Social and Emotional Development in Early Childhood EDUC 1016

Tutor: Martyn Mills-Bayne

Sage Blackmore
Student ID: 110199439

Assessment Two – Successful Transition to School

Part A:

Introduction:

This assignment will be split up into two sections, part ‘a’ and part ‘b’. Part ‘a’ will have a focus on
analysing students’ successful transition into schooling, whereas part ‘b’ will be a letter to
parents/caregivers about how they can support their children transitioning to school. Successful
transition to school is imperative for the well-being of children (Entwisle & Alexander 1993, p.401).

The first section will look at five different aspects of children’s social and emotional development.
When looking at social and emotional development, it refers to ways in which children are able to
understand other’s emotions, express and regulate their own emotions, and also be able to get
along and build relationships with others (Berk 2013). The five aspects that will be discussed include;
moral development, development of peer relationships, family factors, gender stereotypes and
gender roles, and understanding of self and others. These aspects of development will be analysed,
and a discussion will be raised upon how these five aspects affect/promote students’ transition into
school due to these aspects being relevant and important to children’s social and emotional
development.

The second section of this assignment is a letter to parents/caregivers. Within this letter three key
aspects and strategies of children’s moral development, development of peer relationships and
understanding of themselves and others will be discussed. These aspects and strategies will be used
to support parents/caregivers at home to help their children transition into primary school.

Moral development

The first key aspect which is crucial in children’s social and emotional development is moral
development. Moral development refers to one’s morality which is rooted within human nature, and
is developed from infancy through to adulthood (Berk 2013, p.485). Children will develop societal
norms, attitudes and behaviours over time, in order to understand what is right and what is wrong
(Berk 2013, p.485). These norms are based off of parenting styles, characteristics of parents, and
also the temperament of a child (Berk 2013, p.488).

Children will develop morality through emotional, cognitive and behavioural components. These
three components are all interrelated to developing children’s morality. The emotional part of
Social and Emotional Development in Early Childhood EDUC 1016
Tutor: Martyn Mills-Bayne
Sage Blackmore
Student ID: 110199439

morality see’s children being able to empathise with another’s emotions, or to feel guilty if they are
the cause for another feeling upset (Berk 2013, p.485). The cognitive side of moral development,
develops students to be able to make judgments of actions or situations that are right or wrong
(Berk 2013, p.485). Finally, the behavioural component refers to individuals being able to act in
accordance with their thoughts and feelings (Berk 2013, p.485).

Moral development is important for the successful transition into primary school for children to be
able to understand/follow rules, treat their peers and teachers with respect, be kind/friendly to
peers and teachers, and also to treat property with respect (Damon 1999, p.73). Students will come
to school being influenced by their home life, and much of their moral values will be similar to that
of their parents. Students who have experienced moral development in a positive way, will
understand rules, as often parents will have rules set up at home which children are expected to
follow (Damon 1999, p.77). This makes transitioning into school easier, as students will have an
understanding of what rules are, and understand that teachers will expect them to follow rules and
if rules are not followed there are consequences (Damon 1999, p.77).

Students who are respectful of others will experience successful transition into school. Due to
respecting others, students are more likely to develop peer relationships (Damon 1999, p.73). In
addition to being respectful, if students show that they care and are friendly towards their peers,
they will also develop relationships enhancing their school transitioning and experience (Damon
1999, p.73).

Furthermore, students who understand right from wrong are able to avoid situations that will
distract themselves and/or others, and situations that will also have negative consequences (Damon
1999, p.75). This may also mean that students will not engage with certain peers, for example
engaging in conversation when someone else is speaking or during learning time. This makes
transitioning into school more successful as students will have positive outcomes/praise rather than
facing consequences through making negative choices.

Finally, students who have developed behavioural components of morality will be able to control
their emotions and actions in a positive way. For example, students will understand that if they are
feeling angry or frustrated they cannot act out in a way that will harm others, themselves or
property (Damon 1999, p.74). This will help transitioning into school as students are able to regulate
their emotions, and it can help building relationships with peers and teachers as they are not
harming others (Damon 1999).
Social and Emotional Development in Early Childhood EDUC 1016
Tutor: Martyn Mills-Bayne
Sage Blackmore
Student ID: 110199439

Development of peer relationships

Peer relationships are essential for children’s development and to be able to have positive
relationships as they grow up into adulthood (Berk 2013, p.607). This is important to children’s social
and emotional development as children need to develop and understand appropriate social skills, be
able to appropriately play/engage with peers, and to learn different social rules, such as sharing
(Berk 2013, p.607-609). In interdependent cultures, peer relationships will begin at a young age as
individuals in this culture value connectedness to others and socialisation (Raeff 2010, p.31;
Maschinot 2008, p.5). This allows for social skills to develop, and when children enter school they
will be able to have ‘complex and well-coordinated’ interactions with peers (Berk 2013, p.608).

