UNIT 4: Social and Emotional

Development
CONTENT: UNIT 4 – SOCIAL and EMOTIONAL DEVELOPMENT
TIME ALLOMENT: Week 10-13
INTENDED OUTCOMES:
At the end of the unit, the students can:
a. discuss the concepts and theories related to the socio-emotional development
of children and adolescents;
b. make connections using knowledge on current research literature, between socio-
emotional theories and developmentally appropriate teaching approaches suited
to learner’s gender, needs, strengths. Interests and experiences.

A. SOCIO-EMOTIONAL DEVELOPMENT
This includes the child’s experience, expression and management of emotions and
the ability to establish positive and rewarding relationships with others. It encompasses
both intra and interpersonal processes.
Example: Recognizing if one is sad, and asking if he is ok.
Understanding your thoughts and feelings and being able to relate to others.
B. DEVELOPMENT OF SELF and SOCIAL UNDERSTANDING
1. Psychoanalytic Theory (Freud)
Sigmund Freud developed the psychoanalytic theory of personality
development which argued that personality is formed through conflicts among
three fundamental structures of the human mind – the id, ego and super ego.
Freud believed that people could be cured by making conscious their
unconscious thoughts and motivations, thus gaining “insights.” The aim of
psychoanalysis theory is to release repressed emotions and experiences, i. e. make
the unconscious conscious.
According to Freud personality is composed of three elements which work
together to create complex human behaviors. Each component adds its own unique
contribution to personality and the three interact in ways that have a powerful
influence on an individual.
a. The Id
- This is the source of all psychic energy, making it the primary
component of personality.
- It is the only component of personality that is present from birth.
- This is entirely unconscious and includes instinctive and
primitive behavior.
The id is driven by the pleasure principle which strives for immediate
gratification of all desires, wants and needs. If the needs are not satisfied
immediately, the result is a state of anxiety or tension.
b. The Ego
- The ego develops from the id and ensures that the impulses of the id
can be expressed in a manner acceptable in the real world.
- The ego functions in the conscious, preconscious, and unconscious mind.
- This is the component of personality that is responsible for dealing
with reality.
 The ego operates based on the reality principle which strives to satisfy
the id’s desires in realistic and socially appropriate ways. The reality
principle weighs the cost and benefits of an action before deciding to act
upon or abandon impulses. The id’s impulses can be satisfied through
the process of delayed gratification, the ego will eventually allow the
behavior, but only in the appropriate time and place.
The ego also discharges tension created by unmet impulses through
sensory process thinking, in which the ego tries to find an object in the
real world that matches the mental image created by the id.
c. The Super ego
- This begins to emerge at around age 5.
- It holds the internalized moral standards and ideas that we acquire
from our parents and society (our sense of right and wrong).
- It provides guidelines for making judgments.
The super ego has two parts:
a. The conscience includes information about things that are viewed
as bad by parents and society. These behaviors are often forbidden
and lead to bad consequences, punishments and feelings of guilt
and remorse.
b. The ego ideal includes the rules and standards for behaviors that
the ego aspires to.
The super ego tries to perfect and civilize our behavior. It works to
suppress all unacceptable urges of the id and struggles to make the ego
act upon idealistic standards rather than upon realistic principles. The
super ego is present in the conscious, preconscious and unconscious.
According to Freud, the key to healthy personality is a balance between
the id, the ego and super ego. The imbalance between these elements
would lead to a maladaptive personality.

