PROFESSIONAL

DEVELOPMENT
PROGRAMME FOR

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ELEMENTARY TEACHERS
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(PDPET)
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NIOS D.El.Ed
bridge course
 ikB~;Øe&522
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Course-522
Understanding Elementary School Child
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Max. Marks 25

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Assignment-1

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fVIi.kh- fuEufyf[kr iz'uksa ds mÙkj yxHkx 250 'kCnksa esa nsaA
Note: Answer the following questions in about 250 words.
5 × 3 = 15 vad
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5 × 3 = 15 Marks
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1.^cPpk* vkSj ^cpiu* dh vo/kj.kk D;k gS\ cPpksa dks muds cpiu esa dkSu&lh fofHkUu
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leL;kvksa dk lkeuk djuk iM+rk gS\ ppkZ dhft,A

What is the concept of child and childhood? Discuss various problems faced by children
during their childhood.
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Or@;k
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iwoZ&ckY;koLFkk vkSj mÙkjokY;koLFkk esa gksus okys fofo/k ifjorZuksa dh O;k[;k dhft,A ,d
cPps ds lok±xh.k fodkl esa ifjokj] iM+ksl] fo|ky; vkSj f'k{kd dh Hkwfedk ij ppkZ dhft,A
Explain the various changes in early childhood and later childhood. Discuss the role of
family, neighbourhood, school and teacher in the all round development of a child.

2. fd'kksjkoLFkk ds nkSjku fofHkUu fodklkRed ifjorZuksa vkSj fd'kksjksa dh leL;kvksa ij ppkZ

dhft,A
Discuss various developmental changes during adolescent stage and the problems faced by
adolescents.

Or@;k
d'kksjksa dh vko';drk,a vkSj vkdka{kk,a D;k gSa\ vkSj ,d f'k{kd budh iwfrZ gsrq fdl Izdkj
lgk;rk dj ldrh@rk gS\ O;k[;k dhft,A
What are the implications of NCF, 2009 for Teacher Education in the professional
development of Teachers? Discuss critically.

3.cky vf/dkjksa dh D;k vko';drk gS\ bl lanHkZ esa Hkkjr esa fofHkUu uhfr;ksa vkSj fo/kuksa
dk o.kZu dhft,A
What is the need of child rights? Describe various policies and legislations in this context in
India.

Or@;k
cky&vf/dkjksa dh lqj{kk dh vko';drk D;k gS\ cky&vf/dkjksa dks lqjf{kr j[kus esa
,ulhihlhvkj] f'k{kdksa vkSj vfHkHkkodksa dh Hkwfedk dk o.kZu dhft,A
Why protection of child rights in needed? Describe the role of NCPCR, teachers and parents
in protecting the child rights.

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nÙk dk;Z&2

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R Assignment-II
fVIi.kh- fuEufyf[kr iz'uksa ds mÙkj yxHkx 500 'kCnksa esa nsaA
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Note: Answer the following questions in about 500 words.
10 vad
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10 Marks

1. vf/kxe ds /kfeZd] lkaLÑfrd vkSj lkekftd i{k D;k gSa\ ,d f'k{kd ds ukrs vki
AJ os

vuqdwy&vf/kxe okrkoj.k ds fuekZ.k gsrq budk mi;ksx dSls djsaxs\ vius Lo;a ds vuqHkoksa
ds vk/kj ij O;k[;k dhft,A
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What are the religious, cultural and social dimensions of learning? As a teacher how will
you use these for making conductive learning environment. Explain on the basis of your
own classroom experiences.

Or@;k

cpiu dh lkekftd&HkkoukRed leL;k,a D;k gSa\ ,d f'k{kd ds ukrs vki bUgsa nwj djus ds
fy, D;k djsaxs\ vius d{kk&d{k vuqHkoksa ds vk/kj ij O;k[;k dhft,A
What are the socio-emotional problems of childhood? As a teacher what will you do to
overcome these? Explain on the basis of your classroom experiences
 Solved assignment (521) by
nios guru Ajay Anuragi

QUESTION 1--What is the concept of child and childhood? Discuss

various problems faced by children during their childhood.

