Social-Emotional Development PDF

**Social-Emotional Development** Emotions affect who we are, and they impact our attention, memory, and learning; our ability to form relationships; and our physical and mental health. They also influence our behaviors, actions, and interactions with others. Labeling, identifying, and managing emo...

**Social-Emotional Development** Emotions affect who we are, and they impact our attention, memory, and learning; our ability to form relationships; and our physical and mental health. They also influence our behaviors, actions, and interactions with others. Labeling, identifying, and managing emotions are essential skills for meaningful and successful participation in life experiences, both in our professional and personal lives. Emotional intelligence is a term used to describe the ability to understand your own emotions and use them to guide your thinking and actions. Developing emotional intelligence allows you to manage your emotions effectively and avoid frustration and disappointment. Emotions can strongly influence our relationships with others and our overall quality of life. **What is Social-Emotional Development?** Children begin developing social-emotional skills at birth. Research indicates that children are born ready to connect with other people in their environment. When a child's emotional and physical needs are met, learning pathways to the brain are formed, which lead to learning in all developmental domains. Emotional signals, such as smiling, crying, or demonstrating interest and attention, strongly influence the behaviors of others. Similarly, the emotional reactions of others affect children's social behaviors. As children mature and develop, their social-emotional skills become less centered on having their own needs met by their caregivers and more focused on participating in routines and enjoying experiences with friends and caregivers. **Theories Related to Social-Emotional Development** - **Sigmund Freud** - was an Austrian neurologist and the founder psychoanalysis. **Freud's Stages of Psychosexual Development** - Freud is the most popular psychologist that studied the development of personality, also probably the most controversial. - His theory of **[psychosexual development]** includes five distinct stages. - According to Freud, a person goes through the sequence of these five stages and along the way there are needs to be met. - Whether these needs are met or not, determines whether the person will develop a healthy personality or not. - The theory is quite interesting for many because Freud identified specific **[erogenous zones]** for each stage of development. - These are specific "pleasure areas" that becomes focal point for the particular stage. - If needs are not met along the area, a **[fixation]** occurs. As an adult, the person will now manifest behaviors related to this **[erogenous zone]**. Freud viewed the sex instinct as the most important of the life instincts because the psychological disturbances of his patients often revolved around childhood sexual conflict. He maintained that, as the child matures biologically, the sex instinct's psychic energy, which he called libido, shifts from one part of the body to another over the years, seeking to gratify different biological needs. **Psychosexual Stage** - **Birth to 8 months-Oral Stage** \- Libido is focused on the **mouth** as a source of pleasure. -Too much or too little satisfaction can lead to an **[oral fixation or oral personality]** which is shown in an increased focus on oral activities. This type of personality may be **[oral receptive]**, that is have a stronger tendency to smoke, drink alcohol, overeat, or **[oral aggressive]**, that is with a tendency to bite his or her nails, or use curse words or even gossip. As a result, these persons may become too dependent on others, easily fooled, and lack leadership traits. - **18 months-3 years-Anal Stage** The child's focus of pleasure in this stage is the anus. The child finds satisfaction in eliminating and retaining feces. Through society's expectations, particularly the parents, the child needs to work on toilet training. -Let us remember that between one year and a half to three years the child's favorite word might be "No!". Therefore, a struggle might exist in the toilet training process when the child retains feces when asked to eliminate or may choose to defecate when asked to hold feces for some reason. In terms of personality, fixation during this stage can result in being anal retentive, an obsession with cleanliness, perfection, and control; or anal expulsive where the person may become messy and disorganized. - **Ages 3-6 Years-Phallic Stage** The pleasure or erogenous zone is the genitals. During the preschool age, children become interested in what makes boys and girls different. Freud's studies led him to believe that during this stage boys develop unconscious sexual desire for their mother. Boys then see their father as a rival for her mother's affection. Boys may fear that their father will punish them for these feelings, thus the castration anxiety. These feelings comprise what Freud called **[Oedipus Complex]**. In Greek Mythology, ***Oedipus unintentionally killed his father and married his mother Jocasta.