social development fileof feelings. they become able to identify their own feelings and to exercise...

Social Development

“Social development involves the growth and change of our interactions with others”

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Social Development

• “Babies are born predisposed to form relationships, and over the first few years the range of skills and understandings increases to expand ways of communicating and relating” (NSW Curriculum Framework for Children’s Services 2002, p.68).

� “Developmentalists now see newborns as innately predisposed to sociability, capable, in the very first month, of expressing emotions and of responding to the moods, emotions, and actions of others” (Berger, 1998, p.191).

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Emotional and Psychological Development

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Emotional and Psychological Development

“During the first few years of life children become more aware of feelings. They become able to identify their own feelings and to exercise some control over the expression of them in their behaviour. Through learning about their own feelings children become more conscious of the feelings of others” (NSW Curriculum Framework for Children’s Services 2002, p.70).

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Influences on Social, Emotional and Psychological Development

� Culture and child rearing practices

� Disposition/temperament

� Gender/sex role

� Family circumstances/Socio-economic background

� Physical health

� Ordinal position (place in the family)

� Social opportunities/ self concept/self esteem

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Erikson’s Psychosocial Stage Trust Versus Mistrust

Psychosocial Stage Period of Development Description

Basic trust versus mistrust

Infancy From warm, responsive care, infants gain a sense of trust, or confidence that the world is safe and predictable.

Mistrust occurs when children are neglected or caregivers do not respond promptly or consistently to children’s cues.

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Social/Emotional Development

Educators need to consider children’s:

� Relationships

� Personality

� Play behaviour

� Self-help skills

� Feelings of worth

� Emotions

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Social/Emotional Development

As children grow and develop they will develop social and emotional skills which will allow them to:

� express their emotions in culturally acceptable ways

� engage in social relationships

� develop confidence in tackling new tasks and situations

� develop independence

� identify what is “right” or “wrong”

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Infant Emotions

� Infants learn emotional responses from those around them.

� Social referencing – refers to infants using the emotional signals of others to guide their behaviour.

� Stranger anxiety – begins to appear around 6 to 9 months when a fear of unfamiliar adults develops.

� Separation anxiety – once infants have developed attachment to their primary caregivers, they become distressed when they are separated from their attachment figure. This is usually seen around 8-9 months.

� Caregivers need to respond to children’s individual cues as stranger and separation anxiety will vary from infant to infant and situation to situation.

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Erikson’s Psychosocial Stage Autonomy Versus Shame and Doubt


Autonomy versus shame and doubt

Toddlerhood Using new cognitive and motor skills, toddlers begin to assert themselves.

Autonomy is fostered when caregivers allow limited choices and time for toddlers to practice their skills.

If the child is not allowed to make decisions or if they undertake actions beyond their abilities shame or doubt could occur. 10

Cultural Differences in the Development of Autonomy

� Cultural beliefs and practices may affect the degree to which children will seek autonomy.

� Parental expectations will have an affect on the development of autonomy, as will methods of discipline and children’s personality.

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Cultural Differences in the Development of Autonomy

� When parents foster independence they will be supportive of the development of autonomy in young children.

� When dependence and obedience is valued, behaviour management strategies may be put into place to encourage children to develop autonomy at a different pace.

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Self concept/Self-esteem

� Self concept refers to the picture we have of ourselves.

� Self-esteem is the value we place upon those qualities, skills and attributes – how positive we feel about those characteristics.

� Toddlers who develop a sense of autonomy or some control over their lives are likely to develop positive self-esteem.

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Self concept/Self-esteem

� Much of this is dependent on the feedback they receive from others.

� It is important that we have realistic expectations of children and match this with the support and recognition we give them.

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Toddler’s Emotions - Temper Tantrums

� Expected behaviour in toddlers

� Occur for a variety of reasons, primarily frustration or fatigue

� Frustration can arise because of the toddlers’ developing sense of self and limits to their physical and language abilities.

� Frustration can also occur if unrealistic expectations are placed on toddlers

� Fatigue can occur if toddlers do not receive adequate rest and nutrition

� Toddlers need a balance of active and quiet times through the day

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Toddler’s Emotions - Aggression

� Not uncommon in social interactions in toddlers

� Linked to limited language abilities and inability to control their emotions

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Toddler’s Emotions - Fears

� Stem from toddlers’ difficulty in distinguishing between fantasy and reality

� Common fears include: the dark, going down the plughole in the bath, monster and loud noises.

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Erikson’s Psychosocial Stages Initiative versus Guilt


Initiative versus guilt Preschool years Preschoolers develop an increasing sense of their own ability and a desire to plan and make things happen. If encouraged this leads to a sense of initiative and supports the development of high self-esteem.