2. The Psychosocial Theory (Erikson)

Erik Erikson first published his eight- stage theory of human development in his
1950 book, Childhood and Society. Erikson maintained that personality develops in
a predetermined order through eight stages of psychosocial development, from
infancy to adulthood. During each stage, the person experiences a psychosocial
crisis which could have a positive or negative outcome for a personality
development.
The crises are of psychological nature because they involve psychological needs of
the individual conflicting with the needs of the society. According to the theory,
successful completion of each stage results in a healthy personality and the
acquisition of basic virtues. These virtues are characteristics strengths which the ego
can use to result subsequent crisis. Failure to successfully complete a stage can result
to a reduced ability to complete further stages and therefore an unhealthy
personality and sense of self.
a. Trust vs. Mistrust – Infancy – 1 to 1 ½ yrs.
During this stage, the infant is uncertain about the world in which he lives
and looks towards his caregiver for stability and consistency of care. If the care
the infant receives is enough, he will develop a sense of trust which will carry
him to other relationships and he will be able to feel secure even when
threatened.
If the needs are not consistently met, mistrust, suspicion, and anxiety
may develop. The infant will not have confidence in the world around him
or in his abilities to influence events.
Success in this stage will lead to the virtue of hope. By developing a sense
of trust, the infant can have hope that as new crises arise there is a possibility
that other people will be there as a source of support. Failure to acquire the
virtue of hope will lead to the development of fear. He will carry the sense of
mistrust with him to other relationship.
b. Autonomy vs. Shame – Early childhood – 18 months – 3-4 yrs.
Children at this stage are focused on developing a sense of personal
control over physical skills and a sense of independence.
Success in this stage will lead to the virtue of will or determination. If
children are encouraged and supported in their increased independence, they
become more confident and secure in their ability to survive in the world.
If children are criticized, overly controlled, or not given the opportunity to
assert themselves, they begin to feel inadequate in their ability to survive, and
may become overly dependent on others, lack self esteem and feel a sense of
shame or doubt in their abilities.
c. Initiative vs. Guilt – Early childhood – 3or 4 to 5 or 6 yrs.
During this period children assert themselves more frequently through
directing play and other social interaction. Children regularly interact with
other children at school. Central to this stage is play, as it provides them with
the opportunities to explore their interpersonal skills through initiating
activities.
They begin to plan activities, make up games and initiate activities with
others. If given this activity, children develop a sense of initiative and feel
secure in their ability to lead others and make decisions. If this tendency is
squelched, either through criticism or control, children develop a sense of
guilt. Children will often overstep the mark in their forcefulness and the
danger is that the parents will tend to punish them and restrict their
initiatives too much.
At this stage children begin to ask many questions as their thirst for
knowledge grows. If the parents treat the children’s questions as trivial, a
nuisance or embarrassing or other aspects of their behavior as threatening,
then they may have feelings of guilt.
Too much guilt can make children slow to interact with others and may
inhibit their creativity. Some guilt, is of course, necessary; otherwise the child
would not know how to exercise self-control or have a conscience.
 A healthy balance between initiative and guilt is important. Success in this
stage will lead to the virtue of purpose, while failure will result in a sense of
guilt.
d. Industry vs. Inferiority – School age – 6 to 10 yrs.
Children at this stage will be learning to read and write to do things on their
own. Teachers begin to take an important role in the children’s life as they
teach them specific skills.
At this stage, children’s peer group will gain greater significance and will
become a major source of their self-esteem. They feel the need to win
approval by demonstrating specific competencies that are valued by society
and begin to develop a sense of pride in their accomplishments.
If they are encouraged and reinforced for their initiatives, they begin to feel
industrious (competent) and feel confident in their ability to achieve goals. If
this initiative is not encouraged, if it is restricted by parents or teachers,
children begin to feel inferior, doubting their own abilities and therefore may
not reach their potential.
If children cannot develop the specific skill, they feel society is demanding,
they may develop a sense of inferiority. Some failures may be necessary so
that they can develop modesty. Again, a balance between competence and
modesty is necessary. Success in this stage will lead to the virtue of
competence.
e. Identity vs. Role confusion – Adolescence – 12 to 20 yrs.
During this stage, adolescents search for a sense of self and personal
identity through an intense exploration of personal values, beliefs and goals.
During adolescence the transition period from childhood to adulthood is
most important. Children are becoming more independent, and begin to look
at the future in terms of career, relationships, families, housing, etc. They
want to belong to a society and fit in.
This is a major stage of development where adolescents have to learn the
roles they will occupy as adults. They will re-examine their identity and try to
find out exactly who they are. According to Erikson there are two identities
involved: the sexual and occupational.
The adolescents may feel uncomfortable about their body for a while until
they can adapt and “grow into” the changes. Success in this stage will lead to
the virtue of fidelity. Fidelity involves being able to commit oneself to others
on the basis of accepting others, even if there may be ideological differences.
During this period, they explore possibilities and begin to form their own
identity based upon the outcome of their explorations. Failure to establish a
sense of identity can lead to confusion. Role confusion involves the individuals
not being sure about themselves or their place in society.
In response to role confusion or identity crisis, an adolescent may begin to
experiment with different lifestyles. Pressuring someone into an identity can
result in rebellion in the form of establishing a negative identity, and in
addition to this feeling of unhappiness.
 f. Intimacy vs. Isolation - Early adulthood – 18 to 40 yrs.
During this stage the major conflict centers on forming intimate
relationships with other people. They begin to share themselves with others.
They explore relationships leading toward long - term commitments with
someone other than a family member.
Successful completion of this stage can result in happy relationships and a
sense of commitment, safety and care within a relationship.
Avoiding intimacy, fearing commitment and relationships can lead to
isolation, loneliness, and sometimes depression. Success in this stage can lead
to the virtue of love.
g. Generativity vs. Stagnation – Middle adulthood – 40 to 65 yrs.
During middle-aged individuals experience a need to create or nurture
things that will outlast them, often having or creating positive changes that will
benefit other people.
We give back to society through raising our children, being productive at
work and becoming involved in community activities and organizations.
Through generativity we develop a sense of being part of the bigger picture.
Success leads to a feeling of usefulness and accomplishments while failure
results in shallow involvement in the world. By failing to find a way to
contribute, we become stagnant and feel unprotective.
Success in this stage will lead to the virtue of care.
h. Ego Integrity vs. Despair – Late adulthood – 65 to death
During this time, we contemplate our accomplishments and can develop
integrity if we see ourselves as leading a successful life.
Individuals who reflect on their life and regret not achieving their goals
will experience feelings of bitterness and despair. As we grow older and
become senior citizens, we tend to slow down our productivity and explore
life as retired people. If we see our lives as unproductive, we feel guilty about
our past, or feel that we did not accomplish our life goals, we become
dissatisfied with life and develop despair, often leading to depression and
hopelessness.
Success in this stage will lead to the virtue of wisdom which enables a
person to look back on his life with a sense of closure and completeness and
also accept death without fear.
Wise people are not characterized by a continuous state of ego integrity,
but they experience both integrity and despair, thus, late life is characterized
by both integrity and despair as alternating states that need to be balanced.