Ans- THE CONCEPT OF CHILD-

There are multiple variations in the definitions of the age of the child, all over the
world. Almost in every sphere, age limits formally regulate children’s activities,

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such as age for School admission, age for marriage, age for casting vote, age for

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adulthood, age for joining services, and age to enter into employment. Generally,
the age limits differ from activity to activity and from country to country.1 The
Census of India defines persons below the age of fourteen as children. The age at
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which a person ceases to be a child also varies under different laws. The word
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Child has been used in various legislations as a term indicating capacity and as
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term requiring specific protection. Following are some of the Legislative

provisions relating to age of the child under various legislations which shows the
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dilemma of legal age of the child in India.

THE CONCEPT OF CHILDHOOD-
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According to biological definition, the period between birth and adolescence is

called the stage of childhood. United Nations Convention on the Right of the Child
states – Child is a human being below the age of 18 years unless under the law
applicable to the child, the majority is attended earlier.
The concept of childhood in India is not so clear because of no universal definition
of this concept. We shall discuss the various definitions given by various laws.
According to various laws and policies, the current childhood period is considered
upto 14 years, below 18 years according to some policies and by some it is below
21 years. Therefore, to clarify the concept of Childhood National Policy for
Children, 2013 has given a definition and to equalize it at all levels, Indian
government has to modify various laws. According to National Policy for
Children, 2013 all the people below 18 years of age can be called a child.
Childhood is an important part of our life which has values and at this stage for his
overall and adjustable development and security; multi-domain, consolidated and
assimilated approach is needed.

VARIOUS OUTLOOK AND PROBLEMS OF CHILDHOOD

1. PSYCHOLOGICAL-
School is a very important place in any child’s life where he not only gets
accustomed to oneself but also to the world around him. This is a place where he
learns from his classmates as well as teachers and prepares himself for a bright
future. At the stage of childhood, children face many psychological problems.
These problems can be emotional, behavioral or learning related. Few of them are
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1) Negative Thinking
2) Learning Abnormality –
3) Character Abnormality –
4) Abnormality related to food habits –

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5) Problem of drug-use –
6) Attention Deficit, Hyperactivity, abnormality –
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2. CULTURAL- SOCIAL -class, sex, outlook/perspective, first generation

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child and handicap etc) Each child takes birth in some other society. Therefore the
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society and its culture have a deep effect on child’s behavior and personality. Here,
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we shall discuss the problem of deprived class in childhood, sex, outlook, first
generation child and handicap children face.
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Class: This class includes those children who are backward in socio-economic and
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cultural background.
For example- Scheduled caste and scheduled tribe children, handicapped girls and
boys etc.

Sex: For generations, there has been discrimination between boys and girls.
Though our constitution has given the same rights to males and females, there still
exists sex discrimination. In Indian society, boys are always given priority, as
compared to girls in all fields. When a boy takes birth, the occasion is rejoiced in
the family whereas the birth of a girl is considered a burden. Sex determination has
been banned by Indian government and it is considered a crime legally but there
are few parents who determine the sex of their unborn child with the help of
doctors and if it is a girl,
First Generation Child: They are the first one to go to the school therefore they
are not aware of many facts regarding school like various sources of schools,
environment of school, expectations of school and teachers etc. Due to the lack of
this knowledge, the child is not able to get maximum educational and social
advantage from school. The parents of these children do not have any knowledge
about school. As a result, any educational problem of child cannot be discussed by
the teacher with any of the family member who can help to solve it. First
generation child does not get that much emotional, financial and informational
support from his parent as other children who come from educated families
familiar with the school environment. These children always feel guilty as their
family members were not able to get education so they want to leave studies and
support them in their work. As a result, these children show less attendance in
class, less grades in examinations etc. are some problems found.

Handicap: Generally mentally retarded child, sight imparity, language imparity,

language imparity or hearing imparity is included. They develop unsuitable self-

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concept which hampers their personality development. They develop inferiority

