Social Development
Social-Emotional Development in Children
Tuba Fidan tuba.bakan@gmail.com Master’s in School Counseling
Department of Psychology
University of Texas at Tyler
Summer 2013
INTRODUCTION
The aim is of this research is understanding of social emotional development in the early years and its functions, the process by which infants and children experience, express and interpret emotions, effects of emotions on a child`s psychology , and social-emotional development in the school.
Social emotional development competence is defined as cooperative and pro-social behavior, initiation and maintenance of peer friendships and adult relationship management of aggression and conflict, development of a sense of mastery and self-worth and emotional regulation and reactivity (Squires, 2002). Young children (aged 0–3) depend on their relationships with adults (parents, caregivers) to teach them about themselves and the world they live in. According to Vygotsky, ‘learning is a shared-joint process in a responsive social context’ (Gindis, 1999). Child-adult relationships have a more significant impact on a child’s learning than educational toys or pre-school curricula (Thompson & Happold, 2002). Parent/caregiver relationships often provide children with an understanding of their behaviors based on the parents/caregivers response to them. Children depend on these responses from parents/caregivers to help them identify and interpret their own feelings. Parents play a significant role in their child’s environment, and can promote development of a social-emotional competent child (NIMH, 2000). Settings that support a child’s social-emotional development consist of responsive, nurturing environments that will, among other things, properly prepare children for academic achievement. The emotional climate in the home plays a role in a child’s emotional growth, and when conflict, abuse and stress are present, emotional growth is often impaired (Thompson & Happold, 2002).
Tuba Fidan tuba.bakan@gmail.com Master’s in School Counseling
Department of Psychology
University of Texas at Tyler
Summer 2013
INTRODUCTION
The aim is of this research is understanding of social emotional development in the early years and its functions, the process by which infants and children experience, express and interpret emotions, effects of emotions on a child`s psychology , and social-emotional development in the school.
Social emotional development competence is defined as cooperative and pro-social behavior, initiation and maintenance of peer friendships and adult relationship management of aggression and conflict, development of a sense of mastery and self-worth and emotional regulation and reactivity (Squires, 2002). Young children (aged 0–3) depend on their relationships with adults (parents, caregivers) to teach them about themselves and the world they live in. According to Vygotsky, ‘learning is a shared-joint process in a responsive social context’ (Gindis, 1999). Child-adult relationships have a more significant impact on a child’s learning than educational toys or pre-school curricula (Thompson & Happold, 2002). Parent/caregiver relationships often provide children with an understanding of their behaviors based on the parents/caregivers response to them. Children depend on these responses from parents/caregivers to help them identify and interpret their own feelings. Parents play a significant role in their child’s environment, and can promote development of a social-emotional competent child (NIMH, 2000). Settings that support a child’s social-emotional development consist of responsive, nurturing environments that will, among other things, properly prepare children for academic achievement. The emotional climate in the home plays a role in a child’s emotional growth, and when conflict, abuse and stress are present, emotional growth is often impaired (Thompson & Happold, 2002).
References: Broderick, P. C., & Blewitt, P. (2005). The life span, human development for helping professionals. Prentice Hall. Child and Adolescent Mental Health Volume 11, No. 1, 2006, pp. 32–39 Campos, J.,Barret, K., Lamb, M., Goldsmith, H.,& Sternberg, C Denham, S. A., Bassett, H. H., & Wyatt, T. (2007). The socialization of emotional competence. In J. E. Grusec and P. D. Hastings (Eds.), Handbook of socialization: Theory and research (284–308). New York, NY: Guilford Press. Gindis, B. (1999). Vygotsky’s vision: Reshaping the practice of special education for the 21st Century. Remedial and Special Halberstadt, A Longe, J. (2011). Children 's Health: Infancy Through Adolescence Jacqueline. Gale Encyclopedia of Children 's Health: Infancy Through Adolescence National Institute for Mental Health (NIMH) (2000) Nelson, J. A., O 'Brien, M., Calkins, S. D., Leerkes, E. M., Marcovitch, S. and Blankson, A. N. (2012), Maternal Expressive Style and Children 's Emotional Development. Inf. Child Develop., 21: 267–286. doi: 10.1002/icd.748 Squires, J Thompson, R., & Happold, C. (2002). The roots of school readiness in social and emotional development. The Kauffman Early Education Exchange, 1, 8–29. Kochanska, G. (2001), Emotional Development in Children with Different Attachment Histories: The First Three Years. Child Development, 72: 474–490. doi: 10.1111/1467-8624.00291)