Midterm Week 4

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
College of Education
FACULTY: Roque M. Carillo
SCHEDULE: 10:00-11:00 MWF/11:00-12:00 MWF/10:30-12:00 TTh
TOPIC: Socio-emotional Development and Development of Self and Social Understandings
OBJECTIVES:
At the end of the lesson the students should be able to:
Discuss the concepts and theories related to the socio-emotional development of children
and adolescents; and
Make connections between socio-emotional development theories and developmentally
appropriate teaching approaches suited to learners’ gender, needs, strengths, interests and
experiences.
NFORMATION SHEET (MIDTERM: WEEK 4)
Socio-Emotional Development
What is Social-Emotional Development?

Social-emotional development is a child’s ability to understand the feelings of others, control their
own feelings and behaviors, and get along with peers. 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.
Social and emotional development involves the acquisition of a set of skills. Key among them are the
ability to:
 Identify and understand one’s own feelings
 Accurately read and comprehend emotional states in others Manage strong emotions and their
expressions in a constructive manner
 Regulate one’s own behavior
 Develop empathy for others
 Establish and sustain relationships
Each of these skills develop on their own timetable and build upon one another. The foundation of
social emotional development begins in infancy. A two-month-old infant is soothed and smiles at the voice
of an adult. When the caregiver talks to the child, he/she will fixate on the face of the loved one. Being able
to read your child's cues and attending to them from the day they are born starts the creation of social
emotional development in your child. You are creating a secure, trusting and loving relationship with your
child.
Why is Social-Emotional Development Important?

A child’s social-emotional development is as important as their cognitive and physical development.
It is important to know that children are not born with social-emotional skills. It is the role of the parents,
caregivers, and teachers of children to teach and foster these abilities.
A child’s social-emotional development provides them with a sense of who they are in the world,
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how they learn, and helps them establish quality relationships with others. It is what drives an individual to
communicate, connect with others, and more importantly, helps resolve conflicts, gain confidence and
reach goals. Building a strong social-emotional foundation as a child will help the child thrive and obtain
happiness in life. They will be better equipped to handle stress and persevere through difficult times in their
lives as an adult. How do we, as parents, support the social-emotional development in our child? In the
past, educators have stressed academic skills to determine success in a child. Those archaic days are long
gone and now we know the importance of social-emotional development. The approach to teaching social-
emotional development is vaguer than physical or cognitive development, but there is an increasing amount
of research available to support it. This being said, we as parents and educators must learn to read our
child’s emotional cues so that we can help them identify their emotions; model the behavior for our children;
consistently interact with our child affectionately; show consideration for their feelings, desires and needs;
express interest in their daily activities; respect their viewpoints; express genuine pride in their
accomplishments with meaningful comments; and provide encouragement and support during times of
stress.
SOURCE: Moore, 1992 Mid-State Central Early Childhood Direction Center Bulletin Summer 2009
Children who have been given specific training in social-emotional skills are taught how to solve
their own problems independently, to see other perspectives, to negotiate, and to make compromises.
These skills must be taught in a proactive, focused way, not in the heat of the moment after a problem
occurred. Children need to practice using these skills when they are calm. Then when a problem does
occur, the adult can support children in putting their skills into action. (Schwartz 2007)
Excerpt from: Positive Child Guidance, 7th edition. Darla Ferris Miller. 2013
Interactions with Adults

Interactions with adults are a frequent and regular part of infants’ daily lives. Infants as young as
three months of age have been shown to be able to discriminate between the faces of unfamiliar adults
(Barrera and Maurer 1981). The foundations that describe Interactions with Adults and Relationships with
Adults are interrelated. They jointly give a picture of healthy social-emotional development that is based in
a supportive social environment established by adults. Children develop the ability to both respond to adults
and engage with them first through predictable interactions in close relationships with parents or other
caring adults at home and outside the home. Children use and build upon the skills learned through close
relationships to interact with less familiar adults in their lives. In interacting with adults, children engage in a
wide variety of social exchanges such as establishing contact with a relative or engaging in storytelling with
an infant care teacher.
Quality in early childhood programs is, in large part, a function of the interactions that take place
between the adults and children in those programs. These interactions form the basis for the relationships
that are established between teachers and children in the classroom or home and are related to children’s
developmental status. How teachers interact with children is at the very heart of early childhood education
(Kontos and Wilcox-Herzog 1997, 11).
Relationships with Adults

