Socio-Emotional Development of the Preschooler

Socio-emotional development is crucial in the preschool years

Preschoolers' Initiative
When parents, teachers and other adults support these attempts and provide a stimulating
environment, the preschooler's sense of initiative will grow. And if the adults show
overprotection, extreme restriction and criticisms, the preschooler will develop guilt.
Preschoolers will develop a healthy sense of initiative in an affirming, encouraging and
stimulating environment.
Self-Concept and the Preschooler
The preschooler's self-concept mainly focuses on observable characteristics and his/her usual
beliefs, emotions and attitudes. An important aspect of self-concept is self-esteem, which
specifically refers to one's judgments about one's worth.
Preschoolers are naturally positive. Usually they will tend to evaluate their skills high and
underestimate the tasks. However, they may become negative because of repeated frustation and
disapproval.
Environmental Factors and Gender in the Preschoolers' Socio-emotional Development
Preschoolers begin to associate certain things like toys, tools, games, clothes, jobs, colors or even
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
More often, boys are expected to show more emotional control and be competitive while girls are
expected to be warm and soft and demure. 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 a boy or girl.
Parten's stages of play
Play is the main agenda of the preschool years. Play has a social dimension. As the preschooler
develops, social interaction with playmates increases
Play is indeed the child's major business!
Mildred Parten, in the 1930s did a study on children's play behavior which led to Parten' Stages of play.
1. Unoccupied - the child appears not to be playing but directs his attention on anything that
interests him.
2. Onlooker - the child spends time watching others play. He may talk them but does not enter into
play with them.
3. Solitary Play - the child spends time watching others play. He may talk them but does not enter
into play with them.
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.
Friendships in Pre-school
• As they continue to grow, preschoolers become interested in having friends.
• Friendships are very important because they provide added sense of belongingness and security.
In the preschool years, 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 affect the socio-emotional development of the children.
Responsiveness refers to caregiver behaviors that pertain to expression of affection and communication.
Demandingness refers to the level of control and expectations. This involves discipline and confrontation
strategies.
Baumrind's Caregiving Styles
 Expression of Basic Emotions
37-48 months (3-4 years)
Expresses what he/she likes
Expresses what he/she dislikes
Can talk about difficult feelings (e.g., anger, sadness, worry) he/she experiences
Self-regulation of feelings/emotion
Willing to try something in order to learn more even if unsure of a successful outcome
Perseveres when faced with challenging or new tasks
Accept brief delays in gratification
Accepts defeat well; is not a sore 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)
Plays to learn a game
Plays to gain mastery of a game
Shows pleasure and enjoyment over his/her successful attempts or efforts
Confidently joins small groups especially if situation is competitive
Seeks assistance from an adult or child to solve a problem
Receptivity to Others' Emotions
Receptivity to emotions and having empathy
37-48 months
 Feels others' distress and acts appropriately (e.g., help, 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
Forming Attachments
Shows preference for the company of significant adults amd 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 others
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 with adults using "po" and "opo" and/or appropriate titles
Recognizes the importance of adult's ideas and experience by listening and asking questions when
they share these
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 differences 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 titles/ labels, and does not resort to name-calling
Willing to make friends with other children and adults in different situations and locations (e.g
school,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 team work.
6. Observe how a child plays with other children.
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. 8. Use dolls, puppets or pictures to demonstrate to children how to express feelings
appropriately.
9. 9. Acknowledge how the child feels. For example. One can say, "nalulungkot ka dahil hindi
ka nakasama sa party."
10. Catch children doing good. Affirm the efforts 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 you toys, I felt really happy. Remember to always pack-away."
11. Read storybooks that deals about friendships
12. For teachers, develop routines that encourage working together and getting along.