*** -Psychoanalysis also believed that girls may also have a similar experience, developing unconscious sexual attraction towards their father. This is what referred to as the **[Electra Complex.]** According to Freud, out of fear of castration and due to the strong competition of their father, boys eventually decide to identify with them rather than fight them. -By identifying with their father, the boys develop masculine characteristics and identify themselves as males and repress their sexual feelings toward their mother. A fixation at this stage could result in sexual deviancies (both overindulging and avoidance) and weak or confused sexual identity according to psychoanalysts. **Age 6-puberty-Latency Stage** It's during this stage that sexual urges remain repressed. The children's focus is the acquisition of physical and academic skills. Boys usually relate more with boys and girls with girls during this stage. **Puberty onwards-Genital Stage**-The fifth stage of psychosexual development begins at the start of puberty when sexual urges are once again awakened. In the earlier stages, adolescents focus their sexual urges towards the opposite sex peers, with the pleasure centered on the genitals. **Freud's Personality Components** - Freud described the personality structures as having three components, the **[id]**, the **[ego]**, and the **[superego]**. - For each person, the first to emerge is the id, followed by the ego, and last to develop is the superego. - The id represents our primal, instinctual desires and operates on the pleasure principle. The ego is the rational part of our personality that balances the id\'s desires with the reality of the situation. Lastly, the superego acts as our moral conscience, incorporating societal norms and values. These three components work together to shape our thoughts, behaviors, and personality. **Topographical Model of Freud Iceberg Metaphor: Unconscious, Conscious, Subconscious, and** **Nonconscious Mind** - **The Unconscious** Freud said that most what we go through in our lives, emotions, beliefs, feelings, and impulses deep within are not available to us at a conscious level. The Oedipus and Electra Complex mentioned earlier were both buried down into the unconscious, out of our awareness due to the extreme anxiety they caused. While these complexes are in our unconscious, they still influence our thinking, feeling and doing in perhaps dramatic ways. - **The Conscious** Freud also said that all we are aware of is stored in our conscious mind. Our conscious mind only comprises a very small part of who we are so that, in our everyday life, we are only aware of a very small part of what makes up our personality; most of what we are is hidden and out of reach. - **The Subconscious** This is the part of us that we can reach if prompted but is not in our active conscious. Its right below the surface, but still "hidden" somewhat unless we search for it. Information such as our telephone number, some childhood memories, or the name of your best childhood friend is stored in the preconscious. - **The Nonconscious** The water, may represent all that [we are not aware of, have not experienced, and that has not been made part of our personalities], referred to as the **[nonconscious]**. **Erik Erikson Stages of Psychosocial Development** Erikson's 'psychosocial' term is derived from the two source words namely **[psychological]** (or the root, 'psycho' relating to the mind, brain, personality) and **[social]** (external relationships and environment). 1. **Trust Vs. Mistrust** **Basic Question**: Can I trust the world? - **Example**: When a baby cries and is picked up by a caregiver, they learn to trust that their needs will be met. If they're frequently neglected, they may feel mistrust towards others. 2. **Autonomy Vs. Shame and Doubt** **Basic Question:** Is it okay to be me? - **Example:** A toddler learning to use the bathroom independently feels proud and confident when they succeed but may feel shame if they are scolded for accidents. 3. **Initiative Vs. Guilt** **Basic Question:** Is it okay for me to do, move, and act? - **Example:** A child who plans a game with friends feels a sense of initiative, while a child who is reprimanded for being too imaginative may feel guilty about their desires. 4. **Industry Vs. Inferiority** **Basic Question:** Can I make it in the world of people and things? - **Example:** A child who excels in schoolwork or sports feels industrious, while one who struggles might develop feelings of inferiority. 5. **Identity Vs. Role Confusion** **Basic Question:** Who am I? - **Example:** A teenager experimenting with different hobbies and groups can develop a strong sense of identity, while one who struggles to figure out their place may feel confused about who they are. 6. **Intimacy Vs. Isolation** **Basic Question:** Can I love and be loved? - **Example:** Forming close relationships and committing to a partner lead to intimacy, while failure to connect can result in loneliness and isolation. 