Close relationships with adults who provide consistent nurturance strengthen children’s capacity to
learn and develop. Moreover, relationships with parents, other family members, caregivers, and teachers
provide the key context for infants’ social-emotional development. These special relationships influence the
infant’s emerging sense of self and understanding of others. Infants use relationships with adults in many
ways: for reassurance that they are safe, for assistance in alleviating distress, for help with emotion
regulation, and for social approval or encouragement. Establishing close relationships with adults is related
to children’s emotional security, sense of self, and evolving understanding of the world around them.
Concepts from the literature on attachment may be applied to early childhood settings, in considering the
infant care teacher’s role in separations and reunions during the day in care, facilitating the child’s
exploration, providing comfort, meeting physical needs, modeling positive relationships, and providing
support during stressful times (Raikes 1996).
Interactions with Peers

In early infancy children interact with each other using simple behaviors such as looking at or
touching another child. Infants’ social interactions with peers increase in complexity from engaging in
repetitive or routine back-and-forth interactions with peers (for example, rolling a ball back and forth) to
engaging in cooperative activities such as building a tower of blocks together or acting out different roles
during pretend play. Through interactions with peers, infants explore their interest in others and learn about
social behavior/social interaction. Interactions with peers provide the context for social learning and
problem solving, including the experience of social exchanges, cooperation, turn-taking, and the
demonstration of the beginning of empathy. Social interactions with peers also allow older infants to
experiment with different roles in small groups and in different situations such as relating to familiar versus
unfamiliar children. As noted, the foundations called Interactions with Adults, Relationships with Adults,
Interactions with Peers, and Relationships with Peers are interrelated. Interactions are stepping-stones to
relationships. Burk (1996, 285) writes:
We, as teachers, need to facilitate the development of a psychologically safe environment that
promotes positive social interaction. As children interact openly with their peers, they learn more about
each other as individuals, and they begin building a history of interactions.
Relationships with Peers

Infants develop close relationships with children they know over a period of time, such as other
children in the family child care setting or neighborhood. Relationships with peers provide young children
with the opportunity to develop strong social connections. Infants often show a preference for playing and
being with friends, as compared with peers with whom they do not have a relationship. Howes’ (1983)
research suggests that there are distinctive patterns of friendship for the infant, toddler, and preschooler
age groups. The three groups vary in the number of friendships, the stability of friendships, and the nature
of interaction between friends (for example, the extent to which they involve object exchange or verbal
communication).
Identity of Self in Relation to Others

