SOCIO-EMOTIONAL DEVELOPMENT

IN CHILDREN

SEMESTER 2, 2017/18
 Socio-emotional Development
2
Social Development
Child relationship with other people

Social Skill development

Socialization Process

Emotional Development
Child ability to regulate and control emotions and to form secure
relationships.
Why important ?
it provides a foundation for social development, empathy towards
others and the resolution of conflicts without physical aggression.
Without it - children will be at risk of forming unhealthy attachment,
experience peer group rejection and suffers from mental illness.
 What is Social Development?
3
The process of learning the skills & attitude of
living in a community that can assist children
(people) to live in peace, ie. The ability to
adapt - starts immediately as soon as a
child interact with other people around them.
Early interaction starts the bonding process between
baby & parents an important base for positive social
& emotional development.
 What is Social Development?
Social Skills
Able to understand other
people feelings
Ability to meet, mix and
communicate with others.
Ability to share, take turns
and obey rules
Ability to behave in an
accepted way (by the society).
A child also must know
(learn) social skills Proper
table manners, hygiene,
cleanliness, wearing proper
clothes, washing hands before
eating, comb hair, etc -
Socialization process
A process where children learn how
to interact/communicate with
others in an accepted way.
Every community have a set of
accepted behavior :-
Each member must follow
the values/regulations set by
their society in order to be
accepted.
Aim of socialization process
To assist and guide children
so that they are able to make
social adaptation according
to the community
expectations (when they grow
older).
 What is Emotion?
From a Greek word "emovere" - meaning to go out".
Emotion is. 5
a response showed towards a particular object, situation, or
individual - in reaction to a particular stimulus.
The emotional responses displayed (feelings) showed what
one is feeling at that time.
The presence of emotions involves feelings, instinct,
physiological responses and stated feelings (related behavior).
Emotions guide and regulate behavior.
Emotion is very important to children:
Emotions add happiness/enjoyment to children, ie. a
driving force for child behavior and action.
Emotions influence their perceptions and behavior
towards others and their environment.
Emotions will determine their action and types of
adjustment made.
 Emotional Development

Child emotional development depend very much on

their parents (or carer/baby sitter) wellbeing.
Many research found that motherss emotion during
pregnancy can influence babys (fetus) emotion in their
mums womb.
A child of a severly depress mother (during pre natal period)
will show sadness symptom, cries a lot & feels the world is not
a secured place for them (Thompson, 1970 dalam Jas Laile Suzana,
1996).
Fetus in womb will show a sudden hightened activities when
their mum is suffering from emotional stress (Santog, 1994)
Thus, to ensure that a child in the uterus is happy
and emotionally stable, control and monitor mothers
emotion, ie. always in a happy and stable condition.
 Functions of emotions
7

Survival
Communication mediator
Social moderator
Source of motivational behavior
Source of sadness and happiness
 3 Things that can influence a child
emotions:
8
1. No self control
Convey their emotions in a hurried manner &
express their emotions without control
2. Not matured
No experience, do not understand about culture
or social values that emphasize on the importance
of contol pengawalan emosi.
3. Short attention span
Their attention can be easily shifted to other
things which to them are more interesting within
a very short time.
Socio-emotional development in
Infant & Toddlers
9

(0-2 yrs old)

An Infant Emotions Can Be Categorized As:

Discreet Emotion 10
Emotions that can be observed on ones facial expression
(mimik wajah) e.g. happiness, fear, sad, anger, surprise
Across every culture, infants show similar facial expressions
relating to basic emotions.
Self-awareness Emotion
The development of SELF. The roots of self-awareness i.e.
the knowledge of self, begin to grow around 12 months.
Empathy Emotion
Ability to understand and feel what others are
feeling/experiencing ie. ability to imagine what someone else
might be thinking or feeling.
 Discreet Emotions Development Stages
Newborn - Discreet emotions is displayed through body gestures or
facial expressions (cry when hungry)
11 . Their emotions is an arousal
related to comfortable or uncomfortable feelings.
Before 3 months - response towards a certain arousal such as
uncomfortable feelings hunger/wet
3 mths - happy/content (smile at parents/ baby sitter), sad, angry,
surprise/shock) penjaga), duka, marah, terkejut, sedih.
6 mth - From sad develops into fear, disgusting, anger.
12 mth - From like develops into happiness (towards certain stimulus)
and love.
18 mth
From sad develop into jealousy,
From love able to distinguish love towards adult/ other children
24 mth
From Joy develops into happiness
Able to state their emotions, eg throw things when angry.
2-4 yrs
Beginning of fear timbul pelbagai perasaan takut
 Self Awareness Emotion
(The Development of SELF)
12

