MODULE 17: Socio-Emotional Development of Preschooler

Discussant: Jhazmin Aurielle C. Gomez

BSE- English 1A
Monday 11:00AM - 2:00PM

Socio Emotional Development provides them a sense of who they are in the world. It is also the
child’s ability to understand the feelings of others and also controlling their own feelings and behavior. Lots
of parents, teachers and school admins say that attending preschool is more on “socialization” than other
formal academic learning. They are not born with these it is the role of parents, teachers and caregivers in
teaching them to build a strong foundation that will obtain them happiness in life. In order for children to
attain the basic skills they need such as cooperation, following directions, demonstrating self-control and
paying attention, they must have social-emotional skills. Feelings of trust, confidence, pride, friendship,
affection and humor are all a part of a child’s social-emotional development.

A child’s positive relationship with trusting and caring adults is the key to successful social and
emotional development.

Preschool years – Children learn about their ever widening environment where preschoolers now discover
their new roles outside their home.

 They become interested to assert themselves as they relate with other people
 Very important Social Skills that they will learn during preschool years will help them throughout
life as adults.
 Through those they will learn social adjustment and concept of quality relationship in adult life.
PRESCHOOOLERS INITIATIVE
Preschoolers deal with the psychological conflict of INITIATIVE VS. GUILT. Erik
Erikson believe that healthy preschooolers develop initiative. They will yearn to
create, invent, pretend, take risks, and engage in lively and imaginative activities
with peers. When parents, teachers, and adults support these preschooler’s sense of
initiative will grow. But if adults shows protection , extreme restrictions and critisms,
preschoolers will develop guilt. Good amount of guilt helps making children take
responsibility for their behavior, excessive guilt hampers emotional growth.

Preschoolers are always punished and critized that ends up constructing a view of
themselves as being bad, dumb, or even worthless which is sad because childhood years should be happy
years.

“You don’t have to hit to hurt” the message emphasizes that even the things we say and deal with the
preschoolers can already hurt them at this vulnerable stage.
Apply! Judicious Permissiveness which means setting realistic boundaries that keep preschoolers safe and
respectful of self and others, while allowing them greater opportunity to explore, take risks and to engage
in creative processes.

SELF CONCEPT AND THE PRESCHOOLER

Self concept refers to the way one sees himself, a general view about one’s abilities, strengths, and
weaknesses. Preschoolers self concept focuses on observable characteristics and his or her usual beliefs,
emotions and attitudes.

Ex: One may hear a preschooler say “I can do it, I wore my shoes all by myself.

Preschoolers are positive they evaluate their skills high and underestimate the tasks. They are confident to
try again even if they don’t succeed with something. But they become negative because of repeated
frustration and disapproval preschoolers need a lot of patience and encouragement from adults.

ENVIRONMENTAL FACTORS AND GENDER IN THE PRESCHOOLER’S SOCIO EMOTIONAL

DEVELOPMENT

Preschoolers became capable of gender typing. Gender typing is the process of forming gender roles, gender
based preferences and behaviors accepted by society. They begin to associate things whether it’s for boys
only or girls only. They form their own gender identity, the view of oneself as being masculine or feminine.

Gender typing and Gender Identity are influenced by environmental factors such as the family, teachers,
peers and the mass media. Boys are expected to show more emotional control and more competitive while
girls are expected to be warm, soft and demure.

Mass Media and ICT (Television, Movies, Internet, and Computer Games) also offer various images what
it means to be a boy or a girl.

PARTEN’S STAGES OF PLAY

Play is the main agenda of preschool years. Mildred Parten (1930’s) study on children’s play behavior
which led to Parten’s Stages of play. Play becomes an important venue for the child’s development of social
skills. Play is the child’s major business.