For successful transitioning into school it is important that students develop relationships with one
another. This is crucial as all students are experiencing similar events and feelings when transitioning
into school, and therefore can rely on each other for support (Ladd 1990, p.1082). Peer relationships
at the start of the school year are essential for building students’ positive attitudes towards school
(Ladd 1990, p.1082). Not only are peer relationships important for support, but they also allow for
play opportunities, and allow students to develop a sense of belonginess (Ladd 1990, p.1083).

Furthermore, the development of peer relationships can help students feel comfortable within the
classroom, and peer relationships can also encourage and foster involvement in classroom
discussions/learning (Ladd 1990, p.1083). Students being liked/accepted by peers also assist’s with
adjustments to school (Ladd & Coleman 1997, p.53). Peer acceptance further helps with children’s
social and emotional development (Ladd & Coleman 1997, p.53).

However, according to Ladd (1990, p.1081), if children do not develop peer relationships when
transitioning into school, then children are likely to develop emotional and interpersonal issues.
Additionally, if student’s have difficulties with peer relationships during transitioning into school,
they are more likely to avoid school and are likely to make disruptions during learning time (Ladd
1990, p.1082). This ultimately will impact student’s progression with their learning (Ladd 1990,
p.1083).

Family factors

Family factors have major impacts on children’s social and emotional development and their
transitioning into school, as the family is children’s first and longest-lasting developmental context
(Berk 2013, p.567; Morris, Silk, Steinberg, Myers & Robinson 2007, p.362). This is due to children
Social and Emotional Development in Early Childhood EDUC 1016
Tutor: Martyn Mills-Bayne
Sage Blackmore
Student ID: 110199439

spending a lot of time with their family, particularly before entering schooling. Children are also
highly influenced by their home life (Berk 2013, p.567). Furthermore, family factors are crucial as
children form strong attachments and bonds with their parents/caregivers and siblings, and these
attachments will last longer than school (Berk 2013, p.567). There are a range of family factors which
can affect social and emotional development, this includes emotions shown and socialisation within
the family, parenting styles and practices, cultural background, socio-economic status, and changes
within the family dynamic (Morris et al. 2007, p.364).

Emotions, socialisation and parenting styles and practices impact children as they will observe the
interactions and decisions their parents make, thus influencing the child’s decisions and actions
(Morris et al. 2007, p.364). These are important aspects for successful transitioning into school as
children will be able to regulate their emotions, especially managing entering school as this can be
an unnerving experience for children. Additionally, coming from a family where socialisation has
been developed in a positive way, it will allow students to interact and communicate appropriately
with their peers, and through parental decisions made students will be able to understand/follow
rules and be aware of consequences that arise when rules are not followed (Morris et al. 2007).
Furthermore, cultural backgrounds will affect the emotional development of children, and also how
parents interact and form decisions/rules with their children, thus impacting the transition into
school (Morris et al. 2007, p.365). Different cultures may have different rules and beliefs which can
affect children adjusting and following school norms and teacher expectations (Ladd 1990, p.1081).

Students who come from a lower socio-economic background can have an impact transitioning into
school. According to Janus and Duku (2005, p.378), students from a low SES will experience
difficulties with their social skills, and also have lower literacy and numeracy skills. This ultimately
affects students school readiness, as they may find transitioning to school and the work challenging.
In addition, children may also not know how to appropriately interact with their peers (Janus & Duka
2005, p.378).

Changes in family relationships may also impact on the development of children, such changes may
be separation/divorce of parents. Due to this, when transitioning into school children can often act
out and have behavioural issues as they may feel like they are being neglected at home (Janus &
Duku 2005, p.378-379). Due to behavioural issues, students will have a hard time transitioning in
multiple facets of school, as students will lack attention and act out during learning time, and
Social and Emotional Development in Early Childhood EDUC 1016
Tutor: Martyn Mills-Bayne
Sage Blackmore
Student ID: 110199439

behavioural issues may make it difficult making friends and therefore developing social skills
(Fredricks, Blumenfeld & Paris 2004, p.60).