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complex due to the fun made by their mates.
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3. LAW-
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In our country, many laws and constitutional facilities are provided, related to child
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and childhood. Various laws have given different age limit for this stage. The
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Child Labour Prohibition and Regulation Act, 1986 defines childhood up to the age
of 14 years. According to Prohibition of Child Marriage Act, 2006 , males up to
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the age of 21 years and females up to the age of 18 years is considered as a child.
Juvenile Justice (Care and Protection of Children Act, 2000, 2006 and 2010-
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Modified version) According to Factory Act, 1948 (Labor Law), anyone below 14
years is called child and any child of this age group cannot walk in a factory.
According to the law of Indian Penal Code, activity of any child up to the age of 7
years cannot be termed crime so they cannot be penalized. But the children of age
group between 7 years to 12 years can be punished for their wrong doing if s/he
understands the consequences of his doings.
Following provisions has been given by Indian Constitution –
Article 23: Ban on Child Labor and bad behavior towards them
Article 24: Ban on involving children in a factory at any level
Article 45: It was declared in Indian constitution that within 10 years of its
implementation, free and compulsory education up to the age of 14 years would be
ensured all over the country. In 2002 (86th amendment of constitution), new Article
21 (A) was introduced which stated, ―All states will arrange free and compulsory
education for all children between the age of 6 years to 14 years, using their State
funds.‖
Also Article 45 declared that State government will also ensure elementary
education for the children before they complete 6 years of age.
In 86th Amendment of Constitution – Part 4(A), a new fundamental duty was
added 51 (T) — All parents or guardians should provide opportunity for education
to the children of age 6 years to 14 years.
In 2009, regulation for free and compulsory education was passed and
implemented on 1st April 2010 all over India. According to this regulation,
children of age group 6 years to 14 years have fundamental right to free education
from Class 1st to 8th.
Article 46: State should encourage weaker sections of society like SC and ST
children for education and give meaning support for their growth and protect them
from any type of discrimination or social
injustice.

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Question 2- Discuss various developmental changes during adolescent stage
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and the problems faced by adolescents
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Ans- Adolescence -It is considered to be a transitional period between childhood
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and adulthood. During this time, the final height is achieved, internal organs and
systems reach adult size and sexual maturity is reached. Girls tend to enter
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adolescence earlier than boys. The children develop the ability to think in abstract
terms. Psychological disturbances are relatively more common during adolescence
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because of the stresses and conflicts that arise during this time. Optimal
development in adolescence depends on successful accomplishment of the
developmental tasks in infancy and childhood. How easy it will be for the
adolescent to make the transition into adulthood will depend partly upon the
individual, partly on environmental aids or obstructions, and partly on their
experiences. Let us examine some of these factors:

(i) Speed of transition: The changes during adolescence take place at very fast
pace. During no other period does the individual undergo such a sudden and drastic
change in such a short time period and at no other age is he less prepared to cope
with the problems that this change brings.

(ii) Length of transition: Those who mature rapidly (in term of physical growth),
find adjustment especially difficult. They are expected to behave like adults simply
because they look like adults. On the other hand, a prolonged adolescence also
brings problems. The adolescent gets into the habit of being dependent, and this, is
difficult to overcome later.

(iii) Discontinuities in training: Much of the stress and strain during adolescence
is due to the discontinuities in training. For example, the assumption of
responsibility during adolescence is difficult because the child has so far been
trained to be dependent and submissive.

(iv) Degree of dependency: How dependent the young adolescent will be is

determined mainly by the kind of training he/she received during childhood.
Parents often foster dependency because they feel that adolescents are not ready to
assume responsibility for their own behaviors.

(v) Ambiguousstatus: In the societies like India, a child is expected to follow the
footsteps of his/her parents. This gives him/her a pattern of behavior to imitate. In

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open society, by contrast, it is assumed that every individual should be free to

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choose his/her own course of self- development.
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(vi) Conflicting demands: The adolescent is often confronted with conflicting
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demands from parents, teachers, peers and the community.

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(vii) Degree of realism: When the adolescent begins to look like an adult, s/he is
permitted an added degree of freedom. If s/he feels is not ready, either physically
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or psychologically, to play the adult role, s/he feels dissatisfied.

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(viii) Motivation: The adolescent goes through a period of wondering how he or

she will meet the new problems the life presents. He or she would like to grow up
but being unsure of the ability to cope with the challenges of adulthood. So long as
this feeling of insecurity exists, there will be little motivation to make the transition
in adulthood.