7. **Generativity Vs. Stagnation** **Basic Question:** Will I produce something of real value? - **Example: Contributing** to society or nurturing the next generation through work or parenting fosters a sense of generativity, while a focus only on oneself may lead to stagnation. 8. Ego-Integrity Vs. Despair **Basic Question:** Have I lived a full life? - **Example:** Reflecting on a life filled with accomplishments and connections leads to integrity, while regrets and unfulfilled dreams can bring despair **Baumrind's Parenting Styles\ (Level of Control and Love)** 1. **Permissive** - No laws - No control - More on love 2\. **Authoritarian** - Complete opposite of permissive - More on control (bawal yan, bawal ito, ako ang batas) - **H**ostility -- unfriendly - **A**ggression -- nanununtok ng mga classmates - **R**ebelliousness -- hindi sumusunod sa magulang - **D**elinquency -- gumagawa na ng crime 3. Authoritative - There's love - There's control 4\. **Neglectful** - Uninvolved **Parten's Stages of Play** 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, in 1930's did a study on children's play behavior which led to Parten's Stages of Play. The stages describe the play development of children and the gradual increase of social interaction as they go through these stages. It begins with the very young child's unoccupied stage, then solitary play, then parallel play, associative and cooperative play. Play becomes an important venue for the child's development of social skills like entering or joining a play situation, taking turns, Sharing, helping, saying sorry, and working together. - **Unoccupied** -- The child appears not to be playing but directs his/her attention on anything that interests him/her. **Key characteristics:** lack of social interaction, lack of sustained focus, no clear stry lines, language use is very limited. **Examples of Unoccupied play:** \*Looking around the room. \*Staring at a mobile. \*Splashing their hands in the bath and gazing intently at the movement. \*Waving their hands and kicking their legs while \*lying down and observing a toy. \*Reaching out to a toy and laughing at it without playing with it. - **Solitary Play** -- In this stage, children play alone and independently without concern for what others are doing. - **Onlooker** -- is the first sign of children showing interests in the play behaviors of other children. During this stage, children will observe other children's play without getting involved themselves. They will often sit within earshot so they can hear other children's play conversations. **Key characteristics of Onlooker Play:** Children showing interest in other children's play, withholding from play due to fear, disinterests, or hesitation. - **Parallel Play** -- in this stage, children play separately but alongside each other. Allows children to begin to understand the concept of playing with others, even though actual interaction is limited/no interaction. - **Associative Play** -- In this stage, **they start to do common activities or might share toys and materials with their peers.** They might participate in the same activity, like running around in a circle or doing dress-up, but that activity usually isn't organized and doesn't have a goal. There's little/no communication because each child is absorbed in what they're doing. - **Cooperative Play** -- The child plays with others bound by some agreed upon rules and roles. The goal is maybe to make something, play a game, or act out something. **Maslow's Hierarchy of Needs** According to human psychologist Abraham Maslow, our actions are motivated in order to achieve certain needs. His hierarchy suggests that people are motivated to fulfil basic needs before moving on to other, more advanced needs. People need to satisfy their most important needs first, then when they achieved this, they can move onto the next important need. Maslow first introduced his theory of hierarchy in his 1943 paper **"A Theory of Human Motivation"** and his subsequent book **"Motivation and Personality".** **The First Stage of the Hierarchy** - **The Physiological Stage** The first stage of the hierarchy is the physiological stage --- the stage required to sustain life. It includes breathing, food, water, shelter, clothing, sleep. These are considered to be the **\'basic\' needs** of human life. Maslow\'s theory suggests that if these fundamental needs are not satisfied the one must surely be motivated to satisfy them. Higher needs are not recognized until these 'basic' needs have been satisfied. Once physiological needs have met, attention and desire turn to safety and security, in order to be free from the threat of physiological and physical harm. Such need be fulfilled by: \*Living in a safe area \*Financial reserves \*Job Security \*Good health **The Second Stage of the Hierarchy - The Safety Stage** According to Maslow's theory, you cannot move up the pyramid to the next stages if you feel threatened. Once the threat has been addressed, one can then move up the pyramid. **The Third Stage of the Hierarchy -** **The Love/Belonging Stage** Once a person has met the lower physiological and safety