Gender stereotypes and gender roles

Gender stereotypes refer to the characteristics which individuals consider suitable for males and
females (Berk 2013, p.530). This is then linked to gender roles, and gender roles are a reflection of
the stereotypes that there are for males and females, which are then played out in everyday life
(Berk 2013, p.530). Gender stereotypes and rules are developed in children depending on the beliefs
and/or culture of parents/caregivers, as parents are the main influencers on gender stereotypes
(Kelly et al. 1982, p.282). For example, some parents may allow their male child to play dress ups, or
allow female children to play with trucks. This breaks the norms of what is considered to be ‘boys’
toys and ‘girls’ toys (Kelly, Alexander, Azam, Bretherton, Burgess, Dorney, Gold, Leahy, Sharpley &
Spandley 1982, p292-293). Some cultural beliefs will impact children’s social and emotional
development of gender stereotypes and roles, as some cultures see that the women are meant to
stay at home and care for children while the men go to work (Kelly et al. 1982, p.281).

Although it is important for children to understand differences between gender, children who have
been influenced by their families in regards to gender stereotypes and roles, it can have an impact
on transitioning into school. An example of this is parents influencing how children view particular
subjects (p.282). Some parents view certain subjects as ‘male’ subjects like physical education, and
see other subjects as ‘female’ subjects like the arts (Kelly et al. 1982, p.286). These gender
stereotypical views impact transitioning as children come to school with these views on particular
subjects which affects student engagement, and students may develop a negative attitude towards
school.

Additionally, for students who have been brought up in a way where they are allowed to explore the
differences between genders, it can affect their transitioning into school in both a challenging and
gratifying way. This is due to children having the ability to explore and play with what are deemed to
be ‘boys’ and ‘girls’ toys, it means during play time these children will play with a range of
toys/activities and will interact with both genders of their peers (Kelly et al. 1982, p.293). However, if
other students have not had the same opportunities, it can impact transitioning to school as it may
lead to students who do play with both ‘boys’ and ‘girls’ toys/activities to being teased for liking
what is deemed as different gendered toys, and it can also lead to difficulty making friends (Martin,
Fabes, Evans & Wyman 1999, p.755).
Social and Emotional Development in Early Childhood EDUC 1016
Tutor: Martyn Mills-Bayne
Sage Blackmore
Student ID: 110199439

A final way gender stereotypes and roles can affect transitioning into school, is if students have been
brought up with old fashioned attitudes towards gender stereotypes and roles, it can create a divide
between girls and boys in the class. Moreover, it may also mean that students will not interact with
their peers of a different gender, impacting student’s social development (Kelly et al. 1982, p.282-
282; Martin et al. 1999, p.752).

Understanding of self and others

Children’s understanding of themselves and others relate to children being aware that themselves
and others are similar, but both are separate individuals physically and psychologically, and have
been through different experiences in life (Moore 2007, p.43). There are a range of aspects that will
assist children’s successful transition into school, including children understanding their own and
other’s emotions, and also being able to manage their behaviour.

If children have an understanding of themselves it will make transitioning into school easier for
them. Firstly, children will understand their own emotions and be able to regulate their emotions
(Dunn & Cutting 1999, p.203). Children being able to regulate their own emotions is critical, as
entering school can be a daunting experience and children will go through a range of different
emotions and experiences. For example, children will be making new friends, they will be leaving
their parents/caregivers who they will have attachments with, and children will also be entering an
environment they do not know/are not comfortable in (Entwisle & Alexander 1993, p.401). If
children are able to have an understanding and can regulate their emotions, then they will be able to
cope with the emotions that will be faced when transitioning into school (Dunn & Cutting 1999,
p.201-203).

In addition, children being able to understand others will further assist with transitioning into school.
Children will be able to understand and read others emotions, which will allow children to have the
capacity to empathise with another, be able to comfort another in times of distress, be able to share
and play together, recognise when they have hurt a peer, and children will also have the ability to
compromise and deal with any conflict that might arise during play time or sharing of materials
during learning time (Dunn & Cutting 1999, p.201). This will ultimately help children build on their
social skills and also help children form friendships (Dunn & Cutting 1999, p.201).

Additionally, children understanding themselves in terms of their behaviour will further assist with
the transitioning of school. Children who can regulate their emotions will also be in control of how
Social and Emotional Development in Early Childhood EDUC 1016
Tutor: Martyn Mills-Bayne
Sage Blackmore
Student ID: 110199439

they manage their behaviour, which will help children with their learning and also making friends.
Furthermore, if children are able to manage their behaviours they will have a positive attitude
towards school as they will not face any consequences for acting out. If children experience
behavioural issues they can develop negative attitudes towards school if they are constantly getting
told off (Dunn & Cutting 1999, p.203). In addition, children will also have a hard time forming
friendships as they will lack communicative skills to interact with peers, and they may also frequently
start conflict with their peers (Dunn & Cutting 1999, p.203).