PROBLEMS OF ADOLESCENTS-
The definition given by WHO defines adolescence both in terms of age (10-19
years) and in terms of a phase of life marked by special attributes. These attributes
include rapid physical, psychological, cognitive and behavioral changes and
developments, including, urge to experiment, attainment of sexual maturity,
development of adult identity, and transition from socio-economic dependence to
relative independence.
The special attributes that mark adolescence include:
- Rapid physical growth and development
- Physical, social and psychological maturity, not necessarily at the same time
- Sexual maturity and onset of sexual activity
- Urge to experiment/ try out new things
- Development of adult mental processes and adult identity
- Transition from total socio-economic dependence to relative independence

Difficulties faced by Adolescents

Adjustment problem because of physical, intellectual, emotional, social and moral
aspects of development.
- At this age boys and girls are too much affected by their appearances.
- Infatuation towards opposite sex is normal but the consequences may become
problem.
- Peer pressure and in order to accommodate oneself in a group leads to many
vices and bad habits.

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- Feeling of anger or dissatisfaction for conservative society.
- Too many ethical values sometimes develop feeling of revolt.
- Emotional turbulence, aggression, hostility are often seen.
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- Struggle for identity and individuality in class, home and society.
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- Adamant to prove one’s point rational.
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- Has egocentricism i.e. tries to be centre of attraction.

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- Delinquency is seen wherein they show acts of vandalism

- Emotional turmoil like tension, frustration, impatience etc. is seen.
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As the barriers to growing up are lowered or removed by parents, teachers, and

society, the adolescent can move smoothly in the direction of reaching the goal of
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adulthood, and motivation to make the transition is normally increased.

Question 3-What is the need of child rights? Describe various policies

and legislations in this context in India

Ans-NEED OF CHILD RIGHT-

Childhood can and must be preserved. Children have the right to survive,
develop, be protected and participate in decisions that impact their lives. ...
The Charter of Child Rights is built on the principle that "ALL children are
born with fundamental freedoms and ALL human beings have some
inherent rights".
The UN Convention on the Rights of the Child, 1990 defines a child as ―all people
under the age of 18,unless by law, majority is attained at an earlier age‖.
In our country, traditionally, the responsibility for care and protection of children
lies with the parents. Children have been the recipient of welfare measures in the
Indian society. It has been a need based approach to care of children and not rights
based approach. Children in most sections of the Indian society are traditionally
and conventionally not consulted in matters and decision affecting their lives.
Of course, every time the intention is not to harm or oppress or hunt them.
Culturally, children’s opinions are not heard or given importance.

NATIONAL POLICIES AND LEGISLATIONS

The Fundamental Rights and Directive Principles of the Indian Constitution
provide the framework for child rights. Several laws and national policies have
been framed to implement the commitment to child rights.

(a) National policies

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The Major polices and legislations formulated in the country to ensure realization
of child rights and improvement in their status include the:
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National Policy of Children 2013
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The National Policy of Children 2013 reiterates India’s commitment to safeguard,
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inform, include, support and empower all children within its territory and
jurisdiction, both in their individual situation and as a national asset. The State is
committed to take affirmative measures – legislative, policy or otherwise – to
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promote and safeguard the right of all children to live and grow with equity,
dignity, security and freedom, especially those marginalized or disadvantaged; to
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ensure that all children have equal opportunities; and that no custom, tradition,
cultural or religious practice is allowed to violate or restrict or prevent children
from enjoying their rights.

National Policy on Education,1986
The policy covers education from elementary education level to colleges in both
rural and urban India. It emphasizes three aspects in relation to elementary
education:
universal access and enrolment,
universal retention of children up to 14 years of age, and
a substantial improvement in the quality of education to enable all children to
achieve
Revival of Sanskrit and other classical languages for contemporary use.
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National Policy on Child Labour, 1987
India formulated a National Policy on Child Labour in 1987. This Policy seeks to
adopt a gradual and sequential approach with a focus on rehabilitation of children
working in hazardous occupations. It envisioned strict enforcement of Indian laws
on child labour combined with development programs to address the root causes of
child labour such as poverty. In 1988, this led to the National Child Labour Project
(NCLP) initiative. This legal and development initiative continues, with a current
Central Government funding, targeted solely to eliminate child labour in India.
Despite these efforts, child labour remains a major challenge for India.

National Nutrition Policy, 1993
The nutrition policy of 1993 outlines the nutritional status of India and the
importance of such a document. At the time in 1993 there were already a number
of mechanisms in place to address the issue of mal-nutrition and under-nutrition
such as the Integrated Child Development Services(ICDS), Special Nutrition

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Programme, and wheat Based Nutrition Programme etc. 

