1. SOCIO-EMOTIONAL DEVELOPMENT IN CHILDREN

2. Socio-emotional Development
Social Development
Emotional Development

3. Social Development Social Development covers:
Child relationship with other people
Social Skill development
Socialization Process

4. Social Development
The process of learning the skills and attitude of living in a community  that can assist children (people) to live in peace. (ability to adapt)
Social Development starts immediately as soon as a child interact with other people around them, i.e.the moment a child is born & put on mummy tummy/ held by others.
Early interaction  starts the bonding process between baby & parents  an inportant base for positive social & emotional development.

5. 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 -
A child must know how to be independent (gradually) and confident to mix with others.

6. Social Learning
A child learns social skill through watching and imitating other people behavior, esp parents and carer.
According to Albert Bandura (1925), a child learns social behavior in 2 ways
Watching other people
Imitate other people.

7. Social Learning
Generally, the characteristics of people that a child likes to copy are:
Friendly, loving & caring
With authority, good skills or charismatic.
Able to give them reward (based on their behavior)
Similarities between them (e.g. Same gender)

8. Socialization process
It is a process whre children learn how to interact or communicate with other people  according to an accepted way (by society & culture).
Every society have a set of behavior (ukuran kelakuan) that is accepted by their community
Each member must follow the values/regulations set by their society  in order to be accepted by their culture and community.
Aim of the socialization process
To assist and guide children (since in infancy stage)  able to make social adaptation according to the community expectations (when they grow older).

9. Erikson’s Theory Of Psychosocial Development
Infancy marks the time of the TRUST-VERSUS-MISTRUST STAGE (birth to 18 months) during which infants develop a sense of trust or mistrust, largely depending on how well their needs are met by their caretakers.
From around 18 months to 3 years infants enter the AUTONOMY-VERSUS-SHAME-AND-DOUBT STAGE during which Erikson believed toddlers develop either independence and autonomy (if they are allowed the freedom to explore) or shame and doubt (if they are restricted and overprotected).
 Erikson argues that personality is largely shaped by infant's experiences

11. What is Emotion?
From a Greek word "emovere" yang bermaksud “to go out".
Emotion refers to the experience of such feelings as fear, joy, surprise or anger.
Emotion is a feeling or affect that involves the the combination of various physiological stimulus/behavior e.g fast heat beat +smiling/grinning (Santrock;1998)
Emotions communicate a person's inner condition to others  a response.
Emotions guide and regulate behavior

12. What is Emotion? Emotion is….
a response or arousal that 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).

13. Emotional Development: Emotional Arousal
Examples of Physiological changes :-
Due to the blood circulation system:
Heart beat fast
Blood capilaries shrink
Blood pressure (skin turn reddish)
Hand & Leg (felt as if they’ve grown larger)
Head (felt as if it has grown larger)
Breathing - fast & short
Skin surface shrink (goosebumps / cold sweat)
Pupils getting bigger
Digestive system

14. Functions of emotions Survival Communication mediator Social moderator
Source of motivational behavior
Source of sadness and happiness

15. Socio-emotional development in Infant & Toddlers (0-2 yrs old)

16. Role of emotions in children’s socioemotional development
Emotion is very important to children:
Emotions add happiness/enjoyment to children  a driving force for child behavior and action taken.
Emotions influence their perceptions and behavior towards others and their environment.
Emotions will determine their action and types of adjustment made.

17. An infant emotions can be categorized as:
Discreet Emotion
Self-awareness Discreet Emotion
Empathy Discreet Emotion

18. Display of Discreet Emotions Development
Discreet emotion  Emotions that can be observed on one’s facial expression (mimik wajah) e.g. happiness, fear, sad, anger, surprise
Nonverbal encoding, the nonverbal expression of emotions is consistent across the life span.
Across every culture, infants show similar facial expressions relating to basic emotions.
For example basic emotions – happy, sad, anger, fear  have three components, i.e emotions, physiological changes and behavior

19. Display of Discreet Emotions Development
Infants can imitate adult facial expressions (but not necessarily understand them at first!)
These imitative abilities pave the way for future nonverbal decoding abilities
Infants learn early to encode and decode emotions; important in helping them express and understand emotion

20. Display of Discreet Emotions Development
Newborn
Newborn emotions is an arousal related to comfortable or uncomfortable feelings.
Discreet emotions is displayed through body gestures or facial expressions (cry when hungry)
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.

21. Discreet Emotions Development Stages
6 mth  From sad  develops into fear, disgusting, anger.
12 mth  From like  develops into happiness (towards a 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  throw things when angry.
2-4 yrs
Beginning of fear timbul pelbagai perasaan takut

22. Self Awareness Emotion (The Development of SELF)
The roots of SELF-AWARENESS  i.e. the knowledge of self, begin to grow around 12 months.
Research/experiments related Self-awareness
The mirror and rouge task Most infants touch their nose to attempt to wipe off the rouge at months.
Crying, when presented with complicated tasks, also implies consciousness that infants lack capability to carry out tasks.