Infants’ social-emotional development includes an emerging awareness of self and others. Infants
demonstrate this foundation in a number of ways. For example, they can respond to their names, point to
their body parts when asked, or name members of their families. Through an emerging understanding of
other people in their social environment, children gain an understanding of their roles within their families
and communities. They also become aware of their own preferences and characteristics and those of
others.
Recognition of Ability
Infants’ developing sense of self-efficacy includes an emerging understanding that they can make
things happen and that they have particular abilities. Self-efficacy is related to a sense of competency,
which has been identified as a basic human need (Connell 1990). The development of children’s sense of
self-efficacy may be seen in play or exploratory behaviors when they act on an object to produce a result.
For example, they pat a musical toy to make sounds come out. Older infants may demonstrate recognition
of ability through “I” statements, such as “I did it” or “I’m good at drawing.”
Expression of Emotion
Even early in infancy, children express their emotions through facial expressions, vocalizations, and
body language. The later ability to use words to express emotions gives young children a valuable tool in
gaining the assistance or social support of others (Saarni and others 2006). Temperament may play a role
in children’s expression of emotion. Tronick (1989, 112) described how expression of emotion is related to
emotion regulation and communication between the mother and infant: “the emotional expressions of the
infant and the caretaker function to allow them to mutually regulate their interactions . . . the infant and the
adult are participants in an effective communication system.”
Both the understanding and expression of emotion are influenced by culture. Cultural factors affect
children’s growing understanding of the meaning of emotions, the developing knowledge of which situations
lead to which emotional outcomes, and their learning about which emotions are appropriate to display in
which situations (Thompson and Goodvin 2005). Some cultural groups appear to express certain emotions
more often than other cultural groups (Tsai, Levenson, and McCoy 2006). In addition, cultural groups vary
by which particular emotions or emotional states they value (Tsai, Knutson, and Fung 2006). One study
suggests that cultural differences in exposure to particular emotions through storybooks may contribute to
young children’s preferences for particular emotional states (for example, excited or calm) (Tsai and others
2007).
Young children’s expression of positive and negative emotions may play a significant role in their
development of social relationships. Positive emotions appeal to social partners and seem to enable
relationships to form, while problematic management or expression of negative emotions leads to difficulty
in social relationships (Denham and Weissberg 2004). The use of emotion-related words appears to be
associated with how likable preschoolers are considered by their peers. Children who use emotion-related
words were found to be better-liked by their classmates (Fabes and others 2001). Infants respond more
positively to adult vocalizations that have a positive affective tone (Fernald 1993). Social smiling is a
developmental process in which neurophysiology and cognitive, social, and emotional factors play a part,
seen as a “reflection and constituent of an interactive relationship” (Messinger and Fogel 2007, 329). It
appears likely that the experience of positive emotions is a particularly important contributor to emotional
well-being and psychological health (Fredrickson 2000, 2003; Panksepp 2001).
Empathy
During the first three years of life, children begin to develop the capacity to experience the
emotional or psychological state of another person (Zahn-Waxler and Radke-Yarrow 1990). The following
definitions of empathy are found in the research literature: “knowing what another person is feeling,”
“feeling what another person is feeling,” and “responding compassionately to another’s distress” (Levenson
and Ruef 1992, 234). The concept of empathy reflects the social nature of emotion, as it links the feelings
of two or more people (Levenson and Ruef 1992). Since human life is relationship-based, one vitally
important function of empathy over the life span is to strengthen social bonds (Anderson and Keltner 2002).
Research has shown a correlation between empathy and prosocial behavior (Eisenberg 2000). In
particular, prosocial behaviors, such as helping, sharing, and comforting or showing concern for others,
illustrate the development of empathy (Zahn-Waxler and others 1992) and how the experience of empathy
is thought to be related to the development of moral behavior (Eisenberg 2000). Adults model
prosocial/empathic behaviors for infants in various ways. For example, those behaviors are modeled
through caring interactions with others or through providing nurturance to the infant. Quann and Wien
(2006, 28) suggest that one way to support the development of empathy in young children is to create a
culture of caring in the early childhood environment: “Helping children understand the feelings of others is
an integral aspect of the curriculum of living together. The relationships among teachers, between children
and teachers, and among children are fostered with warm and caring interactions.”
Emotion Regulation
The developing ability to regulate emotions has received increasing attention in the research
literature (Eisenberg, Champion, and Ma 2004). Researchers have generated various definitions of emotion
regulation, and debate continues as to the most useful and appropriate way to define this concept
(Eisenberg and Spinrad 2004). As a construct, emotion regulation reflects the interrelationship of emotions,
cognitions, and behaviors (Bell and Wolfe 2004). Young children’s increasing understanding and skill in the
use of language is of vital importance in their emotional development, opening new avenues for
communicating about and regulating emotions (Campos, Frankel, and Camras 2004) and helping children
to negotiate acceptable outcomes to emotionally charged situations in more effective ways. Emotion
regulation is influenced by culture and the historical era in which a person lives: cultural variability in
regulation processes is significant (Mesquita and Frijda 1992). “Cultures vary in terms of what one is
expected to feel, and when, where, and with whom one may express different feelings” (Cheah and Rubin
2003, 3). Adults can provide positive role models of emotion regulation through their behavior and through
the verbal and emotional support they offer children in managing their emotions. Responsiveness to infants’
signals contributes to the development of emotion regulation. Adults support infants’ development of
emotion regulation by minimizing exposure to excessive stress, chaotic environments, or over- or
understimulation.
Emotion regulation skills are important in part because they play a role in how well children are liked
by peers and teachers and how socially competent they are perceived to be (National Scientific Council on
the Developing Child 2004). Children’s ability to regulate their emotions appropriately can contribute to
perceptions of their overall social skills as well as to the extent to which they are liked by peers (Eisenberg
and others 1993). Poor emotion regulation can impair children’s thinking, thereby compromising their
judgment and decision making (National Scientific Council on the Developing Child 2004). At kindergarten
entry, children demonstrate broad variability in their ability to self-regulate (National Research Council and
Institute of Medicine 2000).
Impulse Control
Children’s developing capacity to control impulses helps them adapt to social situations and follow
rules. As infants grow, they become increasingly able to exercise voluntary control over behavior such as
waiting for needs to be met, inhibiting potentially hurtful behavior, and acting according to social
expectations, including safety rules. Group care settings provide many opportunities for children to practice
their impulse-control skills. Peer interactions often offer natural opportunities for young children to practice
impulse control, as they make progress in learning about cooperative play and sharing. Young children’s
understanding or lack of understanding of requests made of them may be one factor contributing to their
responses (Kaler and Kopp 1990).
Social Understanding
During the infant/toddler years, children begin to develop an understanding of the responses,
communication, emotional expression, and actions of other people. This development includes infants’
understanding of what to expect from others, how to engage in back-and-forth social interactions, and
which social scripts are to be used for which social situations. “At each age, social cognitive understanding
contributes to social competence, interpersonal sensitivity, and an awareness of how the self relates to
other individuals and groups in a complex social world” (Thompson 2006, 26). Social understanding is
particularly important because of the social nature of humans and human life, even in early infancy
(Wellman and Lagattuta 2000). Recent research suggests that infants’ and toddlers’ social understanding is
related to how often they experience adult communication about the thoughts and emotions of others
(Taumoepeau and Ruffman 2008).