needs, the higher needs can be addressed. This begins with the love/belonging stage, which can also be referred to as the 'social needs stage'. These are the needs related with interaction and can include family, friendship and sexual intimacy. **The Fourth Stage of Hierarchy - The Esteem Stage** Once a person feels like they belong, the need to be important can arise. **Esteem needs** can be classified as external or internal. Internal esteem needs are related to self-esteem, such as the need to respect yourself and achieve. **External esteem** needs are those such as social status, reputation and recognition. **The Fifth Stage of Hierarchy - The Self-Actualization Stage** Self-Actualization is the summit of Maslow\'s hierarchy of needs. It can be defined as the quest of reaching your full potential. Unlike some of the lower needs, this need is never fully satisfied due to the fact that people can 'grow' and change and continue to challenge themselves. People in this stage tend to have needs such as: morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts, truth, justice, wisdom and meaning. **Behavioral Learning Theories and Approaches to Learning** **What is Learning?** Learning can be defined as, "A relatively permanent influence on behavior, knowledge and thinking skills that comes about through experience". Not everything we know is learned. We inherit some capacities they are inborn or innate not learned. For example, we don't have to be taught to swallow or to flinch at loud noises. Most human behaviors, however, do not involve heredity alone. When children ask better questions or listen more attentively, the experience of learning is at work. **Scope of Learning** The scope of learning is broad (Dojman, 2010; Klein, 2009). It involves academic behaviors and non-academic behaviors. It occurs in School and everywhere else that children experience their world. **Types of Learning** **Cognitive Learning:** When learning refers to gaining of information, memorization, ability to perceive relationships between different ideas, explaining phenomena in different ways etc. **Psychomotor Learning:** The learning of skills that have large physical or motor components. **Affective Learning:** this is largely outcome of the socio-cultural and emotional atmosphere surrounding us. **Concomitant Learning:** The unconscious learning from environment as attitudes, values, likes and dislikes, sentiments. Behavior related to moral values, nationalism, truthfulness etc. is largely an outcome of this type of learning. Perceptual Learning: Learning through the effects of experience on sensory perceptions. **Connectionism Learning Theory** **Edward Thorndike** - American psychologist - Born on 31st of August 1874 in Massachusetts, United States. - He worked on animal behavior. - Proposed the theory on connectionism. His theory on learned behavior is formed based on operant conditioning and classical conditioning. Connectionism Theory - It is based on the ideas presented by associationism. **Key Takeaways** Thorndike\'s theory of learning emphasized the significance of reinforcement and punishment in shaping behavior, stating that behavior that is followed by a positive consequence is more likely to be repeated, while behavior that is followed by a negative consequence is less likely to be repeated. Thorndike\'s theory has had a significant impact on modern psychology, particularly in the areas of behaviorism and cognitive psychology, and the principles of reinforcement and punishment that are central to his theory are still widely used in behavior modification and therapy. **Thorndike's Learning Laws (Connectionism)** - Law of Effect - Law of Readiness - Law of Exercise Law of Effect - Responses that are followed by positive consequences are more likely to be repeated, while responses that are followed by negative consequences are less likely to be repeated. Law of Readiness - Learning is most effective when the learner is ready to learn and is motivated to do so. Law of Exercise - Learning occurs through repetition and practice. **Behavioral Approaches to Learning** Behaviorism is the view that behavior should be explained by an observable experience not by mental process. For the behaviorist, behavior is everything that we do, both verbal and nonverbal, that can be directly seen or heard, a child creating a poster, a teacher explaining something, and soon. The behavioral approach emphasizes the importance of children making connections between experiences and behavior. **Classical Conditioning:** It was the brainchild of Ivan Pavlov (1927). It is a form of associative learning in which a neutral stimulus becomes associated with meaningful stimulus and acquires the capacity to elicit a similar response. **Before conditioning**, in Ivan Pavlov\'s experiments, the neutral stimulus does not evoke any specific response. In Pavlov\'s case, the sound of a bell initially had no effect on the dog\'s behavior; the dog would simply ignore it. For example, when a bell was rung in the presence of the dog without any food being involved, the dog showed no salivation or interest, as the bell was not yet associated