SOCIOEMOTIONAL

DEVELOPMENT OF
PRESCHOOLERS
 Children’s emotional well-being during
their early years has a powerful impact on
their social relationships. Children who are
emotionally healthy are better able to
establish and maintain positive relationships
with adults and peers.

(Trackwick-Smith, 2014)
 SOCIAL-EMOTIONAL
DEVELOPMENTAL
MILESTONE IN PRESCHOOL
 AGE 3
• Copies adults and friends
• Shows affection for
friends without
prompting
• Takes turn in games
• Shows concern for a
crying friend
• Dresses and undresses
self
• Understands the idea of
“mine” and “his” or
“hers”
• Shows a wide range of
emotions
Source: Centers for Disease Control and Prevention (2013) Developmental Milestones
AGE 4
• Enjoys doing new things
• Is more and more
creative with make-
believe play
• Would rather play with
other children than alone
• Cooperates with other
children
• Plays “Mom” or “Dad”
• Often can’t tell what’s
real and what’s make-
believe
• Talks about what he or
she likes and is
interested in
AGE 5
• Wants to please friends
• Wants to be like friends
• More likely to agree with
rules
• Likes to sing, dance, and
act
• Is aware of gender
• Can’t tell what’s real and
what’s make believe
• Shows more
independence
• Is sometimes demanding
and sometimes
cooperative
PRESCHOOLERS AND
SOCIAL-EMOTIONAL
DEVELOPMENT
Aspects of Social-Emotional
Development
 Relationship with others

 Self-awareness
 Emotional Regulation

 Independence
Emotional Literacy
 Children’sability to label and talk about their
own emotions or feelings, as well as the
feelings and emotions of others.
 Supporting the Social-Emotional
Development of Children in Preschool

 Be responsive to children’s interaction attempts and

build on what children say.
 Engage in frequent, developmentally appropriate
social interactions with children and adults in the
classroom throughout the experiences and routines.
 Follow children’s leads, cues and preferences.
 Include emotion words in conversations with children.
 Make books available that discuss feelings and social
interactions.
 Ask children meaningful questions about their actions,
interests, events and feelings.
 Encourage children to use their words and talk to their peers
when conflict arise. Use developmentally appropriate
language and provide conversation models and cues for
children to follow if they need solving a problem.
 Ensure to be sensitive to children’s unique needs, experiences
and backgrounds.
 Reach out to children’s families and be responsive to their
needs and preferences.
THANK YOU
AND HAVE A
NICE DAY!