SOCIO-EMOTIONAL DEVELOPMENT IN CHILDREN

1. SOCIO-EMOTIONAL DEVELOPMENT IN CHILDREN Semester Kedua 2015/2016

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 Psychosocial stages

10. 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" - meaning “to go out". • Emotion refers to the experience of such feelings as fear, joy, surprise or anger. • Emotion is a feelings or affect that involves 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 • 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).

12. 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

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

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

15. 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.

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

17. 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

18. 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

19. 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.

20. 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 timbulpelbagaiperasaantakut

21. 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 17-24 months. • Crying, when presented with complicated tasks, also implies consciousness that infants lack capability to carry out tasks.

22. 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.

23. 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".

24. 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.

25. 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.

26. 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)

27. 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.

28. 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

29. Socio Emotional Development Attachment • What is attachment?

30. 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.

31. 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.

32. 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.

33. Types of Attachment Behavior

34. 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.

35. ATTACHMENT: THE STRANGE SITUATION STUDY Based on Bowlby's work, Mary Ainsworth developed the AINSWORTH STRANGE SITUATION, ie. a sequence of 8 staged episodes that illustrate the strength of attachment between a child and (typically) his or her mother.

36. AINSWORTH STRANGE SITUATIONThe 8 staged episodes • 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

37. 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. • 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.

38. (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.

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

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

41. 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.

42. 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

43. TEMPERAMEN

44. Another factor contributing to social/personality differences in infants…  TEMPERAMENTis 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

45. 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.

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

47. Psychosocial Development • According to Erikson’s preschoolers have already passed through a couple of Developmental stages, & to pass through the stages, a conflict/crisismust 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.

48. 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!

49. Erikson’s Theory:Initiative versus Guilt Initiative • 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

50. 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