Development of Self and Social Understandings
A. Psychoanalytic Theory (Freud)

Freud's views about human development are more than a century old. He can be considered the
most well-known psychologist because of his very interesting theory about the unconscious and also about
sexual development. Although a lot of his views were criticized and some considered them debunked, (he
himself recanted some of his earlier views). Freud's theory remains to be one of the most influential in
psychology. His theory sparked the ideas in the brilliant minds of other theorists and thus became the
starting point of many other theories, notable of which is Erikson's psychosocial theory.
Freud's Stages of Psychosexual Development
Freud theory of psychosexual development includes five distinct stages. Freud identified specific
erogenous zones for each stage of development. These are specific "pleasure areas" that become focal
points for the particular stage. If needs are not met along the area fixation occurs. As an adult, the person
will now manifest behaviors related to this erogenous zone.
Oral Stage (birth to 18 months). The erogenous zone is the mouth. During the oral stage, the child is
focused on oral pleasures (sucking). Too much or too little satisfaction can lead to an Oral Fixation or Oral
Personality which is shown in an increased focus on oral activities. This type of personality may be oral
receptive, that is, have a stronger tendency to smoke, drink alcohol, overeat, or oral aggressive, that is,
with a tendency to bite his or her nails, or use curse words or even gossip. As a result, these persons may
become too dependent on others, easily fooled, and lack leadership traits. On the other hand, they ,may
also fight these tendencies and become pessimistic and aggressive .in relating with people
Anal Stage (18 months to 3 years). The child’s focus of pleasure in this stage is the anus. The child finds
satisfaction in eliminating and retaining feces. Through society's expectations, particularly the parents, the
child needs to work on toilet training. Let us remember that between one year and a half to three years the
child's favorite word might be "No!". Therefore a struggle might exist in the toilet training process when the
child retains feces when asked to eliminate, or may choose to defecate when asked to hold feces for some
reason. In terms of personality fixation during this stage can result in being anal retentive, an obsession
with cleanliness, perfection, and control or anal expulsive where the person may become messy and
disorganized.
Phallic stage (ages 3 to 6). The pleasure or erogenous zone is the genitals. During the preschool age,
children become interested in what makes boys and girls different. Pre-schoolers will sometimes be seen
fondling their genitals. Freud's studies led him to believe that during this stage boys develop unconscious
sexual desire for their mother. Boys- then see their father as a rival for her mother's affection. Boys may
fear that their father will punish them for these feelings, thus, the castration anxiety. These feelings
comprise what Freud called Oedipus Complex. In Greek Mythology, Oedipus unintentionally killed his
father and married his mother Jocasta. Psychoanalysts also believed that girls may also have a similar
experience, developing unconscious sexual attraction towards their father' This is what is referred to as the
Electra Complex.
Latency Stage (age 6 to puberty). During this stage that sexual urges remain repressed. The children's
focus is the acquisition of physicat and academic skills. Boys usually relate more with boys and girls with
girls during this stage.
Genital Stage (puberty onwards). The fifth stage of psychosexual development begins at the start of
puberty when sexual urges are once again awaked. In the earlier stages, adolescents focus their sexual
urges towards the opposite sex peers, with the pleasure centered on the genitals.
Freud's Personality Components