23. Self Awareness Emotion (The Development of SELF)
18-36 months old:
Starting to 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.

24. Development of Empathy Emotion
Infants see others as compliant agents, beings similar to themselves who behave under their own power and respond to the infant's requests.
Children's capacity to understand internationality and causality grow during infancy.
By age two, infants demonstrate EMPATHY, an emotional response that corresponds to the feelings of another person.
By age two, children can "pretend".

25. Development of Empathy Emotion
Children understand and 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.

26. 3 Things that can influence a child emotions:
No self control
Convey their emotions in a hurried manner & express their emotions without control
Not matured
No experience, do not understand about culture or social values that emphasize on the importance of contol pengawalan emosi.
Short attention span
Their attention can be easily shifted to other things which to them are more interesting  within a very short time.

27. Infant Social Emotional Development
The infant’s 1st smiles are relatively indiscriminate (smile at anything)
By 6-9 weeks babies exhibit the SOCIAL SMILE, smiling in reference to other individuals.
By 18 months, social smiling is directed more toward moms and other caregivers
Infants are able to discriminate facial and vocal expressions of emotion early in infancy (sensitive to the emotional expressions of others by end of 2nd year)

28. Feeling what others feel (Social Referencing)
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.

29. Helping Toddlers Develop Compliance and Self-Control
Respond with sensitivity and support
Give advance notice of change in activities
Offer many prompts and reminders
Reinforce self-controlled behavior
Encourage sustained attention
Support language development
Increase rules gradually

30. Socio Emotional Development
Attachment
What is attachment?

31. ATTACHMENT
The most important form of social development that occurs during infancy is ATTACHMENT, ie.
the positive emotional bond that develops between a child and a particular individual.
The earliest work on humans was carried out by John Bowlby (Attachment theory) who suggested that attachment had a biological basis.

32. Attachment
According to Bowlby (1969), attachment is a strong emotional bonding (loving relationship) between individual with another person
Bowlby viewed attachment as based on infant's needs for safety and security (especially from the mother)
Generally, attachment between child & mother is dydic in nature (bersifat timbal-balik)  a continueous and long socio-emotional relationship.

33. Attachment
Attachment is very important  will influence a person future (success/failure)  inline with their cognitif, social and emotional development.
Attachment is viewed as critical for allowing the infant to explore the world
Attachment develop from mother’s ability to fulfill or provide ‘oral satisfaction’ to the child.
Having a strong, firm attachment provides a safe base from which the child can gain independence.

34. Types of Attachment Behavior

35. Attachment
Early researchers studied bonds between parents and children in the animal kingdom to understand attachment
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 duckling)
Freud suggested that attachment grew out of a mother's ability to satisfy a child's oral needs.

36. THE STRANGE SITUATION STUDY
ATTACHMENT:
THE STRANGE SITUATION STUDY
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.

37. The 8 staged episodes of the AINSWORTH STRANGE SITUATION
Mother & baby enter an unfamiliar room
Mother sits, letting baby explore
Adult stranger enters room can converses with mom and then baby
Mother exits the room, leaving baby with stranger
Mom returns; greets and comforts baby and stranger leaves
Mom departs leaving baby alone
Stranger returns
Mother returns and stranger leaves

38. Infants’ reactions to the strange situation vary considerably, depending on the nature of attachment with mother…
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.
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.

39. (the strange situation technique, Mary Ainsworth,
(the strange situation technique, Mary Ainsworth, nature of attachment , continued)
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.

40. (the strange situation technique, Mary Ainsworth,
(the strange situation technique, Mary Ainsworth, nature of attachment (continued)
Infant attachment may have significant consequences for relationships at later stages in life.
Not all children who are not securely attached as infants experience difficulties later in life; some research suggests that those who had avoidant and ambivalent attachment do quite well later in life.

41. Factors that Affect Attachment Security
Opportunity for attachment
Quality of caregiving
Infant characteristics
Family circumstances
Parents’ internal working models

42. Attachment and Later Development
Secure attachment related to positive outcomes in:
Preschool
Middle childhood
Continuity of caregiving may link infant attachment and later development.

43. Socio-emotional Development
2 important concept relating to socio-emotional experience (specifically anxiety) in children derived from attachment:
Stranger Anxiety
STRANGER ANXIETY is the caution and wariness displayed by infants when encountering an unfamiliar person.
Separation Anxiety
SEPARATION ANXIETY is the distress displayed by infants when a customary care provider departs.

44. Socio-emotional Development: Stranger & Separation Anxiety
Both stranger & separation anxiety represent important social progress!
They reflect cognitive advances in the infant,
Growing emotional and social bonds

45. TEMPERAMEN

46. Temperament refers to how children behave.
Another factor contributing to social/personality differences in infants…
 TEMPERAMENT is the patterns of arousal and emotionality that are consistent and enduring characteristics of an individual.
Temperament refers to how children behave.
Temperamental differences among infants appear from the time of birth.
Temperament shows stability from infancy through adolescence

47. Categorizing temperament: Easy, Difficult, Slow-to-warm babies (Alexander, Thomas, and Chess)
EASY BABIES have a positive disposition; their body functions operate regularly and they are adaptable.
DIFFICULT BABIES have negative moods and are slow to adapt to new situations; when confronted with a new situation, they tend to withdraw.
SLOW-TO-WARM-UP BABIES are inactive, showing relatively calm reactions to their environment; their moods are generally negative, and they withdraw from new situations, adapting slowly.

