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Socio Emotional Development KIM

Socio-emotional development refers to a child's ability to form relationships and regulate emotions from birth to age 5. It involves temperament, attachments, and social skills. The first 3 years are particularly important, as attachments form and children develop a sense of self and morality. Key aspects of socio-emotional development include attachment to caregivers, a child's temperament, and the emergence of their moral self.

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235 views18 pages

Socio Emotional Development KIM

Socio-emotional development refers to a child's ability to form relationships and regulate emotions from birth to age 5. It involves temperament, attachments, and social skills. The first 3 years are particularly important, as attachments form and children develop a sense of self and morality. Key aspects of socio-emotional development include attachment to caregivers, a child's temperament, and the emergence of their moral self.

Uploaded by

kimberly
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Socio-emotional

Development
Socio-emotional Development…
 It refers to the developing capacity of the child from
birth through five years of age to form close and secure
adult and peer relationships; experience, regulate and
express emotions in socially and culturally appropriate
ways; and explore the environment and learn – all in
the context of family, community and culture.

 It necessarily includes temperament, attachments and


social skills.
Formative Years
It
is the first three years of a
child where in considered
as of the important in
human development.
Elements on the socio-emotional
development of a children:
Attachment
Temperament
TheEmergence of the
Moral Self
Attachment
It is a term used to describe the emotional
relationship that develops between an infant
and the primary caregiver, during the infant’s
first year of life.
It is a relationship that develops over time and is
the result of many interactions and caregiving
experiences, particularly those in response to
the infant’s needs and bids for attention,
comfort and protection.
Attachment…
 According to Dr. John Bowly, the father of
“attachment theory”, the beginnings of attachment
occur within the first six months of a baby’s life with
a variety of built-in signals that baby uses to keep
her caregiver engaged.
 The key to a good start in the social development
of the baby is a lot of responsive interaction with
the baby. (K Pasek and R. Golinkoff, 2003).
Other relevant and research findings sited by K. Pasek
and R. Golinkoff quoted in their book “Einstien Never
Used Classcards”
 What is absolutely central to babies’ emotional well-
being is not so much feeding but the consistent
involvement of caregivers.
 Children who have good attachment relationships as
infants make better adjustments in a number of areas
in future life.
 Infants attach to more than one caregiver and they
are developing emotional relationships with multiple
caregivers at once.
Other relevant …..
Even when children are in child care for more
than 30 hours per week, the family contributes
more to child’s social and cognitive well-being
than does the child care arrangement.
Parents and caregivers help children regulate
their emotions by working with them and by
serving them as their models.
Temperament
A word that “captures the ways that
people differ, even at birth, in such things
as their emotional reactions, activity level,
attention span, persistence and ability to
regulate their emotions”.
The reactivity of the infant to the
environment
Different Temperament Categories …
1. Activity Level 6. Approach -
2. Mood Withdrawal
3. Threshold for 7. Distractibility
distress 8. Adaptability
4. Rhythmicity 9. Persistence
5. Intensity of
response
Three basic types of babies
temperament:

1. The easy child


2. The slow-to-warm-up
child
3. The difficult child
1. The easy child
easily readily establishes
regular routines
generally cheerful
 adapts readily to new
experiences.
2. The slow-to-warm-up child
 shows mild, low-key reactions
to environmental changes
negative in mood
adjust slowly to new
experience.
3. The difficult child
irregular in daily routines
slow to accept new experiences
tends to react negatively and
intensely to new things
A sense of morality presupposes awareness of the existence of
moral standards and the ability to evaluate oneself against
standards. The Emergence of the Moral Self According to
Professor Deborah Stipek and her colleagues about 50% of the
19 to 24 months olds (1 year and 7 months to 2 years old) and
80% of the 25 to 29 months old ( 2 years old to 2.5 years old) and
almost all 30 to 40 months (2 years and six months to 3 years
and 4 months) olds are capable of self – evaluation . Children
who aren’t capable of self-evaluation and self- description
don’t have the capacity to experience a sense of shame and
remorse.
The Emergence of the Moral
Self
A sense of morality presupposes
awareness of the existence of
moral standards and the ability to
evaluate oneself against
standards.
According to Professor Deborah Stipek and her
colleagues about 50% of the 19 to 24 months
olds (1 year and 7 months to 2 years old) and
80% of the 25 to 29 months old ( 2 years old to
2.5 years old) and almost all 30 to 40 months (2
years and six months to 3 years and 4 months)
olds are capable of self – evaluation .
Children who aren’t capable of self-evaluation
and self- description don’t have the capacity to
experience a sense of shame and remorse.

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