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
National Policy on Health, 2002
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The National Health Policy was endorsed by the Parliament of India in 1983 and
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updated in 2002 and it applies to all children between the ages 0-18 years. The
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Policy attempts to address inequity in access to health services and proposes an

increase in primary health expenditure in order to open more health care centres.
Programmes that address children’s need such as Reproductive and Child Health
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including the Universal Immunization Programme need to continue to function to

achieve the desired goals.
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National Charter for Children, 2004

Underlying the National Charter for Children 2004, is the intent to secure for every
child the right to a healthy and happy childhood, to address the root causes that
negate the healthy growth and development of children, and to awaken the
conscience of the community in the wider social context to protect children from
all forms of abuse, while strengthening the family, the society and the nation. This
Charter has the following sections on child protection:
Survival, life and liberty
Protection of the girl child
Care, protection, welfare of children of marginalized and disadvantaged
communities
Ensuring child-friendly procedures
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National Plan of Action for Children, 2005
The National Plan of Action for Children (NPAC) was formulated by the then
Department of Women and Child Development (now MWCD) in 2005. The Plan is
being monitored by the Prime Minister’s Office. The Action Plan aims at ensuring
all rights to children up to the age of 18 years. It affirms the government’s
commitment towards ensuring all measures for the survival, growth, development
and protection of all children.

(b) National legislations

Some of the important legislation related to children rights promulgated in India
are discussed below:

(i) Pre-natal Diagnostic Techniques (Regulation and Prevention of

Misuse) Act, 1994-This is an Act for the regulation of the use of pre-natal

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diagnostic techniques for the purpose of detecting genetic or metabolic disorders,

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chromosomal abnormalities or certain congenital malformations or sex-linked
disorders, and for the prevention of misuse of such techniques for the purpose of
prenatal sex determination leading to female foeticide and for matters connected
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therewith or incidental thereto.

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(ii) Juvenile Justice(Care and Protection of Children) Act, 2000

The Juvenile Justice (Care and Protection of Children) Act, 2000 is a
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comprehensive legislation that provides for proper care, protection and treatment
of children in conflict with law and children in need of care and protection by
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catering to their development needs, and by adopting a child friendly approach in

the adjudication and disposition of matters in the best interest of children and for
their ultimate rehabilitation through various institutions established under the Act.

(iii) Child Labour (Prohibition and Regulation) Act, 1986

The Act was formulated to eliminate child labour and provides for punishments
and penalties for employing children below the age of 14 years in various
hazardous occupations and processes. The Act provides power to State
Governments to make rules with reference to the health and safety of children,
wherever their employment is permitted.

(iv) The Prohibition of Child Marriage Act, 2006

The child Marriage Restraint Act, 1929 has been repealed and the major provisions
of the new Act include:
Every child marriage shall be voidable at the option of the contracting party who
was a child at the time of the marriage
The Court while granting a decree of nullity shall make an order directing the
parties, parents and guardians to return the money, valuables, ornaments and other
gifts received.
States to appoint Child Marriage Prohibition Officers whose duties include
prevention of solemnization of child marriages, collection of evidence for effective
prosecution, creating awareness and sensitization of the community, etc

(v) Commissions for the Protection of Child Rights Act, 2005

The Act provides for the Constitution of a National as well as State Commissions
for the protection of child rights in every State and Union Territory. The functions
and powers of the National and State Commissions will be to:
Examine and review the legal safeguards provided by or under any law for the
protection of child rights and recommend measures for their effective
implementation

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Prepare and present annual and periodic reports on the working of theses
safeguards
Inquire into violations of child rights and recommend initiation of proceedings
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where necessary
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Undertake periodic review of policies, programmes and other activities related to
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child rights with reference to treaties and other international instruments

Spread awareness about child rights among various sections of society
Establish Children’s Courts for speedy trial of offences against children or of
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violation of child rights

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(vi) Right of Children to Free and Compulsory Education (RTE) Act,

2009
The Constitution (Eighty-Six Amendment) Act,2002 inserted Article 21–A in the
Constitution of India to provide free and compulsory education of all children in
the age group of six to fourteen years as a Fundamental Right in such a manner as
the State may, by law, determine. The Right Children to Free and Compulsory
Education (RTE) Act,2009, means that every child has a right to full time
elementary education of satisfactory and equitable quality in a formal school which
satisfies certain essential norms and standards.