3. SOCIAL LEARNING THEORY

The Social Learning Theory of Albert Bandura emphasizes the importance of
observing and modeling the behaviors, attitudes and emotional reactions of
others. It explains human behavior in terms of continuous reciprocal interaction
between cognitive, behavioral and environmental influences.
 This is a theory of learning process and social behavior which proposes that new
behaviors can be acquired by observing and imitating others.
Four necessary steps:
a. Attention
The learner needs to pay attention. If he is distracted this will influence
the quality or amount of learning that occurs. The more interesting or
unique the model or situation is, the more fully the learners will attend to
the learning.
b. Retention
How you can store the information is important. We can remember the
more significant learning in a certain way through any number of memory
techniques. (Example writing down, repetition, etc.) Or maybe we can apply
the learning to a real- life situation.
c. Reproduction
This relies on the first two steps – attention and retention. After
completing these steps, move toward performing the observable
behavior. With further practice, you will improve and sharpen your skills.
The adage “Practice makes perfect” applies here.
d. Motivation
To have the most success to any observational learning, you need to be
motivated enough to imitate the behavior that is modeled. In this step both
reinforcement and punishment impact motivation. If a student sees
someone being rewarded, he is more likely to continue the behavior,
likewise if he sees someone punished or ignored, he may extinguish the
behavior.
Principles:
a. The highest level of observational learning is achieved by first
organizing and rehearsing the modeled behavior symbolically and
then enacting it overtly. Coding modeled behavior into words,
labels or images results in better retention than simply observing.
b. Individuals are more likely to adopt a modeled behavior if it results
in outcomes they value.
c. Individuals are more likely to adopt a modeled behavior if the model
is similar to the observer and has admired status and the behavior
has functional value.

C. DEVELOPMENT OF MOTIVATION and SELF-REGULATION

1. Content Theories
a. Hierarchy of Needs (Dr. Abraham Maslow)
Maslow’s hierarchy of needs is a motivational theory in psychology
comprising of five-tier model of human needs, often depicted as hierarchical
levels within a pyramid.
 Needs lower down in the hierarchy must be satisfied before individuals can
attend to needs higher up. From the bottom of the hierarchy upwards, the needs
are: physiological, safety, love and belonging, esteem, and self-actualization.

e
-
act
uali

Esteem needs

Belongingness and love needs

Safety needs

Physiological needs

Note:
1. Basic needs
a. Safety needs
b. Physiological needs
2. Psychological needs
a. Esteem needs
b. Belongingness and love needs
3. Self-fulfillment needs
a. Self-actualization

