Socio Emotional Development of The Pre Schoolers

Socio-Emotional
Development of the
Preschooler
“One test of the correctness of educational procedure is the happiness of the
child.”
Maria Montessori
Big Ideas on Preschoolers’ Socio-emotional
Development
1. The development of initiative is crucial to the preschooler.

2. A healthy self-concept is needed for preschoolers to interact with others.
3. Environmental factors influence gender identity in young children.
4. Preschoolers’ social development is shown through the stages of play.
5. The care-giving styles of parents and teachers affect the preschoolers’
socio-emotional development.
6. Preschoolers are interested in building friendships.
 Preschoolers Initiative
They will yearn to create, invent, pretend, take risk and engage in lively and imaginative
activities with peers. When parents, teachers, and other adults support these attempts and
provide a stimulating environment, the preschoolers sense of initiative will grow.
On the other hand, if the adults show overprotection, extreme restriction and criticisms, the
preschooler will develop guilt.
❖ Self-concept and the preschooler
Self-concept-refers to the way one sees himself, a general view of one’s abilities, strengths
and weaknesses.
Self-esteem- refers to one’s judgments about one’s worth.
High self-esteem, where we have a positive view of ourselves, tends to led to:
-confidence in our own abilities
-self-acceptance
-not worrying about what others think
-optimism
Low self-esteem, where we have a negative view of ourselves, tends to led to:
-Lack of confidence
-A wish to be/look like someone else
-Always worrying what others may think
-Pessimism
Generally, children who have warm and secure relationships with their parents/carers are
more likely to have positive self-concepts and self-esteem
Environmental factors and gender in the preschoolers’
socio-emotional development
Gender typing-the process of forming gender roles, gender-

based preferences and behaviors accepted by society.
Ex. In a preschool classroom, girls may spend more time in the
housekeeping, art and reading corners and boys may gather more often in
spaces, devoted to blocks, woodworking and active play
Gender identity- the view of oneself as being masculine or

feminine.
Influenced by environmental factors such as the:
-Family, Teachers, Peers and Mass Media
Preschool teachers should think thoroughly on how to present notions of what
boys and girls can do especially in the discussion about occupations or
community helpers.
 Parten’s Stages of play
-Milded Parten (1930)
Play becomes an important venue for the child’s development of social skills like entering or
joining a play situation, taking-turns, sharing, helping, saying sorry, and working together. Play
is indeed the child’s major business!
Parten’s Stages of Play
1. Unoccupied Play- The child appears not to be playing but directs his attention on anything
that interests him.
2. Solitary Play-This stage, which starts in infancy and is common in toddlers, is when children
start to play on their own.
3. Onlooker Play- The child spends time watching others play. He may talk to them but does
not enter to play with them.
4. Parallel Play- The child plays with toys similar to those near him, but only plays beside and
not with them. No interaction takes place.
5. Associative Play-The child plays with others. There is interaction among them, but no task
assignment, rules and organization are agreed upon.
6. 6. 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.
 Friendships in Preschool
Friendships benefit the preschoolers development by providing
stimulation, assistance, companionship, social comparison and affection
(Kostelnik, 2010). Through friendships, preschoolers are able to practice
different social roles like being a leader, a follower, someone who take risks
and someone who helps out and comforts.
 Caregiving Styles
-Baumrind (1960)
-refers to both parents and teachers and even adults that care for the
child.
A. Responsiveness-refers to caregiver behaviors that pertain to expression
of affection and communication.
B. Demandingness- refers to the level of control and expectations. This
involves discipline and confrontation strategies.
Baumrind’s Caregiving Styles and their Effects on Children
Caregiving Style Description/The Effect on the preschooler
Caregiver’s/parents/teachers
with this caregiver style has the
ff. descriptions:
Authoritative • Expect behavior appropriate • Makes the preschooler
(High demandingness, to the age of the child. feel safe and secure.
high responsiveness) • Maintain reasonable and fair • Teaches the child to
limits. take responsibility for
• Closely monitor the activities his/her actions.
of the child. • Develops good self-
• Warm and nurturing control.
• Have realistic expectations of • Develops a realistic view
the child. of oneself.
• Communicate messages in a • Builds the child’s
kind, firm and consistent capacity for empathy
manner.
• Discipline approach focuses
more on teaching than
punishing
ff. descriptions:
Authoritarian • Set subjective or • Lead to aggressive
(High demandingness, unreasonable limits. behavior of the child.
Low responsiveness) • Communicate messages • Brings about poor self-
• Strive to have strong control.
psychological control over • Results in poor self-
the child. esteem.
• Do not supervise children’s
activities very well and then
get upset if they make a
mistake.
• Use corporal punishment,
sarcasm, withdrawal of love,
threats.
• Not able to teach children a
better way to behave.
ff. descriptions:
Permissive • Permit the preschoolers to • Has difficulty controlling
(Low demandingness, regulate their own behavior his/her impulses.
High responsiveness) and make their own • Tends to be dependent
decisions even when • Tends to be demanding
preschoolers are not yet of their caregivers
ready to do so. • Tends not to persist or
• Do not set rules or very few if easily gives up on a task.
any • Does not easily follow.
• Do not demand good • Maybe rebellious.
behavior or task • Does not handle
accomplishment. frustration well.
• May lack confidence in their • Has inadequate
ability to influence the child. emotional control.
• Maybe disorganized and • Difficulties in school
ineffective in managing the performance.
family and household/class.
ff. descriptions:
Permissive • Shows undemanding • When parents’ behavior
(Low demandingness, indifferent and rejecting is to the extreme or if
High responsiveness) action towards the child. child experiences this
• Has little commitment to their style early, the child may
roles as parents/caregivers. have:
• Maybe depressed or -attachment problems
overburdened by many -delayed cognitive
concerns like poverty, marital development
problems or absence of -poor social and emotional
support from others. skills.
-delinquent behavior later
in adolescence.
A. Quick look at what Preschoolers Can Do
[From the Philippine Early Learning Standards, ECCD Council, 2010)
EXPRESSION OF BASIC EMOTIONS
37-48 months (3-4 years)
 Express what he/she likes
 Express what he/she dislikes
 Can talk about difficult feelings (e.g., anger, sadness, worry) he/she experiences.
Self-regulation of feelings/emotion
• Willing to try something in order to learn more even if unsure of successful outcome
• Perseveres when faced with challenging or new tasks
• Accept brief delays in gratification
• Accepts defeat well; is not a sore loser
• May have some fears but is not overly fearful, anxious or nervous
• May feel sad at times but not to the point where he/she is depressed
Display of self-appraisal Emotions (shame, pride, guilt)
• Plays to learn a game
• Plays to gain mastery of a game
• Shows a pleasure and enjoyment over his/her successful attempts or efforts
• Confidently joins small groups especially if situation is competitive
• Seeks assistance from an adult or child to solve a problem
RECEPTIVITY to OTHERS’ EMOTIONS