(vii) The Protection of Children against Sexual Offences

Act(POCSO)Act,2012S
The Protection of Children from Sexual Offences Act (POCSO), 2012 has been
drafted to strengthen the legal provisions for the protection of children from sexual
abuse and exploitation. For the first time, a special law has been passed to address
the issue of sexual offences against children. Abetment of or an attempt to commit
these offences is also punishable under the Act. These offences are gender neutral
vis-à-vis the perpetrator as well as the victim.

ASSIGNMENT-II
QUESTION-1-What are the socio-emotional problems of
childhood? As a teacher what will you do to overcome these?
Explain on the basis of your classroom experiences.(5.4,5.5)

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ANS- The socio-emotional problems of childhood
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Emotions are especially intense during early childhood. This is the time of
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disequilibrium when children are ―out of focus ―in the sense that they are easily
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aroused to emotional outbursts and as a result, are difficult to live with and guide.
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Much of the heightened emotionality characteristics of this stage is psychological

rather than physiological in origin. Most young children feel that they are capable
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of doing more than their parents will permit them to do and revolt against the
restrictions placed upon them. In addition, they become angry when they find they
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are incapable of doing what they think they can do easily and successfully. Some
of the common socio-emotional patterns of childhood are
Anger:
The most common causes of anger in young children are conflicts over playthings,
the thwarting of wishes and vigorous attacks from another child. Children express
anger through temper tantrums, characterized by crying, screaming, stamping,
kicking, jumping up and down or striking.
Fear
Conditioning, imitation and memories of unpleasant experiences play important
roles in arousing fears, as do stories, pictures, radio and television programmes and
movies with frightening elements. At first, a child’s response to fear is panic; later,
response become more specific and includes running away and hiding, crying and
avoiding frightening situations.
Jealousy
Young children become jealous when they think parental interest and attention are
shifting toward someone else in the family, usually a new sibling. Young children
may openly express their jealousy or they show it by reverting to infantile
behaviour, such as bed-wetting, pretending to be ill, or being generally naughty.
All such behaviour is a bid for attention.
Curiosity
Children are curious about anything new that they see and also about their own
bodies and the bodies of others. Their first responses to curiosity take the form of
sensorimotor exploration; later, as a result of social pressures and punishment, they
respond by asking questions.
Envy
Young children often become envious of the abilities or material possessions of
another child.They express their envy in different ways, the most common of
which is complaining about what they themselves have, by verbalizing wishes to
have what the other has or by appreciating the objects they envy.
Joy

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Young children derive joy from such things as a sense of physical well-being,
incongruous situations, sudden or unexpected noises, slight calamities, playing
pranks on others and accomplishing what seem to them to be difficult tasks. They
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express their joy by smiling and laughing, clapping their hands, jumping up and
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down, or hugging the object or person that has made them happy.
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Grief
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Young children are saddened by the loss of anything they love or that is important
to them, whether it be a person, a pet, or an inanimate object, such as a toy.
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Typically, they express their grief by crying and by losing interest in their normal
activities, including eating.
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Affection
Young children learn to love the things, people, pets or objects that give them
pleasure. They express their affection verbally as they grow older but while they
are still young, they express it physically by hugging, patting and kissing the object
of their affection. The social behaviour patterns are:
Imitation
To identify themselves in the group, children imitate the attitudes and behaviour of
a person whom they especially admire and want to be like.
Rivalry
The desire to excel or outdo others is apparent as early as the fourth year. It begins
at home and later develops in play with children outside the home.
Cooperation
By the end of third year, cooperative play and group activities begin to develop and
increase in both frequency and duration as the child’s opportunities for play with
other children increase.
Sympathy
Because sympathy requires an understanding of the feelings and emotions of
others. It appears only occasionally before the third year. The more play contacts
the child has, the sooner sympathy will develop.
Empathy
Like sympathy, empathy requires an understanding of of the feelings and emotions
of others but, in addition, it requires the ability to imagine oneself in the place of
the other person. Relatively few children are able to do this until early childhood
ends.
Social Approval
As early childhood draws to a close, peer approval become more important than
adult approval. Young children find that naughty and disturbing behaviour is a way
of winning peer approval.