PARTEN’S STAGES OF PLAY

 Unoccupied (play) – The child appears not to be playing but directs his attention on anything that
interests him.
 Onlooker play (behavior) – The child spends time watching others play. He may talk to them but
does not enter into play with them.
  Solitary (independent) play – The child starts to play on his own. He seems not to notice other
children playing nearby.
 Parallel play – child plays with toys similar to those near him but only plays beside and not with
them. No interaction takes place.
 Associative play –child plays with others. There is interaction among them but no task
assignment, rules, and organization are agreed upon.
 Cooperative play – child plays with others bound by some agreed upon rules and roles. The goal
is maybe to make something, play a game, or act out something.

FRIENDSHIP IN PRESCHOOL

Friendships benefits the preschoolers development by providing stimulation, assistance, companionship,

social comparison and affection (Kostelnik, 2010).Through friendship, preschoolers able to practice
different iples like being a leader, a follower, someone who takes risks and someone who help out and
comforts. Friendships provide added sense of belongingness and security. Parents and teachers must expose
children to experiences that help them learn skills in establishing friendships, maintaining positive
relationships and resolving conflicts.

CAREGIVING STYLES

Caregiving styles affects socio emotional development of children. Caregivers are both parents and
teachers, even adult that care for the child. Baumrind describes different types of caregiving styles based
on longitudinal study locked into adult authority and the development of children that Baumrind conduct
began (1960’s) identified varying degrees of demandingness and responsiveness as determinants of four
styles of caregiving (Marion 2007).

Responsiveness caregivers behavior that pertain to expression of affection and communication. It is also
how warm, caring, and respectful the adult is to the child. Demandingness refers to the level of control and
expectations. It involves discipline and confrontation strategies.

BAUMRIND’S PARENTING STYLES

Diana Baumrind, a developmental psychologist, first laid out
these types of parenting styles in the 1960s through her research
at the University of California, Berkeley. She conducted a series
of studies that looked at people’s approach to parenting based
on the demands they placed on their children and their
responsiveness to their kids’ needs, and identified three primary
parenting styles.
 1. Authoritarian Parenting Style: Authoritarian parenting is a strict style in which parents set rigid
rules and high expectations for their children but don’t allow them to make decisions for
themselves. When rules are broken, punishments are swift and severe.

EFFECTS:
 Develop a “follower” mentality and readily conform without thinking for themselves
 Have a hard time discerning right from wrong on their own
 Struggle with self-esteem issues, relying on other authority figures to confirm they have worth

2. Authoritative Parenting Style: Authoritative parents provide their children with boundaries and
guidance, but give their children more freedom to make decisions and learn from their mistakes.

EFFECTS:
 Become self-assured and happy, thanks to their parents’ attentive nurturing
 Learn how to handle responsibility and make good decisions on their own
 Figure out how to overcome obstacles, since they’re given the opportunity and encouragement to
keep trying
 Trust their own judgment

3. Permissive Parenting Style: Permissive parents give their kids very few limits and have more of
a peer relationship than a traditional parent-child dynamic. They’re usually super-responsive to
their kids’ needs and give in to their children’s wants.

EFFECTS:
 Grow up with poor emotion regulation
 Become rebellious and defiant when they don’t get what they want
 Don’t persevere when they’re faced with challenging tasks
 Engage in antisocial behaviors, like drug and alcohol abuse, vandalism, theft and gangs

4. Neglectful Parenting Style. A style added later by researchers Eleanor Maccoby and John Martin,
neglectful parents don’t interact much with their kids, placing no limits on their behavior but also
failing to meet their children’s needs.
EFFECTS:
 Battle with depression
 Struggle to form close connections with others due to a lacking parent-child bond
 Have failed relationships
 Express anger and hostility through delinquent behavior
 Isolate themselves from society

REFERENCES:
Brenda B.Corpuz , Ma. Rita D. Lucas, Heidi Grace L. Borabo, Paz I. Lucido
The Child and Adolescent Learners and Learning Principles (2018)
Lorimar Publishing Inc.
Tammy Arens – Beauchamp and Robin Carmody
Early Childhood Connections
www.earlychildhoodconnections.com
Lisa Milbrand
https://www.thebump.com/a/parenting-styles