18-36 months old:

Startingto show the following emotions
ashame/shy, proud, jealous, guilty
Embarrass & guilty when scolded especially by
parents/ carer
Feel proud when someone say good things about
them.
Jealousy towards other people.
 Development of Empathy Emotion
Children understand and
13
response to the
empathy emotions:
Like to share & help others when they see
other children are sad.
Depend on their intelectual dan language
development (cognitive)
Is supported by their personality and social
experience.
 Emotions is the basis for the social
development : Socio-emotional Dev
14

Emotion plays a significant role in children social and

personality development.
Children with good or strong emotional bonding
with their parents potential to have a positive and
efective social and emotional development.
Further Understanding of Childrens
Social-emotion
15

Situations that showed children have already

developed their socio-emotion:
Social Referencing

Anxiety

Stranger anxiety
Separation anxiety
Attachment
 Social Referencing
(Feeling What Others Feel)
16
Social Referencing (Rujukan Sosial)
is the intentional search for
information to help explain the
meaning of uncertain circumstances
and events (through modeling others,
mimicking expressions)
First occurs in infants at about 8-9
months.
Infants make particular use of facial
expressions in their social referencing.
Social referencing is most likely to occur
in uncertain and ambiguous situations.
 Stranger Anxiety & SeparationAnxiety
17

STRANGER ANXIETY
the caution and wariness displayed by infants when encountering
an unfamiliar person.
Appears in in the second half of the first year.
Infants with more experience with strangers tend to show
less anxiety.
The same cognitive advances that allow infants to respond so
positively to those with whom they are familiar also means they are
able to recognize people who are unfamiliar.
 Stranger Anxiety & SeparationAnxiety
18.
SEPARATION ANXIETY
is the distress displayed by infants when a
customary care provider departs
Starts slightly later than stranger anxiety
Usually begins about 8 or 9 months and peaks at
14 months
Largely attributable to the same cognitive skills as
stranger anxiety.
 Socio-emotional Development:
Stranger & Separation Anxiety
19

Both stranger & separation

anxiety represent important
social progress!
They reflect cognitive advances in the
infant,
Growing emotional and social bonds
 Personality Development And Uniqueness
Erik Erikson's Theory Of Psychosocial Development
20

This theory suggests that developmental change occurs throughout

the life span in 8 series of stages begin with infancy and ending
with old age. Each stage is named for the particular psychosocial
crisis/challenge a person must resolve before moving to next stage:
1. Trust Vs Mistrust (0-1 yr)
2. Autonomy Vs Shame (1-2 yrs)
3. Initiative Vs Guilt (3-6 yrs)
4. Industry Vs Inferiority (6-12)
5. Identity Vs Identity Diffusion/Role Confusion (12-19)
6. Intimacy Vs Isolation (19-25)
7. Generativity Vs Self-Absorption (25-50s)
8. Integrity Vs Despair (60 & above)
 Eriksons Psychosocial stages
Late Adulthood (60 above) Integrity vs Despair

Middle Adulthood (40s-50s) Generativity vs Stagnation

Young Adulthood (20 -30s) Intimacy vs Isolation

Adolescent (12-19) Identity vs Role Confusion

Middle childhood (6-11) Industry vs Inferiority

Early Childhood (3-5) Initiative vs Guilt

Toddler (1-2) Autonomy vs Shame/doubt

Infancy (0-1) Trust vs Distrust

Eriksons Theory Of Psychosocial Development
According to Erikson - personality
22 is largely shaped by
infant's experiences

Trust Vs Mistrust - Infancy Stage (birth - 18 months)

Infants develop a sense of trust or mistrust, largely
depending on how well their needs are met by their
caretakers.
Autonomy vs Shame & Doubt (18 months - 3 years)

Toddlers develop either independence and autonomy (if they

are allowed the freedom to explore) or shame and doubt (if
they are restricted and overprotected).
23
Socio Emotional Development
24

Attachment
What is attachment?
 Attachment
The most important form of social development that occurs
during infancy is Attachment, 25 ie. the positive emotional
bond that develops between a child and a particular
individual.
According to Bowlby (1969)
Attachment is a strong emotional bonding (loving
relationship) between individual with another person
Attachment is based on infant's needs for safety and security
(especially from the mother)
Attachment is very important because it can influence a
person future (success/failure) , inline with their cognitive,
social and emotional development.
Having a strong, firm attachment provides a safe base from
which the child can gain independence.
Types of Attachment Behavior

