"Module 17

Socio-Emotional Development of the Preschooler

Objectives:

1. Explain the development of the preschooler’s sense of self and self – esteem

2. Discuss how children develop gender identity

3. Describe the stages of paly and how it impacts socio- emotional development

4. Describe how significant relationships with parents, siblings and peers affect the preschooler

• Socio-emotional development is crucial in the preschool years.

• We hear a lot of parents and teachers and preschool administrators say that attending preschool is

more for “socialization” than for formal academic learning.

• During the preschool years, children learn about their ever widening environment

Big Ideas on Preschoolers’ Socio-emotional Development

1. The development of initiative is crucial to the preschooler.

2. A healthy self-concept is needed for preschoolers to interact with others.

3. Environmental factors influence gender identity in young children.

4. Preschoolers’ socio development is shown through the stages of play.

6. Preschoolers are interested in building friendships.

Preschoolers’ Initiative

 Erickson’s view of initiative aptly portrays the emotional and social changes that happen during the

preschool years.

 As discussed in module 7, preschoolers deal with the psychological conflict of initiative versus guilt.

Erickson believed that healthy preschoolers develop initiative, the tendency of preschoolers to want to

take action and assert them

 Erickson believed that healthy preschoolers develop initiative, the tendency of preschoolers to want to

take action and assert them.

 As preschoolers go through the conflict of initiative vs. guilt, they show so much energy in doing

imaginative play activities.

 Adults sometimes get exasperated over this behavior and begin to see the preschooler as “naughty” or

“makulit’”.

 Some parents and teachers then become overly restrictive, resorting to threats, intimidation and other

scary tactics that disrespect the preschooler just to establish “control”.

excessive guilt hampers emotional growth.

 Preschoolers who are always punished and criticized end up constructing a view of themselves as

being “salbahe” (bad) “bobo” (dumb) or even “walang kwenta” (worthless).

 One poster says, “You don’t have to hit to hurt”.

 The key thing to remember is to apply “judicious permissiveness.” This setting realistic boundaries

that keep preschooler safe and respectful of self and other, while allowing them greater opportunity to

explore, take risk and to engage in creative processes. Preschoolers will develop a healthy sense of

initiative in an affirming, encouraging and stimulating environment.

Self-Concept and the Preschooler

• By the end of toddlerhood, preschooler comes out with a clear sense that they are a separate and

distinct person.

• Self-concept refers to the way one sees himself, a general view about one’s abilities, strengths and

weaknesses.

"• One will hear a preschooler say, “Kaya ko na! (I can do it!)” “Ako lang nagsuot ng shoes ko.” (I wore

my shoes all by myself).”

one’s worth. Preschoolers are naturally positive.

Environmental Factors and Gender in the Preschoolers’ Socio-emotional Development

• As the preschooler’s ability to create schemas develop, they become capable of gender typing, the

process of forming gender roles, gender-based preferences and behaviors accepted by society.

• Preschoolers begin to associate certain things like toys, tools, games, clothes, jobs, color, or eve

actions or behaviors as being “only for boys” or “only for girls”.

• Gender typing and Gender Identity are influenced by environmental factors such as the family,

teachers, peers, and the mass media.

• Different spheres of influence determine the preschooler’s development of a gender schema.

• Differences in parental expectations and behavior towards daughters and sons affect gender typing
and

gender identity.

• Parents also expect their children to play with toys that are “right” for their gender.

• Mass Media and ICT which include television, movies, the internet, computer games also offer various

images of what it means to be boy or girl.

collectively known as LGBT.

• Schools are in a tight situation or have to do a balancing act” on how to deal with these issues with

children so that schools are still able to be on the side of respect for diversity without necessarily

confusing children who are at a stage of forming their own gender schemas.

Parten’s Stages of Play

• Play is the main agenda of the preschool years. Play has a social dimension.

• Mildred Parten, In the 1930’s did a study on children’s behavior which led to Parten’s stages of play.

• It begins with the very young child’s unoccupied stage, then solitary play, then parallel play,

associative and cooperative play.

• Play becomes an important venue for the child’s development of social skills like entering or joining a

play situation, taking-turns, sharing, helping, saying sorry, and working together.

Parten’s Stages of Play

1. Unoccupied - The child appears not to be playing but directs hi attention on anything that

interests him.

2. Onlooker - The child spends time watching others play. He may talk to them but does not enter
into play with them.

3. Solitary Play - The child starts to play on his own. He seems not to notice other children playing

nearby.

4. Parallel Play - The child plays with toys similar to those near him, but only plays beside and not

with them. No interaction takes place.

5. Associative Play - The child plays with others. There is interaction among them, but no task

assignment, rules and organization are agreed upon.

6. Cooperative - The 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

 This should be encouraged in the preschool years as friendships benefit the preschoolers

development by providing stimulation, assistance, companionship, social comparison and affection

(Kostelnik,2010).

 Friendships are very important because they provide added sense of belongingness and security.