Freud described the personality structures as having three components, the id, the ego and the superego.
For each person the first to emerge is the id, followed by the ego, and last to develop is the superego.
Id. The id plays vital role in one's personality because as a baby, it works so that the baby's essential
needs are met. The id operates on the pleasure principle. It focuses on immediate gratification or
satisfaction of its needs. So whatever feels good now is what it will pursue with no consideration for the
reality, logicality or practicality of the situation. Nothing else matters to the id except the satisfaction of its
own needs. It is not oriented towards considering neither reality nor the needs of others. Just see how
babies cry any time of day and night. Absolutely no regard of whether mommy is tired or daddy is sleeping.
When the id wants something, it wants it now and it wants it fast.
Ego. As the baby turns into a toddler and then into a pre-schooler, he/she relates more with the
environment, the ego slowly begins to emerge. The ego operates using the reality principle. It is aware that
others also have needs to be met. It is practical because it knows that being impulsive or selfish can result
to negative consequences later, so it reasons and considers the best response to situations. As such, it is
the deciding agent of the personality. Although it functions to help the id meet its needs, it always takes into
account the reality of the situation.
Superego. Near the end of the preschool years, or the end of the phallic stage, the superego develops.
The superego embodies a person’s moral aspect. This develops from what the parents, teachers and other
persons who exert influence impart to be good or moral. The superego is likened to conscience because it
exerts influence on what one considers right and wrong.
Topographical Model
Unconscious. Freud said that most what we so through in our lives, emotions, beliefs, feelings, and
impulses deep within are not available to us at a conscious level. He believed that most of what influence
us is our unconscious, The Oedipus and Electra Complex were both buried down into the unconscious, out
of our awareness due to the extreme anxiety they caused. While these complexes are in our unconscious,
they still influence our thinking, feeling and doing in perhaps dramatic ways.
Conscious. Freud also said that all that we are aware of is stored in our conscious mind. Our conscious
mind only comprises a very small part of who we are so that, in our everyday life, we are only aware of a
very small part of what makes up our personality; most of what we are is hidden and out of reach.
Subconscious. The last part is the preconscious or subconscious. This is the part of us that we can reach
if prompted, but is not in our active conscious. It is right below the surface, but still “hidden" somewhat
unless we search for it. Information such as our telephone number, some childhood memories, or the name
of your best childhood friend is stored in the preconscious.
Because the unconscious is so huge, and because we are only

aware of the very small conscious at any given time, Freud used
the analogy of the iceberg to illustrate it. A big part of the iceberg
is hidden beneath the water's surface. The water may represent
all that we are not aware or have not experienced it and that has
not been made part of our personalities, referred to as the

nonconscious.
B. Psychosocial Theory (Erikson)