26
Attachment
To understand attachment, ealier researchers
studied bonds between parents 27 & children in the
animal kingdom
Lorenz studied imprinting in animals, the rapid,
innate learning that takes place during a critical
period and involves attachment to the first
moving object observed. (experiment on geese).
In child development imprinting refers to the
process by which a baby learns who its mother
and father are. Beginning in the womb, when the
unborn baby starts to recognize its parents'
voices.
Freud suggested that attachment grew out of a
mother's ability to satisfy a child's oral needs.
 Attachment: Harlow Research
Harlow Research Baby &28mumy
monkey
Mum A covered with wire,
produce food (milk)
Mum B covered with terry cloth

Findings:-
In spite of the fact that the wire
monkey provided food, the infant
monkeys preferred clinging to the
warm, terry cloth monkey.
WHY???????

Harlow showed, with monkeys, that

food alone is insufficient to bring
about attachment.
 ATTACHMENT:
THE STRANGE SITUATION STUDY
29

Based on Bowlby's work, Mary Ainsworth

developed the AINSWORTH STRANGE
SITUATION, a sequence of 8 staged
episodes that illustrate the strength of
attachment between a child and (typically)
his or her mother.
 The 8 staged episodes of the
AINSWORTH STRANGE SITUATION
30

1. Mother & baby enter an unfamiliar room

2. Mother sits, letting baby explore
3. Adult stranger enters room can
converses with mom and then baby
4. Mother exits the room, leaving baby with
stranger
5. Mom returns; greets and comforts baby
and stranger leaves
6. Mom departs leaving baby alone
7. Stranger returns
8. Mother returns and stranger leaves
 Types Of Attachment Based On The Strange
Situation .
31

Infants reactions to the strange situation depending on the

nature of attachment with mother

a) 2/3 are SECURELY ATTACHED CHILDREN, who use

mother as a safe base, at ease as long as she is present,
exploring when they can see her, upset when she leaves, and
go to her when she returns.

b) 20 % are labeled AVOIDANT CHILDREN who do not seek

proximity to the mother; after she leaves they seem to
avoid her when she returns as if they are angered by her
behavior.
Types Of Attachment Based On The Strange
Situation
32
.

About 12 % are AMBIVALENT CHILDREN who display

a combination of positive and negative reactions
to their mothers; they show great distress when the
mother leaves, but upon her return they may
simultaneously seek close contact but also hit and
kick her.

A more recent expansion of Ainsworth's work suggests a

fourth category: DISORGANIZED-DISORIENTED
CHILDREN who show inconsistent, often
contradictory behavior, such as approaching the
mother when she returns but not looking at her; they
may be the least securely attached children of all.
Findings
33
34
Factors that Affect Attachment Security
35
Opportunity for attachment parents too
busy
Quality of care giving (negative/
positive)
Infant characteristics - temperament/
illness
Family circumstances poverty/ wealthy
Parents internal working models
parents personality
Socio-emotional Development
36

PRESCHOOL YEARS
 Attachment and Later Development
WHY IS ATTACHMENT IMPORTANT?
37

Secure attachment related to positive

outcomes in:
Preschool

Middle childhood

Continuity of caregiving may link infant

attachment and later development.
WHY IS ATTACHMENT IMPORTANT?
38
 Personality Development: Preschool Stage
According to Eriksons preschoolers
39 have already passed
through a couple of Developmental stages, & to pass through
the stages, a conflict/crisis must be resolved at each stage.
Preschoolers experience the Initiative vs Guilt stage the
period during which children experience conflict between
independence of action & sometimes negative results of that
action.
 3rd stage: The Initiative Vs Guilt Stage
40
Important Event(s): Exploration, Play
Child begin to assert power & control over the world
through play and other social interaction.
They need to take initiative through planning activities,
accomplishing tasks and facing challenges.
Thus it is important for caregivers to encourage
exploration & to help children make appropriate choices.
Caregivers who are discouraging or dismissive may cause
children to feel ashamed of themselves and to become
overly dependent upon the help of others.
 Self Concept in the School Years:
Thinking About the Self
41
During the preschool period, children wonder about
the nature of self
Major Question: Am I good or bad?
Children have their sense of initiative reinforced by
being given the freedom and encouragement to play.
But when efforts to engage in physical and
imaginative play are stifled by caregivers, children
begin to feel that their self-initiated efforts are a
source of embarrassment.
Success in this stage leads to a sense of purpose,
while failure results in a sense of guilt.
(Self concept in the preschool years, cont)
42

Preschoolers begin to form their SELF-CONCEPT

(their identity, or their set of beliefs about what one is
like as an individual).
Youngsters typically overestimate their skills and
knowledge (their self concepts are NOT necessarily
accurate).
They also begin to develop a view of self that reflects
the way their particular culture considers the self.
43
 Self Concept
44