Deficiency Needs vs. Growth Needs

This five-stage model can be divided into deficiency needs and growth needs. The
first four levels are often referred as deficiency needs (D-needs), and the top level is
known as growth or being needs (B-needs).
Deficiency needs arise due to deprivation and are said to motivate people when they are
unmet. The motivation to fulfill such needs will become stronger the longer the duration
they are denied. For example, the longer a person goes without food, the hungrier he will
become.
When a deficit need has been more or less satisfied it will go away and the activities
become habitually directed towards meeting the next set of needs that will be satisfied.
However, growth needs continue to be felt and may even become stronger once they have
been engaged.
Growth needs do not stem from a lack of something but rather from a desire to grow as
a person. Once these growth needs have been reasonably satisfied, one may be able to
reach the highest level called self-actualization.
The hierarchy of needs five-stage model includes:
1. Physiological needs
These are biological requirements for human survival. Example: air, food, drink,
shelter, clothing, warmth, sex, sleep. If these needs are not satisfied the human body
cannot function optimally. Maslow considered these needs the most important of all
needs.
2. Safety needs
People want to experience order, predictability and control in their lives. These
needs can be fulfilled by the family and society. Example: police, schools, business and
medical care.
3. Love and belongingness needs
The need for interpersonal relationships motivates behavior. Example: friendship,
intimacy, trust, acceptance, receiving and giving affection and love.
4. Esteem needs
a. Esteem for oneself (dignity, achievement, mastery, independence)
b. Desire for reputation or respect from others. Example: status, prestige.
5. Self- actualization needs - the highest level and refer to the realization of a person’s
potential, self-fulfillment, seeking personal growth and peak experiences. Maslow
describes this level as the desire to accomplish everything that one can do to
become the most that one can be.
b. ERG Theory (Alderfer)
Clayton Paul Alderfer’s ERG Theory is a simplified version of Maslow’s hierarchy
of needs that suggests that all human needs can be accessed and satisfied
simultaneously, rather than from the bottom up.
This theory contends three basic needs to be fulfilled.
1. Existence (E) - the need for basic material existence like physiological
health and safety.
2. Relatedness (R) - the need for interpersonal connections, social status
and recognition.
3. Growth (G) - the need for personal development, including creative
and meaningful work.
 The difference between Maslow’s Theory and the ERG Theory is that in
Maslow’s theory everyone’s needs progress through the specific five-level
pyramid structure, whereas the ERG theory is that people satisfy their needs in
different ways at different levels.
c. Theory of Needs (McClelland)
This is also known as Three Needs Theory, proposed by David McClelland.
This is motivational model that attempts to explain how the needs for
achievement, power and affiliation affect the actions of people from a
managerial context.
These motivators are not inherent, they are learned; we develop them through
our cultural and life experiences.
Regardless of our gender, culture or age, we all have three motivating drivers,
and one of these will be our dominant motivating driver. This dominant
motivator is largely dependent on our culture and experiences.
These characteristics are as follows:
Dominant motivator Characteristic of the person
1. Achievement - Has a strong need to set and accomplish
challenging goals.
- Takes calculated risks to accomplish his goals.
- Likes to receive regular feedback on his
progress and achievements.
- Often likes to work alone.

2. Affiliation - Wants to belong to the group.

- Wants to be liked, and will often go along
with whatever the rest of the group wants to
do.
- Favors collaboration over competition.
- Doesn’t like high risk or uncertainty.

3. Power - Wants to control and influence others.

- Likes to win arguments.
- Enjoys competition and winning.
- Enjoys status and recognition.

