I.

Theories of Socioemotional Development

II. Socialization and the Development of
Identity and Social Relations
III. Theories of the Development of Moral
Reasoning, Attitudes and beliefs
1. Erik Erikson’s Psychosocial
Theory of Human Development
2. Bandura’s Social-Cognitive
Theories
3. Goleman’s Emotional
Intelligence
• Development- is a continuous
process encompassing the entire life
span.
Period Stage Positive
Characteristics
Gained and Typical
Activities
Birth to 1 year Trust Vs. Mistrust Hope: trust in primary
caregiver and in one’s
own ability to make
things happen
1 to 3 Autonomy Vs. Shame Will: new physical skills
and doubt lead to demand for
more choices, most
often seen as saying
“no” to caregivers;
children learns self-care
skills such as toileting.
Period Stage Positive Characteristics
Gained and Typical
Activities
3 to 6 Initiative Vs. Guilt Purpose: ability to
organize activities around
some goals; more
assertiveness and
aggressiveness.
6 to 12 Industry Vs. Inferiority Competence: cultural
skills and norms,
including school skills
and tools use.
12 to 18 Identity Vs. Role Fidelity: adaptation of
confusion sense of self to pubertal
changes, consideration of
future choices,
Period Stage Positive
Characteristics
Gained and Typical
Activities
achievement of a more
mature sexual identity,
and search for new
values.

18 to 30 Intimacy Vs. Insolation Love: person develops

intimate relationships
beyond adolescent love;
many become parents
30 to old age Generativity Vs. Care: people rear
Stagnation children, focus on
occupational
achievement or
Period Stage Positive
Characteristics
Gained and Typical
Activities
creativity , and train the
next generation; turn
outward from the self
toward others

Old age Integrity Vs. Despair Wisdom: person

conducts a life review,
integrates earlier stages
and comes to terms with
basic identity; develops
self-acceptance
Albert Bandura
Most influential in terms of learning
concepts.
Argues that reinforcement is not always a
prerequisite to learning.
• TWO KINDS OF LEARNING

1. Observational learning or modeling

 Learning may also occur as a result of
watching someone else perform an action and
experience reinforcement or punishment.

2. Intrinsic reinforcements
 These are reinforcements within an individual;
joy, pleasure, and etc.

MATURITY- Another important consideration. It

needs maturity to be able to understand
and perform a more complicated task.
Emotional Intelligence
Is a type of social intelligence that affords
the individual the ability to monitor his own
and other’s emotions, to discriminate
among them, and to use the information to
guide his thinking and actions.
Socialization- is the process by which
parents and others set the child’s
standards of behavior, attitudes, skills,
and motives.
KEYPOINTS:
 Development of Identity
 The process of Identity Consolidation
 Gender Differences in Identity Formation
 FOUR CATEGORIES OF IDENTITY
FORMATION
 Identity Achievement
- Crisis leading to commitment
 Foreclosure
- Commitment without crisis
 Identity Diffusion
- No commitment
 Moratorium
- In crisis
It is when they reached the period of
adolescence that they move beyond
from what they were able to organize
by way of identity, putting together
all elements to create a new whole
that will bear the new sets of
interests, values and choices. This
process is called Identity formation.
Gender-based behaviors are influenced
by both biological and psychological
factors.
Psychologically gender can be explained
in four ways;
a. Freudian Theory- Process of Identification
b. Cognitive Social Learning Theory
c. Gender-Schema Theory
d. Kohlberg’s Cognitive Developmental Theory
of Gender Typing
• Gender based- ideas and expectations
about appropriate behavior for males and
females
• Gender stereotypes-beliefs and
characteristics typified in the behavior of
males and females
• Gender roles- composites of behaviors
typical of the male or female in a given
culture
• Gender Identity- perception of oneself as
either masculine or feminine.
 Lateralization of brain function.
 Men’s edge over women and vice
versa.
 Suggests that children need only
basic information about gender
 Gender labeling is enough to
affect gender typed preferences
 States that gender-typed behavior
is not seen until a child is able to
achieve gender constancy.
 KOHLBERG
 TURIEL
 GILLIGAN
Level I- Preconventional Morality
Stage 1- Obedience and Punishment PHYSICAL CONSEQUENCE
Orientation
Stage 2- Naïve Hedonistic and Conforms to GAIN REWARD
Instrumental Orientation
Level II- Conventional Morality: Conventional Rules and Conformity
Stage 3- Good Boy Morality APPROVAL OR DISAPPROVAL
Stage 4- Authority and Morality that CONFORMS SOCIAL ORDER
maintain social order
Level III- Postconventional Morality: Self-accepted Moral Principles
Stage 5- Morality of Contract: BASED ON AN AGREEMENT AMONG
Individual Rights, and Democratically INDIVIDUALS
Accepted Law
Stage 6- Morality of Individual BASE ON JUSTICE, COMPASSION
Principles and Conscience AND EQUALITY
- Elliot Turiel, psychologist at the University of
California, Berkeley
-- young children can distinguish moral rules
from what are dictated by conventions
-- Moral rules manifest a concern for the
welfare of others
-- youngest children however were less clear
about acts leading to psychological harm
-Carol Gilligan of Harvard University
-- strikes a balance between male-
oriented theories
LOVERN JORICH T. BIO

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