, delayed and complex. For example, a person may just use wit,
humor; irony or satire to show, his anger, jealousy and hostility.

17. Functions of Emotions
1. Cognition:
• Lead to learning • Essential for survival • Can impair learning
2. Social:
• Affect behavior of others • Regulate one’s own behavior
3. Health:
• Influence well-being, growth • Stress related to diseases
Appearance of Emotions
Happiness
• Smile (exists from birth) • Social smile (6-10 weeks) • Laugh (3-4 months)
Anger
• General distress (from birth) • Anger (4-6 months)
Sadness
• Less common than anger
• Often a response to a disruption in caregiver-infant communication
Fear
• First fear (6-12 months) • Stranger anxiety (8-12 months)

18. Development of Emotional Self-Regulation
Infancy
• Develops over first year when brain develops • Caregivers important
Early Childhood
• Learn strategies for self-regulation • Personality affects ability • Fears common
Middle Childhood-Adolescence
• Rapid gains • Fears shaped by culture • Coping skills lead to emotional self-efficacy
Agencies of Socio-Emotional Development
Family
The family is the earliest and without question the most influential agent of social and
emotional development. It grabs the child at birth, when the child is most helpless and dependent,
and doesn't let go for a whole lifetime. Socialization via the family goes from cradle to grave.
What makes socialization in the family so important and influential?
Language abilities (learning to talk)
Body control (e.g., toilet training)
Emotional control (e.g., "don't hit your sister")
Rules of public conduct (e.g., "don't throw food")
Moral values (e.g., "lying is a sin")

19. School
Traditionally around seven years old the child enters the school system in the first
grade. Today the process often starts earlier in Kindergarten or day care.
Socialization takes three forms in school:
Official curriculum
What the school system and its teachers announce
as their content and goal. It includes the knowledge & skills learned in English, math,
history, etc. The school is the official place where our society transmits it accumulated
knowledge and skills from one generation to next. It's also the place where we officially
pass on our cultural values, tradition, and heritage, at least the "official" heritage This
curriculum often reinforces but what was learned in the family but it can also challenge
family socialization (e.g., teaching values of tolerance to a child from a racist family).

20. Social curriculum
This is learning social behavior appropriate for peer groups that are not friendship groups,
which then become the model for secondary group interactions. Many of the skills learned in peer
groups are transferable but now the child learns to communicate, negotiate, dominate, etc. with
peers outside of their immediate social circle, often from diverse social backgrounds. In many
ways this social curriculum reinforces and deepens gender role socialization started in the family
and continued in the peer group. By middle school and high school, teens have largely learned
the social curriculum. It is replaced more and more by peer social interaction in the hallways, in
the parking lot, under the bleachers etc. and broadens away from general group interaction to
interaction in sexualized situations. In addition, much adolescence is introduced to the social
curriculum through organized sports.
Hidden curriculum
This is learning the rules of behavior need to function in formally organized groups. It
includes such behavior maxims as:
•Don't talk when the teacher is talking
• Get your assignments in on time
• Not all teachers have the same rules for their class
• When a teacher tells another student to stop talking, it is not a good idea to start talking to your
neighbor since the teacher has already expressed disapproval of that action.

21. Peer Groups
Peers are people of roughly the same age (same stage of
development and maturity), similar social identity and close social proximity. They're
friends, buddies, pals, troops etc. Typically, children encounter peer group influence
around age three or so. Usually these are neighbors, family members, or day care mates.
With peers, the child begins to broaden his or her circle of influence to people outside
of the immediate family. Often peer interaction in the earliest years is closely
supervised by parents so it tends to parallel and reinforce what is learned in the family.
What is added to socialization, even in these closely supervised situations, are social
skills in group situation with social equals, before this time children basically dealt with
people in a superior position.

22. Mass Media
It includes Television, Radio, Movies, Music, Internet, Books and Magazines etc somewhere
around the age of two or three, children in our society first encounter the media as an agent of
social and moral development in the form of TV. Socialization comes through from children's
shows, cartoons and most especially commercials. Socialization comes through the characters,
images, words, and narrative story lines. Some media specifically acts to be an agent of
socialization (e.g., children's programs such as Sesame Street) but most only strive to be
entertainment. Today the media seriously challenges the family. Children spend as much or more
time in front of the TV as interacting with parents. Messages and values carried by the media are
powerful and seductive. Many of those messages and values challenge or directly contradict what
parent's teach their children. Media influence continues and strengthens in adolescence based on
a merger of teen subculture, pop culture (music & movies), and corporate marketing. Sports,
increasingly a branch of marketing, become especially influential for teenage boys. The internet
(web pages, e-mail, chat rooms) have emerged as another media source important to teens, again
especially boys the power of the media declines in adult years but still remains strong. Pop
culture continues strong but loses its subculture support. Sports and the internet continue as
agents of socialization, especially for males. News (both TV and print) emerge as new agent of
socialization in the adult years.
Other Agencies of Socio-emotional are
Religion, Work Place, The State, Military