Those with strong power motivator are often divided into two groups:
a. Personal power
Person with personal power drive want to control others.
b. Institutional power
People with institutional power drive like to organize the efforts of a
team to further the company’s goals.
2. Process Theories
a. Reinforcement Theory (B.F. Skinner)
Reinforcement theory is the process of shaping behavior by
controlling consequences of behavior. It proposes that you can
change someone’s behavior by using reinforcement, punishment, and
extinction.
Rewards are used to reinforce the behavior you want and
punishments are used to prevent the behavior you do not want.
Extinction is a means to stop someone from performing a learned
behavior.
The term used for these processes is called operant conditioning.
Key concepts of Reinforcement Theory
• Reinforcement
Positive reinforcement occurs when the consequence
resulting in the behavior you are attempting to produce
increases the probability that the desired behavior will
continue. If a sales person performs well, he may receive a
bonus which reinforces the desire to make sales.
Negative reinforcement occurs when negative consequence
is withheld, if the behavior you desire is demonstrated which
will increase the probability that the behavior you are seeking
will continue. Negative reinforcement is not the same as
punishment.
Example: Giving an exemption in the final examination. You
exempt the student from taking the final examination
because of very satisfactory performance. This is a negative
reinforcement not a punishment.
• Punishment occurs when you impose a negative
consequence o reduce an undesirable behavior. It is
imposing a negative consequence to discourage an
unwanted behavior. Example: getting your wages docked for
being late to work. This punishment is often used as a last
resort in an attempt to reshape the employee’s behavior
because it can result in bad consequences and create more
pressure and stress for the employee.
• Extinction - a means to stop someone’s learned behavior. You
attempt to extinguish a behavior by withholding the positive
reinforcement that encouraged the behavior. Example: You
used overtime pay as a positive reinforcement to bring
workers in on weekends. When you stop approving overtime,
workers no longer come in on weekends to work. Their
learned behavior is extinguished.
b. Expectancy Theory (Vroom)
 This is a motivation theory first proposed by Victor Vroom. This
theory proposes that an individual will behave or act in a certain way
because he is motivated to select a specific behavior over others due to
what he expects the result of that expected behavior.
Expectancy theory has three elements:
1. Expectancy (E  P), effort  performance
Expectancy is the belief that one’s effort (E) will result in the
attainment of desired performance (P) goals.
2. Instrumentality (P  O), performance  outcome
This is the belief that a person will receive a reward if the
performance expectation is met. This reward may be a pay
increase, promotion, recognition or sense of accomplishment.
Instrumentality is low when the reward is the same for all
performance given.
3. Valence V(R), outcome  reward
This is the value an individual places on the reward of an
outcome, which is based on his needs, goals, values and
sources of motivation.
c. Goal Setting Theory (Locke)
This refers to the effects of setting goals on subsequent
performance. Edwin Locke found that individuals who set specific
difficult goals performed better than those who set general, easy goals.
The elements:
1. Goal acceptance /Goal commitment
Before a goal can be motivating to an individual, one must
accept the goal. Goal commitment is the degree of
determination one uses to achieve an accepted goal.
2. Goal specificity
A goal must be specific and measurable. It should answer the
who, what, when, where, why and how of the expectations of
the goal. The more specific the goal, the more explicitly the
performance will be affected. Specific goals lead to higher task
performance than vague or abstract goals. In order for
performance to increase, goals must be challenging.
3. Goal difficulty
Goals are proven to be an effective motivation tactic if
difficulty is taken into consideration. They should be set high
enough to encourage high performance but low enough to be
attainable.
The greatest motivation and performance are achieved with
moderately difficult goals (between too easy and too
difficult). They should be attainable but at the same time they
must be a challenge.
4. Feedback
 This is necessary in order for goals to remain effective and
retain commitment. Without feedback people are unaware of
their progression or regression. Feedback allows individuals to
spot any weaknesses in their current goals which allow
modifications to be made. By receiving feedbacks individuals
will know that their work is being evaluated and that their
contributions are being recognized.
d. Self-determination Theory (Deci and Ryan)
This is theory of human motivation developed by psychologists
Edward Deci and Richard Ryan. The theory looks at the inherent,
positive human tendency to move towards growth.
It assumes that inherent in human nature is the propensity to be
curious about one’s environment and interested in learning and
developing one’s knowledge.
The three components of self-determination theory:
1. Competence
People need to gain mastery of tasks and learn different skills.
2. Connection or Relatedness
People need to experience a sense of belonging and
attachment to other people.
3. Autonomy
People need to feel in control of their own behaviors and
goals.
These needs must be ongoingly satisfied for people to
maintain optional performance and well being.

