1. PREPARED BY: LYKA JANE G. EUGENIO

2. LEARNING OBJECTIVES: Explain Erickson’s “crisis” of early childhood, initiative vs. guilt. Explain the development of the preschoolers sense of self and self-esteem. Discuss how children develop gender identity. Describe the Parten’s stages of play

3. “One test of the correctness of educational procedure is the happiness of the child.” -Maria Montessori

4. SOCIO-EMOTIONAL DEVELOPMENT It includes the child’s experience, expression and management of emotions and the ability to establish positive and rewarding relationships with others.

5. PRE-SCHOOLERS (3-5 YEARS OLD) SOCIALIZATION

7. PRESCHOOLERS INITIATIVE INITIATIVE VS. GUILT

9. “You don’t have to hit to hurt” The things we say and the way we deal with preschoolers can already hurt them at this vulnerable stage. The key remember is to apply “judicious permissiveness”

10. SELF-CONCEPT AND THE PRE-SCHOOLER

11. SELF-CONCEPT It refers to the way one sees himself, generally view about one’s abilities, strengths and weaknesses. The preschoolers self-concept mainly focuses on observable characteristics and his/her usual beliefs, emotions and attitudes.

12. SELF-ESTEEM It refers to the one’s judgments about one’s worth. Preschoolers are naturally positive. They will tend to evaluate their skills high and underestimate the tasks. They are confident to try again even if they don’t succeed with something.

13. ENVIRONMENTAL FACTORS AND GENDER IN THE PRE- SCHOOLERS SOCIO- EMOTIONAL DEVELOPMENT

14. GENDER TYPING Is the process by which a child becomes aware of their gender and thus behaves accordingly by adopting values and attributes of members of the sex that they identify as their own.

15. Preschoolers begin to associate certain things like toys, tools, games, clothes, jobs, colors even actions or behaviors as being “only for boys” or “only for girls”. They form their own gender identity, the view of oneself as being masculine or feminine.

16. Gender typing and Gender Identity are influenced by environmental factors such as family, peers and the mass media.

17. GENDER SCHEMAS Are based on children’s interactions and observations of others, their environment and the culture.

18. PARTEN’S STAGES OF PLAY Play is the main agenda of the preschool years. It has a social dimension.

20. UNOCCUPIED The child appears not to be playing but directs his attention on anything that interest him/her.

21. SOLITARY The child starts to play on his own. He seems not to notice other children playing nearby.

22. ONLOOKER The child spends time watching others play. He may talk to them but does not enter into play with them.

23. PARALLEL PLAY The child plays with toys similar to those near him but only plays beside and not with them. No interaction takes place.

24. ASSOCIATIVE PLAY The child plays with others. There is interaction among them, but no task assignment, rules and organizations are agreed upon.

25. 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.

26. COOPERATIVE PLAY

27. UNOCCUPIED PLAY

28. SOLITARY PLAY

29. ASSOCIATIVE PLAY

30. PARALLEL PLAY

31. ONLOOKER PLAY

32. THANK YOU!