Based on:
Observable characteristics
Appearance

Possessions

Behavior

Typical Emotions and Attitudes

Asserting rights to objects (Mine!)

helps define boundaries of self
 Self-Esteem
45

Judgments we make about

our own worth
Includes global appraisal
and judgments of different
aspects of self
Affects preschoolers
initiative
 Emotional Dev in Early Childhood
46

Understanding of others
emotions increasingly accurate
Emotional self-regulation
improves
More self-conscious emotions
(shame, guilt) as self-concept
develops
Empathy, sympathy, and
prosocial behavior increase
Cognitive Development and
Emotional Understanding
47

As preschoolers age, they:

Judge causes of emotions better
Predict actions based on emotions

Help relieve others feelings

Social Experience and Emotional
Understanding
48

Caregivers:
Label and explain emotions
Scaffold emotional thought

Siblings and Friends:

Negotiate

Act out emotions in play

Gender Identity: Developing Femaleness & Maleness

The sense of being male/female

49
(Gender) well
established in young children.
One way gender is manifested is in play.
During the preschool years boys increasingly play with
boys.
Girls tend to play with girls.
Preschoolers also begin to develop expectations about
appropriate behavior for girls and boys.
males to be more independent, forceful and competitive

females to be warm, nurturing, expressive & submissive.

These are expectations and not truths about actual

behavior! But viewing the world this way affects
preschoolers behavior!
 Playing by the Rules: How Play Affects Social &
Personality Development
50
Categorizing play:
Three year olds typically engage in FUNCTIONAL PLAY
which involves simple, repetitive activities, that is, doing
something for the sake of being active.
(playing with dolls, skipping, jumping rope, etc)

By age 4, children typically engage in CONSTRUCTIVE

PLAY which involves manipulating objects to produce or
build something (legos, puzzles, etc.)
Constructive play allows children to test developing
cognitive skills.
Constructive play allows children to practice motor skills.
Constructive play allows children to problem solve.
Constructive play allows children to learn to cooperate
More about the effects of play on social and
personality development
51

Associative and cooperative play generally do not emerge

until the end of the preschool years.
The nature of a child's play is influenced by their social
experiences.
Children with preschool experience engage in more social
behaviors earlier (associative & cooperative play, etc.)
 Early Childhood Friendships
52

Someone who likes you,

plays with you, and shares toys
Friendships change frequently
Friends more reinforcing,
emotionally expressive than
non-friends.
 Preschoolers' Social Lives (Social Dev.)
The preschool years are marked by increased interactions
with the world at large. 53

Around age 3, children begin to develop real friendships.

Peers come to be seen as individuals with special qualities.
R/shipbased on companionship, play & entertainment.
Friendship is focused on the carrying out of shared activities
(rather than just being in the same place at the same time!).
With age, preschooler's view of friendship evolves.

Older preschoolers see friendship as a continuing state, & as a

stable relationship that has meaning beyond the immediate
moment.
Older preschoolers pay more attention to concepts such as
trust, support, and shared interests.
Even by age 3, children are interested in maintaining smooth
social relationships with their friends, trying to avoid
disagreements.
 (Preschool Social Life)
54
Some children are more readily liked by their peers than others.

Qualities associated with Qualities associated with

popularity disliked children
physical attractiveness more likely to be aggressive
being outgoing More disruptive,
being sociable impose themselves on their
speaking more peers
smiling more less cooperative
having a greater understanding of do not take turns.
others emotions
Discipline: Teaching Preschoolers Desired Behaviors
PARENTING STYLE
55

Diana Baumrind (1980) notes 3 major types of

parenting style:
AUTHORITARIAN PARENTS
PERMISSIVE PARENTS
AUTHORITATIVE PARENTS
 Parenting Style
56

Authoritarian Parents are controlling, punitive,

rigid, & cold, & whose word is law; they value
strict, unquestioning obedience from their children
& do not tolerate expressions of disagreement..

Authoritative Parents are firm, setting clear &

consistent limits, but try to reason with their
children giving explanations for why they should
behave in a particular way.