D. MORAL DEVELOPMENT THEORIES

a. Piaget’s Theory of Moral Development
Jean Piaget was principally interested not in what children do (i.e. whether
they break rules or not) but in what they think. In other word he was
interested in children’s moral reasoning.
He was interested in three main aspects of children’s understanding of moral
issues which are:
1. Children’s understanding of rules
- Where do rules come from?
- Can rules be changed?
- Who makes rules?
2. Children’s understanding of moral responsibility
- Who is to blame for “bad” things?
- Is the outcome of behavior that makes an action “bad”?
- Is there a difference between accidental and deliberate wrongdoing?
3. Children’s understanding of justice
- Should the punishment fit the crime?
- Are the guilty always punished?
 Piaget found that children’s ideas regarding rules, moral judgments, and
punishments tended to change as they got older. In other words just as there
were stages to children’s cognitive development so there were also universal
stages to their moral development.
He suggested two main types of moral thinking:
1. Heteronomous morality (moral realism), 5 to 9 yrs.
This is the morality imposed from outside. Children regard morality as
obeying other people’s rules and laws which cannot be changed. They
accept that all rules are made by some authority figures and that
breaking the rules will lead to immediate and severe punishment.
Children consider rules as being absolute and unchanging.
2. Autonomous morality (moral relativism), 9 – 10 yrs.
This is the morality based on your own rules. Children recognize there is
no absolute right or wrong and that morality depends on intentions not
consequences.
Piaget believed the children’s understanding of moral issues
underwent a fundamental reorganization. Children are beginning to
overcome the egocentrism of middle childhood and have developed the
ability to see moral rules from other people’s point of view.
Children understand that people make rules and can change them.
Older children recognize that rules are needed to prevent quarreling and
to ensure fair play.
Overall Piaget describes morality of children as an autonomous morality,
one that is subject to its own laws. The change is partly seen as a result of
the child’s general cognitive development and partly due declining
egocentrism and partly to the growing importance of the peer group.
b. Kohlberg Theory of Moral Development
Lawrence Kohlberg based his theory on the findings of Piaget in studying
cognitive development. According to him our ability to choose right from
wrong is tied with our ability to understand a reason logically.
Kohlberg like Piaget, believed that children form ways of thinking through
their experiences which include understanding of moral concepts such as justice,
rights, equality, and human welfare.
He identified six stages of moral reasoning and grouped into three major
levels. Each level represents a significant change in the social-moral reasoning
of a person.

Level Stage Description

1. Pre- Conventional 1 Punishment/Obedience
Moral reasoning is based One is motivated by fear of
on the consequence of the punishment. He will act in
act, not on whether the order to avoid
act is good or bad. punishment.

2 Mutual benefit
One is motivated to act by
the benefit that one may
obtain later. “You scratch
my back, I’ll scratch yours”.

2. Conventional 3 Social approval

Moral reasoning is based One is motivated to act by
on the conventions or what others expect in
“norms” of society. behavior – good boy, good
These may include girl. The person acts because
approval of others, law he values how he will appear
and order. to others. He gives
importance on what people
will think or say.

4 Law order
One is motivated to act in
order to uphold law and
order. The person will fall
on the law because it is a
law.

3. Post- conventional 5 Social Contract

Moral reasoning is based Laws that are wrong can be
on enduring or consistent changed. One will act based
principles. It is not just on social justice and the
recognizing the law but common good.
the principles behind the law.

6 Universal Principles
This is associated with the
development of one’s
conscience. Having a set of
standards that drives one
to possess moral
responsibility to make
societal changes
 regardless of consequences
to oneself.

Kohlberg stressed that the goal of moral education is to encourage individuals to develop to
the next stage of moral reasoning. He suggested that there may be a seventh stage –
Transcendental Morality or Morality of Cosmic Orientation which links religion with moral
reasoning.

3.Carol Gilligan Theory of Moral Development

Gilligan’s work on moral development outlines how a woman’s morality is influenced by
relationships and how women form their moral and ethical foundation based on how their
decisions will affect others. She believes that women tend to develop morality in stage – pre-
conventional, conventional and post conventional. Within each stage there are goals and
specific transition points that move the individual through the stages.
Stage Goal
1. Pre- conventional Individual survival
Transition is from selfishness to responsibility to others.
2. Conventional Self-sacrifice
Transition is from goodness to truth that she is a person too.
3. Post – convention Principle of non-violence
Does not hurt others or self

SUGGESTED ACTIVITIES

1. Give the importance of moral development on your

daily interaction with people.
2. Reflect on your life experiences and corelate them with any
of the eight psychosocial stages of development.
3. What benefits to students does socio-emotional
development offer?
4. Do you agree that basic needs must be met before we
can satisfy other needs? Support your answer.