with an important event like receiving food. **During conditioning**, Pavlov paired the neutral stimulus (the bell) with the unconditioned stimulus (the food) repeatedly, so the dog began to associate the two. Each time the bell rang, the dog was presented with food, which naturally caused it to salivate. As this process continued, the dog learned that the sound of the bell signaled the arrival of food, leading to a change in its behavior. **After conditioning**, the bell became a conditioned stimulus; when rung alone, it elicited salivation from the dog, demonstrating that the dog had formed an association between the bell and the food. **For example**, after several instances of the bell ringing followed by food, the dog would salivate at just the sound of the bell, even in the absence of food. **An unconditioned stimulus (UCS)** is a stimulus that naturally and automatically triggers a response without any prior learning or conditioning. In Pavlov's experiment, food served as the UCS, as it caused the dog to salivate instinctively whenever it was presented, regardless of any previous experience. **For example**, when a person smells a delicious meal being cooked, the smell (UCS) automatically makes them feel hungry, as this response occurs naturally without any learning. **An unconditioned response (UCR)** is a natural, unlearned reaction that occurs automatically in response to an unconditioned stimulus (UCS). In Pavlov\'s experiment, the dog\'s salivation when presented with food is the UCR, as it happens instinctively without any prior conditioning. **For example**, when a person touches something hot, the immediate reaction of pulling their hand away is the UCR, as this response is automatic and does not require learning. **A conditioned stimulus (CS)** is a previously neutral stimulus that, after being paired with an **unconditioned stimulus (UCS)**, begins to evoke a conditioned response. In Pavlov\'s experiment, sounds or sights, such as the bell or the sound of a door closing, served as the CS, as they became associated with the food and eventually triggered salivation in the dog. **For example**, if a child hears a specific song every time their parent prepares a favorite snack, that song may become a conditioned stimulus that causes the child to feel excited and hungry, even before the snack is presented. **A conditioned response** (CR) is a learned reaction that occurs in response to a **conditioned stimulus** (CS) after it has been paired with an **unconditioned stimulus** (UCS). In Pavlov\'s experiment, the dog\'s salivation in response to the sound of the bell became the CR, as the dog learned to associate the bell with the presentation of food. **For example**, if a student feels anxious every time, they hear the school bell ring because it signals the start of a challenging exam, the anxious feeling is the conditioned response, learned from previous experiences of associating the bell with stressful situations. **B.F. Skinner** greatly admired the work of Ivan Pavlov and built upon his findings to develop his own theories of behavior. Skinner conducted experiments using pigeons, focusing on how reinforcement and punishment could shape behavior through operant conditioning. In these experiments, pigeons learned to perform specific actions, such as pecking a lever, to receive food as a reward. **For example**, when a pigeon pecked a lever and was rewarded with food, it was more likely to repeat the behavior in the future, demonstrating the principles of operant conditioning. This perspective asserts that behavior is not influenced by the stimulus that precedes it. Instead, behavior is determined by the consequences that follow the response to that stimulus. In the example of Pavlov\'s dogs, this means that the dogs\' behavior is better understood by considering the food they receive. Thus, the reinforcement of behavior relies more on the outcomes rather than the initial stimuli. **B.F. Skinner** introduced the concept of reinforcement to describe the consequences that can either strengthen or weaken specific behaviors. He identified four types of consequences: Positive Reinforcement, which adds a pleasant stimulus to increase behavior; Negative Reinforcement, which removes an unpleasant stimulus to also increase behavior; Punishment, which introduces an unpleasant consequence to reduce behavior; and Extinction, which occurs when a behavior is no longer reinforced, leading to a decrease in that behavior. These concepts help explain how behaviors can be influenced and modified through various consequences. **Positive reinforcement** is the process of encouraging a behavior by providing positive consequences. For example, giving candy as a prize for reciting a poem rewards the individual and increases the likelihood that they will repeat the behavior in the future. This method effectively reinforces desired actions by associating them with enjoyable outcomes. Generally, positive reinforcement plays a significant role in shaping behavior through rewarding experiences. **Negative reinforcement** involves removing an unpleasant stimulus as a reward for displaying a certain