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Socio Emotional Development

is your ability to understand the feelings of others, control his or her own feelings and behaviors, get along and build relationships with others. In order for you to develop the basic skills you need such as cooperation, following directions, demonstrating self-control and paying attention, you must have social-emotional skills.

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163 views21 pages

Socio Emotional Development

is your ability to understand the feelings of others, control his or her own feelings and behaviors, get along and build relationships with others. In order for you to develop the basic skills you need such as cooperation, following directions, demonstrating self-control and paying attention, you must have social-emotional skills.

Uploaded by

umoquitquengel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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SOCIAL-

EMOTIONAL
DEVELOPME
NT
Social and emotional
development
is your ability to understand the feelings of
others, control his or her own feelings and
behaviors, get along and build relationships
with others. In order for you to develop the
basic skills you need such as cooperation,
following directions, demonstrating self-
control and paying attention, you must have
social-emotional skills.
Social and emotional
development
It includes your experience, expression, and
management of emotions and the ability to
establish positive and rewarding
relationships with others (Cohen and others
2005). It encompasses both intra- and
interpersonal processes.
Social and emotional
development
The core features of emotional development
include the ability to identify and understand
one’s own feelings, to accurately read and
comprehend emotional states in others, to
manage strong emotions and their expression
in a constructive manner, to regulate one’s
own behavior, to develop empathy for others,
and to establish and maintain relationships.
(National Scientific Council on the
Developing Child 2004)
 Infants experience, express, and perceive emotions before
they fully understand them.
 Healthy social-emotional development for infants and toddlers unfolds
in an interpersonal context, namely that of positive ongoing
relationships with familiar, nurturing adults. Young children are
particularly attuned to social and emotional stimulation.
 They also prefer their mothers’ voices to the voices of other women
(DeCasper 2008). Through nurturance, adults support the infants’
earliest experiences of emotion regulation (Goodvin 2005)
Responsive caregiving supports infants in beginning to regulate
their emotions and to develop a sense of predictability, safety,
and responsiveness in their social environments.
five core
Collaborative for Academic, Social, and Emotional Learning
(CASEL)

components:
Self-
awarenes
s Self-awareness is the ability to accurately recognize
one’s emotions and thoughts and their influence on
behavior. This includes accurately assessing one’s
strengths and limitations and possessing a well-
grounded sense of confidence and optimism.
We can see evidence of self-awareness when toddlers state
they are “sad,” “scared,” or “happy,” or when they express
autonomy in wanting to do things for themselves. For example,
when a toddler wants to pour his or her own milk, and says “I
do it!” this displays some early understanding of their
capabilities.
Self-
manageme
ntSelf-management is the ability to regulate one’s
emotions, thoughts and behaviors effectively in
different situations. This includes managing stress,
controlling impulses, motivating oneself, and setting
and working toward achieving personal and academic
goals.
When an infant reaches for a caregiver when he or she
is upset, this is an early sign of self-management. The
child seeks an important person to help him or her
calm down. We can also see the beginning of self-
management in toddlers every time they ask to be next
with a toy instead of taking it out of a peer’s hand.
Social
awareness
Social awareness is the ability to take the perspective
of and empathize with others from diverse
backgrounds and cultures, to understand social and
ethical norms for behavior, and to recognize family,
school and community resources and supports.
Social
awareness
Social awareness is the ability to take the perspective
of and empathize with others from diverse
backgrounds and cultures, to understand social and
ethical norms for behavior, and to recognize family,
school and community resources and supports.
Anytime an infant looks concerned when another child
is upset, or a toddler reaches out to comfort a friend
who is sad, or labels characters’ emotions in books,
these actions demonstrate the beginning of empathy
and social awareness.
Relationshi
p skills
Relationship skills are the ability to establish and
maintain healthy and rewarding relationships with
diverse individuals and groups. This includes
communicating clearly, listening actively, cooperating,
resisting inappropriate social pressure, negotiating
conflict constructively, and seeking and offering help
when needed.
For infants and toddlers, when they show interest in
being with others, whether this involves cooing back-
and-forth with a caregiver or exchanging smiles or
giggles with other children, these are early relationship
skills. We can also see early cooperation skills when
toddlers take turns going down the slide, or passing a
ball back-and-forth.
Responsible
decision-making
Responsible decision-making is the ability to make
constructive and respectful choices about personal
behavior and social interactions based on consideration
of ethical standards, safety concerns, social norms, the
realistic evaluation of consequences of various actions,
and the well-being of self and others.
When a toddler wants to climb and moves to the
classroom climber instead of pulling him or herself up
on the snack table, he or she has displayed some early
responsible decision-making.
SOCIAL-EMOTIONAL
DEVELOPMENT OF CHILDREN
The early childhood years are a critical time for the formation
of positive feelings toward oneself, others, and the larger world.
When children are encouraged, nurtured and accepted by adults
and peers, they are more likely to be well adjusted. On the
contrary, children who are neglected, rejected or abused are at
risk for social and mental health challenges.
Importance for children to have
positive social and emotional
skills
• have an impact on how they function at home, school and in
the community
• impact their chances for school success and healthy
relationships.

A child's positive relationship with trusting and caring adults is


the key to successful emotional and social development.
Things to do to support
positive social and emotional
development
 Lead by example, by modeling positive behaviors
 Be affectionate
 Be considerate of feelings, wants and needs
 Express interest in daily activities
 Respect their viewpoints
 Express pride in accomplishments
 Provide encouragement and support during times of stress

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