Week 9-Lecture

SOCIO-EMOTIONAL (SPIRITUAL, SOCIAL, EMOTIONAL AND MORAL)-CHILD Social and emotional milestones are often harder to pinpoint than signs of physical development. This area emphasizes many skills that increase self-awareness and selfregulation. Research shows that social skills and emotional development (reflected in the ability to pay attention, make transitions from one activity to another, and cooperate with others) are a very important part of school readiness.
Age The first year Milestones From the start, babies eagerly explore their world-and that includes themselves and other people.

Babies spend a lot of time getting to know their own bodies. They: Suck their own fingers Observe their own hands Look at the place on the body that is being touched Begin to realize she is a separate person from others and learn how body parts, like arms and legs, are attached Infants are interested in other people and learn to recognize primary caregivers. Most infants: Can be comforted by a familiar adult Respond positively to touch Interact best when in an alert state or in an inactive and attentive state Benefit from short, frequent interactions more than long, infrequent ones Smile and show pleasure in response to social stimulation

Babies are more likely to initiate social interaction. They begin to: Play peek-a-boo Pay attention to own name Smile spontaneously Laugh aloud

Babies show a wider emotional range and stronger preferences for familiar people. Most can: Express several clearly differentiated emotions Distinguish friends from strangers Respond actively to language and gestures Show displeasure at the loss of a toy

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As they near age one, imitation and self-regulation gain importance. Most babies can: Feed themselves finger foods Hold a cup with two hands and drink with assistance Hold out arms and legs while being dressed Mimic simple actions Show anxiety when separated from primary caregiver

Children become more aware of themselves and their ability to make things happen. They express a wider range of emotions and are more likely to initiate interaction with other people. At this stage, most children: Recognize themselves in pictures or the mirror and smile or make faces at themselves Show intense feelings for parents and show affection for other familiar people Play by themselves and initiate their own play Express negative feelings Show pride and pleasure at new accomplishments Imitate adult behaviors in play Show a strong sense of self through assertiveness, directing others Begin to be helpful, such as by helping to put things away

Children begin to experience themselves as more powerful, creative "doers." They explore everything, show a stronger sense of self and expand their range of self-help skills. Self-regulation is a big challenge. Two-year-olds are likely to: Show awareness of gender identity Indicate toileting needs Help to dress and undress themselves Be assertive about their preferences and say no to adult requests Begin self-evaluation and develop notions of themselves as good, bad, attractive, etc. Show awareness of their own feelings and those of others, and talk about feelings Experience rapid mood shifts and show increased fearfulness (for example, fear of the dark, or certain objects) Display aggressive feelings and behaviors

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Children enjoy parallel play, engaging in solitary activities near other children. They are likely to: Watch other children and briefly join in play Defend their possessions Begin to play house Use objects symbolically in play Participate in simple group activities, such as singing clapping or dancing Know gender identity

As their dexterity and self-help skills improve, 3-year-olds become more independent. Most can: Follow a series of simple directions Complete simple tasks with food without assistance, such as spreading soft butter with a dull knife and pouring from a small pitcher Wash hands unassisted and blow nose when reminded Children become more interested in other children. They are now more likely to: Share toys, taking turns with assistance Initiate or join in play with other children and make up games Begin dramatic play, acting out whole scenes (such as traveling, pretending to be animals)

At this age, children are more aware of themselves as individuals. They: Show some understanding of moral reasoning (exploring ideas about fairness and good or bad behavior) Compare themselves with others 4-year-olds are very interested in relationships with other children. They: Develop friendships Express more awareness of other people's feelings Show interest in exploring sex differences Enjoy imaginative play with other children, like dress up or house Bring dramatic play closer to reality by paying attention to detail, time, and space

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SOCIO-EMOTIONAL (SPIRITUAL, SOCIAL, EMOTIONAL AND MORAL)-EARLY ADOLESCENCE Adolescence is a time of big social and emotional development for your child. It helps to know what to expect and how to support your child through the changes. During adolescence, youll notice changes in the way your child interacts with family, friends and peers. Every childs social and emotional development is diff erent. Your childs development is shaped by your childs unique combination of genes, brain development, environment, experiences with family and friends, and community and culture. Social and emotional changes show that your child is forming an independent identity and learning to be an adult.

Social changes

searching for identity. Young people are busy working out who they are and where they fit in the world. This search can be influenced by gender, peer group, cultural background and family expectations

seeking more independence. This is likely to influence the decisions your child makes and the relationships your child has with family and friends

seeking more responsibility, both at home and at school looking for new experiences. The nature of teenage brain development means that teenagers are likely to seek out new experiences and engage in more risk-taking behaviour. But they are still developing control over their impulses

thinking more about right and wrong. Your teenager will start developing a stronger individual set of values and morals. Teenagers also learn that theyre responsible for their own actions, decisions and consequences. They question more things. Your words and actions shape your childs sense of right and wrong

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influenced more by friends, especially when it comes to behaviour, sense of self and self-esteem

starting to develop and explore a sexual identity. Your child might start to have romantic relationships or go on dates. These are not necessarily intimate relationships, though. For some young people, intimate or sexual relationships dont occur until later on in life

communicating in different ways. The internet, mobile phones and social media can significantly influence communication with peers and learning about the world.

Emotional changes

shows strong feelings and intense emotions at different times. Moods might seem unpredictable. These emotional ups and downs can lead to increased conflict. Your childs brain is still learning how to control and express emotions in a grown-up way

is more sensitive to your emotions. Young people get better at reading and processing other peoples emotions as they get older. While theyre developing these skills, they can sometimes misread facial expressions or body language

is more self-conscious, especially about physical appearance and changes. Teenage self-esteem is often affected by appearance or by how teenagers think they look. As they develop, children might compare their bodies with those of friends and peers

goes through a bulletproof stage of thinking and acting. Your childs decision-making skills are still developing, and your child is still learning about the consequences of actions.

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Changes in relationships

wants to spend less time with family and more time with friends and peers

has more arguments with parents. Some conflict between parents and children during the teenage years is normal, as children seek more independence. It actually shows that the child is maturing. Conflict tends to peak in early adolescence. If you feel like youre arguing with your child all the time, it might help to know that this isnt likely to affect your relationship with your child in the longer term

sees things differently parents. This isnt because children wants to upset parents. Its because your child is beginning to think more abstractly and to question different points of view. At the same time, some teenagers find it difficult to understand the effects of their behaviour and comments on other people. These skills will develop with time.

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