Permissive Parents provide lax & inconsistent

feedback and require little of their children.
 Effect of parenting style on children..
57
Children of authoritative parents are
independent, friendly with their peers, self-
assertive, and cooperative parents are not always
consistent in their parenting or discipline styles.
Children of authoritarian parents had lower self-
esteem, higher rates of depression & anxiety, less
socially competent, more aggressive and less
likely to be accepted by their peers.
Children of permissive parents: dependent and
moody, have low social skills and low self-control,
couldnt care less attitude, irresponsible.
 Middle Childhood

58

SOCIAL & PERSONALITY

DEVELOPMENT
 Social & Personality Development:
Understanding Oneself in Middle
Childhood
59

Children in middle childhood are struggling to

understand who they are, and continue to explore
answers to the question Who am I?
The Developing Self.
~ During middle childhood, children begin to view
themselves less in terms of external physical attributes
and more in terms of psychological traits.
Children realize they are good at some things and not so good
at others.
Their self-concepts become divided into personal and
academic spheres
As children get older, their views of self become
more differentiated.
60
 Children use SOCIAL COMPARISON, compare their
abilities & expertise with other children.
Others (adult) opinion are61important as a measurement
Children look to others who are similar to themselves.
Sometimes children make downward social
comparisons with others who are less competent or
successful to raise or protect their self-esteem.

Big fish in a
small pond
This explains why some students in elementary school
have very high self esteem even though they are in the
last class).
 Eriksons :Industry vs Inferiority
According to Erik Erikson, middle
62 childhood encompasses the
INDUSTRY-VERSUS-INFERIORITY STAGE, the period
from ages 6 to 12 characterized by a focus on efforts to attain
competence in meeting the challenges presented by parents,
peers, school, and the other complexities of the modern world.
 Eriksons :Industry vs Inferiority
School and social interaction
63
play an important role
during this time of a childs life.
Through social interactions, children begin to develop a
sense of pride in their accomplishments and abilities
Children become capable of performing increasingly
complex tasks they strive to master new skills.
Children who are encouraged and commended by
parents and teachers develop a feeling of
competence and belief in their skills.
Those who receive little or no encouragement from
parents, teachers or peers will doubt their ability to be
successful.
 Self esteem: Evaluating the self
64

How children evaluate themselves?

in terms of physical and psychological
characteristics
They think of themselves either good or bad
(involves emotions)
Individual's overall and specific evaluation of
themselves (either positive or negative) is known
as SELF-ESTEEM
Development of self esteem is important during
middle childhood.
 SELF ESTEEM
65

Children increasingly compare themselves to others.

Children are developing their own internal standards.
Self-esteem, for most children, increases during
middle childhood.
Children with low self-esteem may become enmeshed
in a cycle of failure that is difficult to break.
 A cycle of Low Self-Esteem
If a child has low self-esteem
and expects to do poorly on
a test, she may experience
anxiety and not do as well,
which confirms the negative
self view. Parents can break
this cycle a warm and
supportive style.

66
 Relationships in Middle Childhood:
Building Friendships67

Friendship formation is very crucial at this stage

influence children's development.
How friends help childrens development ..
Friends provide information about the world and
other people.
Friends provide emotional support and help kids to
handle stress.
Friends teach children how to manage and control
their emotions.
Friends teach about communication with others.
Friends foster intellectual growth.
Friends allow children to practice relationship skills
 During the childhood period, childrens ideas about
friendship undergo changes
68

According to developmental psychologist William

Damon, children's friendships go through three stages:
Stage 1 ages 4-7

Stage 2- ages 8-10

Stage 3 - ages 11-15.

 Damons 3 stages of friendship
69
Stage 1 [ages 4-7]
Children see friends as like themselves.
Children see friends as people to share toys and activities with.
Children do not take into account personal traits.
Stage 2 - ages 8-10.
Children now begin to take other's personal qualities and traits into
consideration.
Friends are viewed in terms of the kinds of rewards they provide.
Friendships are based on mutual trust.
Stage 3 - ages 11-15.
Friendships become based on intimacy and loyalty.
Friendships involve mutual disclosure and exclusivity.
Children also develop clear ideas about the behaviors they seek in
friends
 Parental Influences on
Early Peer Relations
70

Direct Indirect
Arrange informal
Secure attachment
peer activities
Guidance on how to
act toward others Emotionally expressive,
supportive
communication
Behaviors favored in friends during middle childhood
71
Least-liked Most-liked
Verbal aggression Sense of humor
Dishonesty Nice/friendly
Critical Helpful
Greedy/bossy Complementary
Teasing Sharing
Physical aggression Loyalty
 What makes a child popular during middle
childhood?
72
Popular children have SOCIAL COMPETENCE, i.e.
the collection of individual social skills that allow individuals to be successful
in a social settings.
Common characteristics of popular children
They are helpful and cooperative.
They have a good sense of humor.
They have good emotional understanding.
They ask for help when necessary.
They are not overly reliant on others.
They can adapt to social situations.