RECEPTIVITY to EMOTIONS and HAVING EMPATHY
 37-48 MONTHS
• Feels others’ distress and acts appropriately (e.g., helps, comforts, gives,
suggestions, etc.)
Emerging Sense of Self
Knowledge of Self and Basic Roles of People in his Environment
 Talks about parts of the body and their functions
• Talks about specific abilities and characteristics (e.g., sings, dances, is helpful,
studious, etc.)
• Describes what primary caregiver can do, what they like and don’t like
• Defends possessions with determination
• Can give reasons or justify why he/she acted the way he/she did
 Forming Attachments
• Shows preference for the company of significant adults and children (other than
the primary caregiver) over unfamiliar adults and children.
 Interaction with Other Children
• Plays with 2 or 3 children using the same play equipment
• Participates in games with other children but plays in his own way
• Chat/Converses with other children
• Takes turns and shares toys with others
• Actively participates in classroom and group routines
• Plays organized group games fairly
INTERACTION WITH ADULTS
36-48 MONTHS
• Verbalizes feelings related to events that arise in classroom, home and
environment in a positive way
• Speaks respectfully with adults using “po” and “opo” and/or appropriate titles.
• Recognizes the importance of adult’s ideas and experiences by listening and
asking questions when they share these
• Clarifies rules and routines before abiding by them.
• Shares personal perspective when he/she does not agree with or see the value
of a rule or routine
• Can take on another person’s viewpoint
 Pakiramdam (Sensitivity)
• Knows when to stop asking questions or when he is being “makulit”
• Cooperates to minimize conflict or tension
 Appreciating Diversity
• Asks questions that indicate he/she notices differences in socio-economic status
• Asks questions about new/different words (dialects) and practices in the
community
• Talks about gender differences and roles
• Regards everyone respectfully, using proper titles/labels, and does not resort to
name-calling
• Willing to make friends with other children and adults in different situations and
locations (e.g., schools, neighborhood)
The Role of Caregivers in the Socio-emotional Development of the
Preschooler
1. Greet each child with his or her names each day. Be sincere and respectful
to each child.
2. Read storybooks that deal about friendships and different feelings.
3. Develop routines in the home or school that encourage working together
and getting along.
4. Help children learn to make rules and play simple games by providing
opportunities for them to play in small groups.
5. Play games that involve social interaction and team work.
6. Observe how a child plays with other children. Teach him to request,
bargain, negotiate, and apologize.
7. Help children understand and cope with strong feelings by giving them
words that they can use to express how they feel. “I can see you are SAD
about your pet, ANGRY at your sister…”
8. Use dolls, puppets or pictures to demonstrate to children how to express
feelings appropriately.
9. Acknowledge how the child feels. For example, one can say, “Nalulungkot
ka dahil hindi ka nakasama sa party.” When we do this, we are able to model
to the preschooler that it is important to listen and that having feelings, even
negative ones, are okay.
10. Catch children doing good. Affirm the efforts they make to accomplish
something. Be specific in your praise. Do not just say, “Good job” or “Very
good.” Instead say, “ When I saw you pack-away your toys, I felt really happy.
Remember to always pack-away.”
11.Read storybooks that deals about friendships.
12. For teachers, develop routines that encourage working together and
getting along.

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Socio-Emotional

1. The development of initiative is crucial to the preschooler.

Self-esteem- refers to one’s judgments about one’s worth.

Gender typing-the process of forming gender roles, gender-

Gender identity- the view of oneself as being masculine or

RECEPTIVITY to OTHERS’ EMOTIONS

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