Conclusion:

In conclusion, it is evident that children’s social and emotional development of moral development,
development of peer relationships, family factors, gender stereotypes and gender roles, and
understanding of self and others can impact upon children’s successful transitioning into primary
school. Furthermore, these factors are important for successful transitioning into school, as these
aspects can be the basic building blocks to help children form positive attitudes towards school.
Social and Emotional Development in Early Childhood EDUC 1016
Tutor: Martyn Mills-Bayne
Sage Blackmore
Student ID: 110199439

References:

Berk, L.E 2013, Child development, 9th edn, Pearson Education, United States.

Damon, W 1999, ‘The moral development of children’, Scientific American, vol. 281, no. 2, pp. 72-78.

Dunn, J & Cutting, A.L 1999, ‘Understanding others, and individual differences in friendship
interactions in young children’, Social Development, vol. 8, no. 2, pp. 201-219.

Entwisle, D.R & Alexander, K.L 1993, ‘Entry into school: The beginning school transition and
educational stratification in the United States’, Annual Review of Sociology, vol. 191, no. 1, pp. 401-
423.

Fredricks, J.A Blumenfeld, P.C, & Paris, A.H 2004, ‘School engagement: Potential of the concept,
state of the evidence’, Review of Educational Research, vol. 74, no. 1, pp. 59-109.

Janus, M & Duka, E 2007, ‘The school entry gap: socioeconomic, family, and health factors
associated with children's school readiness to learn’, Early Education and Development, vol. 18, no.
3, pp. 375-403.

Kelly, A Alexander, J Azam, U Bretherton, C Burgess, G Dorney, A Gold, J Leahy, C Sharpley A &
Spandley, L 1982, ‘Gender roles at home and school’, British Journal of Sociology and Education, vol.
3, no. 3, pp. 281-295.

Ladd, G.W 1990, ‘Having friends, keeping friends, making friends, and being liked by peers in the
classroom: predictors of children's early school adjustment’, Child Development, vol. 61, no. 4, pp.
1081-1100.

Ladd, G.W & Coleman, C.C 1997, ‘Children's classroom peer relationships and early school attitudes:
Concurrent and longitudinal associations’, Early Education and Development, vol. 8, no. 1, pp. 51-66.

Martin, C.L Fabes, R.A Evans, S.M & Wyman, H 1999, ‘Social cognition on the playground: Children's
beliefs about playing with girls versus boys and their relations to sex segregated play’, Journal of
Social and Personal Relationships, vol. 16, no. 6, pp. 751-771.

Maschinot, B 2008, The changing face of the United States: the influence of culture on early child
development, Zero to Three, Washington.

Moore, C (ed.) 2007, Socioemotional development in the toddler years: transitions and
transformations, The Guilford Press, New York.

Morris, A.S Silk, J.S Steinberg, L Myers, S.S Robinson, L.R 2007, ‘The role of the family context in the
development of emotion regulation’, Social Development, vol. 16, no. 2, pp. 361-388.

Raeff, C 2010, ‘Independence and interdependence in children’s developmental experiences’, Child

Development Perspectives, vol. 4, no. 1, pp. 31-36.
Social and Emotional Development in Early Childhood EDUC 1016
Tutor: Martyn Mills-Bayne
Sage Blackmore
Student ID: 110199439

Part B: 29/01/19

Dear parents/caregivers,

I am your child’s teacher for this upcoming school year. I look forward to getting to know you and
your child and helping them succeed with their learning.

Your child has accomplished a huge milestone, entering school. Although it can be an exciting time,
it can also be a daunting experience and can create some discomfort for your child. I hope that you
will find this letter useful to assist with supporting your child’s transitioning into school. Successful
transitioning is important to help foster your child’s social and emotional development, and also to
promote enthusiasm about school and learning. Supporting children’s social and emotional
development is important so that your child can understand their own emotions to help them cope
with entering school, and also to help your child be able to develop social skills to enable them to
appropriately interact with the other children in the classroom.

Three main aspects that may impact children’s successful transition into school includes children’s
moral development, development of peer relationships and understanding of themselves and
others. It is important to employ strategies at home to help students with their transitioning into
school. To assist with student’s moral development at home it is important to model caring,
generous, fair and empathetic qualities/behaviours so that your child is able to build positive
relationships with their peers and also teachers. A strategy to promote peer relationships is to allow
your child to socially interact with a range of people. This will allow children to develop their social
and communication skills, and to also interact appropriately with others which ultimately makes
entering school easier as your child will know how to interact with peers and can make friends. A
final strategy that can be used to promote students understanding of themselves and others is to sit
down with your child and discuss emotions and how both you and your child are currently feeling.
You may then like to discuss how your emotions differ or are similar and why this might be. This will
help children understand that we do not always feel the same at the same time and different things
may make us sad or happy.

If you have any further questions or would like some more strategies to help with your child
transitioning into school feel free to ask me.

Kind regards,

Sage Blackmore.