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Erikson’s Psychosocial Stages Initiative versus Guilt


Initiative versus guilt

Preschool years If preschoolers receive negative feedback or are punished for planning or trying to make things happen a sense of guilt may develop and thus low self esteem

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Preschoolers’ Social, Emotional and Psychological Development

Self concept

� Preschoolers are aware of themselves as individuals

� They start to compare their characteristics and abilities to those of others

� They begin to take notice of what skills and behaviour are valued by their family and social groups

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Preschoolers’ Social Development

Preschoolers’ friendships

� Three years olds tend to see friendships in a concrete way (a friend is someone to play with and talk to)

� Five year olds tend to develop a sense of loyalty towards particular friends

� Pro-social behaviours develop through the preschool years

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Moral Development

� Moral development relates to how children learn to decide if a behaviour is right or wrong.

� Preschoolers begin to develop a conscience and start to feel “uncomfortable” or “guilty” if they do something they know is wrong.

� At this stage moral standards are inconsistent. Rules may be applied in one situation but not in other similar situations.

� Preschoolers show egocentric behaviour and are often unable to take another person’s point of view into consideration.

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Supporting Preschooler’s Moral Development

Preschoolers are learning how to behave in a socially acceptable manner. Educators need to:

� Be clear, positive and consistent in their expectations of preschoolers’ behaviour

� Involve preschoolers in deciding on limits or guidelines for the group

� Focus on the behaviour not the child – make it clear that the behaviour is not acceptable but the child is always valued

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Supporting Preschooler’s Moral Development

Educators need to:

� Give genuine encouragement and positive feedback for positive behaviour

� Provide instructions in a positive way

� Be consistent in your response to children’s behaviour

� Arrange the environment so that it supports positive behaviour co-operation and sharing.

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Preschoolers’ Emotional Development

During the preschool years children’s emotional responses become increasingly complex. These responses are influenced by preschoolers’ developing cognitive and language skills and by their social and cultural environment.

Fears:

� Preschoolers have difficulty distinguishing fantasy from reality and this can lead to fear of monsters, costumes, masks, television items, etc.

� It is important to accept and acknowledge preschoolers’ fears as real and encourage them to talk about how they feel.

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Preschoolers’ Emotional Development

Aggression:

� Anger and frustration in preschoolers may result in aggressive behaviour which can include punching, breaking items, name calling etc.

� Educators need to stop the behaviour, remain calm and help support the child in developing more positive ways to express his/her feelings.

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Erikson’s Psychosocial Stages Industry versus Inferiority


Industry versus Inferiority

Middle Childhood The child is now faced with the need to win approval through specific skills demanded by his /her culture. If the child develops the expected skills, he/she will develop a sense of industry and experience high self-esteem.

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Erikson’s Psychosocial Stages Industry versus Inferiority

Psychosocial Stage Period of Development

Description

Industry versus Inferiority

Middle Childhood If the child receives negative feedback and has trouble developing these skills he/she will develop a sense of inferiority and experience low self-esteem.

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Self-concept and Self-esteem in Middle Childhood

� Children, in middle childhood, begin to compare themselves against others, judging their skills, abilities and qualities against those of their peers.

� They become more skilled at “reading” the messages (facial expression, tone of voice, body language) they gain from others. The feedback they receive can have either a positive or negative affect on their self-esteem.

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Self-concept and Self-esteem in Middle Childhood

Self-concept is the picture we have of ourselves in terms of our skills and abilities.

Self-esteem is how we feel others value us in terms of our skills and abilities.

In middle childhood there is a significant shift in children’s self-concept. Self-concept is no longer based purely on physical characteristics and skills. Children now start to describe themselves in terms of qualities (kind, thoughtful etc).

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Emotional Development during Middle Childhood

Emotions become more complex, and children become more skilled at hiding how they feel, during middle childhood.

Stress or anxiety

� Occurs when events overwhelm us and seem out of our control.

� Can interfere with positive social relationships, the development of social skills and self-esteem.

� Much of the child’s stress is related to fears.

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� As children are now less egocentric, have broader social experiences and more effective memory and thinking skills they now have new concerns.

� They are now more aware of media events, school expectations, family and peer relationships, hospitalisation and death.

� This awareness may lead to worry and fearfulness, which they may try to hide from others.

� Adults need to be sensitive to children’s moods and develop positive relationships, to encourage children to talk about their fears.

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� More boys than girls are exposed to bullying and boys tend to be more physical in their bullying behaviour.

� Girls tend to use verbal bullying and isolate their “victims”.

� “Victims” of bullying are likely to develop poor social skills, poor self-concept and low self-esteem.

� Adults need to discourage bullying, by setting firm limits for unacceptable behaviour, monitoring indoor and outdoor play spaces and rewarding consistent positive behaviour.

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Crisis

� Events both traumatic and unexpected causestress and anxiety.

� Crisis situations in middle childhood include separation, divorce, domestic violence, hospitalisation, moving house etc.

� A crisis can affect all areas of development.

� It is important adults listen to children and comfort them. Caregivers need to offer practical support to both children and families in crisis situations.

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social development fileof feelings. they become able to identify their own feelings and to exercise...

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