48. Socio-emotional Development in the Early Childhood (PRESCHOOL)

49. Psychosocial Development
According to Erikson’s preschoolers 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-VERSUS-GUILT STAGE, the period during which children experience conflict between independence of action & sometimes negative results of that action.

50. The initiative vs Guilt stage
Conflict occurs between the desire to become more independent and autonomous and the guilt that may occur.
Preschoolers with supportive parents =independent & autonomous
Preschoolers with restrictive, overprotective parents = shame & self-doubt
The foundational concept of this stage is that children become aware that they are people too! They begin to make decisions and shape the kind of person they are to become!

51. Erikson’s Theory: Initiative versus Guilt
Eagerness to try new tasks, join activities with peers
Play permits trying out new skills
Act out highly visible occupations
Guilt
Overly strict superego, or conscience, causing too much guilt
Related to excessive threats, criticism, punishment from adults

52. Emotional Dev in Early Childhood
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

53. Self Concept in the pre school years: Thinking About the Self
During the preschool period, children wonder about the nature of self
The way they answer the question “Who am I?” at this stage may affect their whole life!

55. (Self concept in the preschool years, cont…)
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.

56. Self Concept Based on: Observable characteristics Appearance
Possessions
Behavior
Typical Emotions and Attitudes
Asserting rights to objects (“Mine!”) helps define boundaries of self

57. Self-Esteem Judgments we make about our own worth
Includes global appraisal and judgments of different aspects of self
Affects preschoolers’ initiative

58. Social Experience and Emotional Understanding
Caregivers:
Label and explain emotions
Scaffold emotional thought
Siblings and Friends:
Negotiate
Act out emotions in play

59. PLAY

60. Playing by the Rules: How Play Affects Social & Personality Development
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

61. TYPES of PLAY (Parten, 1932)
Non Social Play - is where a child only observe others play, i.e. did not involve in the play
Solitary play - A child play with his/her toys only, i.e. no contact with other children even though other children is around.
Onlooker play - occurs when children simply watch others play but do not actually participate themselves
Parallel play - is when children play with similar toys, in a similar manner, but do not interact with each other.
Associative play- is when children play together in the same activities/ game and communicate with each other. But without specific task/aim.
Cooperative play- occurs when children play together and have aim and specific task organize play and each have their own role to play.

62. Early Childhood Friendships
“Someone who likes you,” plays with you, and shares toys
Friendships change frequently
Friends more reinforcing, emotionally expressive than non-friends.

63. Preschoolers' Social Lives (Social Dev.)
The preschool years are marked by increased interactions with the world at large.
Around age 3, children begin to develop real friendships.
Peers come to be seen as individuals with special qualities.
R/shipbased 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.

64. (Preschool Social Life…)
Some children are more readily liked by their peers than others.
Qualities associated with disliked children
more likely to be aggressive
More disruptive,
impose themselves on their peers
less cooperative
do not take turns.
Qualities associated with popularity
physical attractiveness
being outgoing
being sociable
speaking more
smiling more
having a greater understanding of others‘ emotions

65. During the childhood period, children’s ideas about friendship undergo changes…
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

66. Damon’s 3 stages of friendship
Stage 1 – [ages 4-7]
Children see friends as like themselves  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
Friendships become based on intimacy and loyalty  involve mutual disclosure and exclusivity.
Children also develop clear ideas about the behaviors they seek in friends…

67. Discipline: Teaching Preschoolers Desired Behaviors PARENTING STYLE
Diana Baumrind (1980) notes 3 major types of parenting style:
AUTHORITARIAN PARENTS
PERMISSIVE PARENTS
AUTHORITATIVE PARENTS

68. Parenting Style
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.

69. Effect of parenting style on children…..
Children of authoritative parents tend to fare best:
they are independent, friendly with their peers, self-assertive, and cooperative parents are not always consistent in their parenting or discipline styles.
Children whose parents engage in aspects of the authoritative style related to supportive parenting
Supportive parenting encompasses parental warmth, proactive teaching, calm discussion during disciplinary episodes, and interest and involvement in children's peer activities show better adjustment and are protected from the consequences of later adversity.

70. Gender Identity: Developing Femaleness & Maleness
Preschoolers also begin to develop expectations about appropriate behavior for girls and boys.
Like adults, preschoolers expect males to be more independent, forceful and competitive and females to be warm, nurturing, expressive and submissive.
These are expectations and not truths about actual behavior! But viewing the world this way affects preschoolers behavior!
However, young children typically hold stronger gender-stereotypes than adults.
                                 

71. Gender Schemas and Gender Typing

72. The END