behavior. For instance, if a teacher announces that there will be no homework if all students perform perfectly on a quiz, this removal of homework serves as an incentive. By eliminating the negative consequence, students are encouraged to strive for perfection on the quiz. Thus, negative reinforcement strengthens desired behaviors by providing relief from unpleasant conditions. **Punishment** refers to the process of discouraging a behavior by introducing negative consequences. For example, requiring students to peel potatoes or weed the garden for being late serves as a punishment for tardiness. This negative consequence aims to reduce the likelihood that students will arrive late in the future. Therefore, punishment is used to modify behavior by associating undesirable actions with unpleasant outcomes. **Extinction** is the process of discouraging a behavior by removing a positive stimulus that previously reinforced it. For example, if treats are no longer given for unfinished work, the absence of these rewards aims to reduce the likelihood of that behavior continuing. Over time, the removal of the positive reinforcement can lead to a decline in the unwanted behavior. Thus, extinction relies on the principle that without positive rewards, the behavior is less likely to occur. **Edward Thorndike\'s** experiments involved placing a cat inside a puzzle box, where it needed to figure out how to escape. He discovered that when the cat successfully escaped and received a reward, such as food, the likelihood of the cat repeating the behavior increased. This observation led him to formulate the law of effect, which states that responses followed by satisfying consequences are strengthened, while those followed by unpleasant consequences are weakened. For example, if the cat learns that pressing a lever result in receiving food, it will be more likely to press the lever again in similar situations. In the law of effect, a learner on their first day of kindergarten may attempt various methods to gain the teacher\'s attention. Through trial and error, the learner discovers which behaviors elicit a positive response, such as praise or attention, and which behaviors result in a negative response, like being ignored. As a result, the learner is likely to repeat the actions that receive positive feedback while avoiding those that receive negative feedback. Thus, the law of effect illustrates how experiences shape behavior based on the consequences of actions. **Presidential Decree No. 603 also known as "Child and Youth Welfare Code"-Article 3, Rights of a Child** "All children shall be entitled to the rights herein set forth without distinction as to legitimacy or illegitimacy, sex, social status, religion, political antecedents, and other factors. **12 Rights of a Child** 1. Every child is endowed with the dignity and worth from the moment of his/her conception, as generally accepted in medical parlance, and has, therefore, the right to be born well. 2. Every child has the right to a wholesome family life that will provide him/her with love, care and understanding, guidance and counselling, and moral and mental security. 3. Every child has the right to a well-rounded development of his/her personality to the end that he/she may become a happy, useful and active member of society. 4. Every child has the right to a balanced diet, adequate clothing, sufficient shelter, proper medical attention, and all the basic physical requirements of a healthy and vigorous life. 5. Every child has the right to be brought up in an atmosphere of morality and rectitude for the enrichment and the strengthening of his character. 6. Every child has the right to education commensurate with his/her abilities and to the development of his/her skills for the improvement of his/her capacity for service to himself/herself and to his/her fellowmen. 7. Every child has the right to full opportunities for safe and wholesome recreation and activities, individual as well as social, for the wholesome use of his/her leisure hours. 8. Every child has the right to protection, improper influences, hazards and other conditions or circumstances prejudicial to his/her mental, emotional, social and moral development. 9. Every child has the right to live in a community and a society that can offer him/her an environment free from pernicious influences and conducive to the promotion of his/her health and the cultivation of his desirable traits and attributes. 10. Evey child has the right to the care, assistance, and protection of the state, particularly when his/her parents or guardians fail or are unable to provide him/her with his/her fundamental needs for growth, development, and improvement. 11. Every child has the right to an efficient and honest government that will deepen his/her faith in democracy and inspire him/her with the morality of the constituted authorities both in their public and private lives. 12. Every child has the right to grow up as a free individual, in an atmosphere of peace, understanding, tolerance, and universal brotherhood, and with the determination to contribute his/her share in the building of a better world.