 Parents and teacher, when seeing preschoolers in a “fight”, should not just say “Tama na..ano ba

yan..isa pa ha..Tama na, frieds a kayo..Say sorry na..”

• Caregiving Styles affect the socio-emotional development of the children.

• Caregivers here refer to both parents and teachers and even other adults that care for the child.

• Baumrind gave a model that descrbes the different types of caregiving styles.

• Decade’s later se identified varying degrees of demandingness and responsiveness as determinants of

four styles of caregiving.

• Marion (2007) expounded on these determining factors."

"• Responsiveness refers to caregiver behaviors that pertain to expression of affection and

communication.

• Demandingness refers to the level of control and expectations. This involve discipline and

confrontation strategies.

Authoritative

high demandingness/ high responsiveness

Authoritarian

high demandingness/low responsiveness

Permissive
Low demandingness/high responsiveness

Negligent

Low demandingness/Low responsiveness

"A. Quick Look at What Preschoolers Can Be

"(From the Philippines Early Learning Standards, ECCd Council, 2010)

Expression of Basic Emotions

34-48 months (3-4 years)

• Expresses what he/she likes

• Expresses what he/she dislikes

• Can talk about difficult feelings (e.g., anger, sadness, worry)

Self-regulation of feelings/emotion

• Willing to try something in order to learn more even if unsure of a successful outcome

• Persevere when faced with challenging or new tasks

• Accepts brief delays in gratification

• Accepts defeat well; is not a sure loser

• May have some fears but is not overly fearful, anxious or nervous
• May feel sad at times but not to the point where he/she is depressed

Display of Self-Appraisal Emotions (shame, pride, guilt)

• Plays to learn a game

• Plays to gain mastery of game

• Shows pleasure and enjoyment over him/her successful attempts or efforts

• Confidently joins small groups specially if situation is competitive

• Seeks assistance from an adult or child to solve a problem

Receptivity to Other’s Emotions

Receptivity to emotions and having empathy

37-48 months

• Feels others’ distress and acts appropriately (e.g., helps, comforts, gives, suggestions, etc.)

Emerging Sense of Self

Knowledge of Self and Basic Roles of People in his Environment

Talks about parts of the body and their functions

• Talks about own specific abilities and characteristics (e.g., sings, dances, is helpful, studious, etc.

• Describes what primary caregiver can do, what they like and don’t like
• Defends possessions with determination

• Can give reasons or justify why he/she acted the way he/she did

Forming Attachments

• Shows preference for the company of significant adults and children (other than the primary

caregiver) over unfamiliar adults and children

Interactions with Other children

• Plays with 2 or 3 children using the same play equipment

• Participates in games with other children but plays in his own way

• Chats/converses with other children

• Takes turns and shares toys with other

• Actively participates in classroom and group routines

• Plays organized group games fairly

Interaction with Adults

36-48 months

• Verbalizes feelings related to events that arise in classroom, home, and environment in a positive

way
• Speaks respectfully with adult using “po and “opo” and/or appropriate titles

• Recognizes the importance of adult’s ideas and experiences by listening and asking questions

when they share these

• Clarifies rules and routine before abiding by them

• Shares personal perspective when he/she does not agree with or see the value of a rule or routine

• Can take on another person’s viewpoint

Pakiramdam (Sensitivity)

• Knows when to stop asking questions or when he is being “makulit”

• Cooperates to minimize conflict or tension

Appreciating Diversity

• Asks questions that indicate he/she notices difference in socio-economic status

• Asks questions about new/different words (dialects) and practices in the community

• Talks about gender differences and roles

• Regards everyone respectfully, using proper title/labels, and does not resort to name-calling

• Willing to make friends with other children and adults in different situations an locations (e.g.,

schools, neighborhood)
"The Role of caregivers in the Socio-emotional Development of the Preschooler

1. Greet each child with his or her names each day. Be sincere and respectful to each child.

2. Read storybooks that deal about friendships and different feelings.

3. Develop routines in the home or school that encourage working together and getting along.

4. Help children learn to make rules and play simple games by providing opportunities for them to

play in small groups.

5. Play games that involve social interaction and teamwork.

6. Observe how a child plays with other children. Teach him to request, bargain, negotiate, and

apologize.

7. Help children understand and cope with strong feelings by giving them words that they can use to

express how they feel. “I can see you are SAD about your pet, ANGRY at your sister ……”

8. Use dolls, puppets or pictures to demonstrate to children how to express feelings appropriately.

9. Acknowledge how the child feels.

10. For example. One can say, “Nalulungkot ka dahil hindi ka nakasama sa party.” (You seem sad

that you did not go the party). When we do this, we are able to model to the preschooler that is

important to listen and that having feelings, even negative ones, are okay.
11. Catch children doing good. Affirm the effort they make to accomplish something. Be specific in

your praise. Do not just say, “Good job” or “Very good”. Instead, say, “When I saw you pack-

away your toys, I felt really happy. Remember to always pack-away.”

12. Read storybooks that deals about friendships.

13. For teachers, develop routines that encourage working together and getting along.