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Sharing

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Young children discover, from experiences with others, that one way to win social
approval is to share what they have, especially toys with others. Generosity then
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gradually replaces selfishness.
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Attachment Behaviour
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Young children, who, as babies, discovered the satisfaction that comes from warm,
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close, personal association with others, gradually attach their affection to people
outside the home, such as a nursery school teacher or to some inanimate object,
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such as a favourite toy or even a blanket. These then become what are known as
attachment objects. It must be recognized that early social and emotional
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experiences leave mark on the child’s personality mark that is likely to remain
consistent throughout life.

Causes of Social and Emotional Behaviour Problems:

The following can be a few reasons as to why some children show social and
emotional problems:
Damage to any part of the brain may cause social problems
Repeated failures in the class
Constant scolding by the teacher
Ridicule by other children
Rejection by parents
Poor self-concept
Lack of self-confidence in his/her abilities
Lack of friends
Comparison of his/her performance with other children in class and at home by
teachers and parents
Constant fear of being unsuccessful, as the child feels that s/he cannot succeed in
anything
Punishment by teacher and parents
Broken homes
Tension at home
Unhappy family
Constant fight among parents
Loss of, or separation from, a parent
Abuse at home or school
Neglect by teachers
Attention problems
Painful illness

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Use of drugs/tobacco/alcohol from a very early age

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Side effects from use of strong medicines
Parental depression and stress.
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ROLL OF TEACHER
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Teacher can promote social-emotional development in the classroom by

embedding his/her teaching practices throughout the day. Remaining sensitive to
children’s needs helps them feel secure and confident, and act as a model for
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effective social behaviour. For example, asking questions to help children find a
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solution to a social conflict helps them develop problem-solving skills. Reading a

story and engaging children in a conversation about a socially challenging situation
can also serve as a lesson in handling social problems as well as in literacy.

Be Attentive to Each Child’s Needs – Teacher should be attentive to the social-

emotional skills and needs of each unique child so he can respond with lessons and
interventions tailored to help every child develop their skills. His/her attention and
presence as a teacher can be a pillar of confidence for children who are dealing
with stressful life circumstances. Letting children know that the teacher is there to
help will build children’s trust that you are a source of guidance. Keep in mind that
children who are English language learners may need additional support to feel
secure and self-assured in a learning environment that is responsive to their needs.
Early Emotional Experiences Matter – Teacher should recognize that the
emotional domain is foundational to all other developmental domains. If children
start school in an emotionally supportive environment, they will acquire the love of
learning necessary for success in all areas of school. ―As young children develop,
their early emotional experiences literally become embedded in the architecture
of their brains,‖ therefore great care should be given to children’s emotional needs,
according to the National Scientific Council on the Developing Child. If you seek
children’s opinions, allow children to initiate activities and are flexible about
responding to children’s ideas, you’ll build children’s feelings that they are
competent and respected, and at the same time motivate their desire to learn.

Promoting Consistent Structure with Play - Providing his/her transitional

kindergarteners with consistent structures and expectations about appropriate
behaviour through play activities helps them remember and follow classroom
norms, and behave in ways that are conducive to learning. According to the
American Academy of Paediatrics, ―Play is integral to the academic environment.

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It ensures that the school setting attends to the social and emotional development

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of children as well as their cognitive development.‖ Creating routines of fun and
meaningful activities such as songs, chants and games can minimize problems or
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stress during challenging times, such as when children wait in line or during
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transitions.
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Positive relationships with peers and adults - including parents and teachers -
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are key to children’s social-emotional development. First, they make school a

comfortable, secure safe place where children can focus on learning. Second,
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mutual, caring relationships provide opportunities for children to develop and

practice important social skills.
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Positive and Consistent Relationships - Social-emotional development is

supported through positive and consistent relationships among teachers and
children. Can try going beyond expectations of compliance with school rules, and
support social-emotional development by crafting a positive, emotionally
supportive climate in the classroom that skilfully connects new experiences with
children’s unique home experiences. According to the National Scientific Council
on the Developing Child, ―Children who develop warm, positive relationships with
their teachers are more excited about learning, more positive about coming to
school, more self-confident, and achieve more in the classroom.‖
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