By extending the notion of personality development across the lifespan, Erikson outlines a more realistic
perspective of personality development (McAdams, 2001). Based on Erikson’s ideas, middle and late
adulthood are no longer viewed as irrelevant, because of Erikson, they are now considered active and
significant times of personal growth. The idea of Erickson falls into 8 stages, such as:
Stage Psychosocial Crisis Basic Virtue Age
1. Trust vs. Mistrust Hope 0 - 1½
2. Autonomy vs. Shame Will 1½ - 3
3. Initiative vs. Guilt Purpose 3-5
4. Industry vs. Inferiority Competency 5 - 12
5. Identity vs. Role Confusion Fidelity 12 - 18
6. Intimacy vs. Isolation Love 18 - 40
7. Generativity vs. Stagnation Care 40 - 65
8. Ego Integrity vs. Despair Wisdom 65+
1. Trust vs. Mistrust

Trust vs. mistrust is the first stage in Erik Erikson's theory of psychosocial development. This stage

begins at birth continues to approximately 18 months of age. During this stage, the infant is uncertain about
the world in which they live, and looks towards their primary caregiver for stability and consistency of care.
If the care the infant receives is consistent, predictable and reliable, they will develop a sense of trust which
will carry with them to other relationships, and they will be able to feel secure even when threatened. If
these needs are not consistently met, mistrust, suspicion, and anxiety may develop. If the care has been
inconsistent, unpredictable and unreliable, then the infant may develop a sense of mistrust, suspicion, and
anxiety. In this situation the infant will not have confidence in the world around them or in their abilities to
influence events.
Success and Failure in Stage One
Success in this stage will lead to the virtue of hope. By developing a sense of trust, the infant can have
hope that as new crises arise, there is a real possibility that other people will be there as a source of
support. Failing to acquire the virtue of hope will lead to the development of fear. This infant will carry the
basic sense of mistrust with them to other relationships. It may result in anxiety, heightened insecurities,
and an over feeling of mistrust in the world around them.
2. Autonomy vs. Shame and Doubt

Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of psychosocial
development. This stage occurs between the ages of 18 months to approximately 3 years. According to
Erikson, children at this stage are focused on developing a sense of personal control over physical skills
and a sense of independence. Success in this stage will lead to the virtue of will. If children in this stage
are encouraged and supported in their increased independence, they become more confident and secure
in their own ability to survive in the world.
If children are criticized, overly controlled, or not given the opportunity to assert themselves, they
begin to feel inadequate in their ability to survive, and may then become overly dependent upon
others, lack self-esteem, and feel a sense of shame or doubt in their abilities.
What Happens During This Stage?

The child is developing physically and becoming more mobile, and discovering that he or she has
many skills and abilities, such as putting on clothes and shoes, playing with toys, etc. Such skills illustrate
the child's growing sense of independence and autonomy. For example, during this stage children begin to
assert their independence, by walking away from their mother, picking which toy to play with, and making
choices about what they like to wear, to eat, etc.
What Can Parents Do to Encourage a Sense of Control?

Erikson states it is critical that parents allow their children to explore the limits of their abilities within
an encouraging environment which is tolerant of failure. For example, rather than put on a child's clothes a
supportive parent should have the patience to allow the child to try until they succeed or ask for assistance.
So, the parents need to encourage the child to become more independent while at the same time
protecting the child so that constant failure is avoided. A delicate balance is required from the parent. They
must try not to do everything for the child, but if the child fails at a particular task, they must not criticize the
child for failures and accidents (particularly when toilet training). The aim has to be “self-control without a
loss of self-esteem” (Gross, 1992).
3. Initiative vs. Guilt

Initiative versus guilt is the third stage of Erik Erikson's theory of psychosocial development. During
the initiative versus guilt stage, children assert themselves more frequently through directing play and other
social interaction. These are particularly lively, rapid-developing years in a child’s life. According to Bee
(1992), it is a “time of vigor of action and of behaviors that the parents may see as aggressive." During this
period the primary feature involves the child regularly interacting with other children at school. Central to
this stage is play, as it provides children with the opportunity to explore their interpersonal skills through

initiating activities. Children begin to plan activities, make up games, and initiate activities with others. If
given this opportunity, children develop a sense of initiative and feel secure in their ability to lead others
and make decisions.
Conversely, if this tendency is squelched, either through criticism or control, children develop a
sense of guilt. The child will often overstep the mark in his forcefulness, and the danger is that the parents
will tend to punish the child and restrict his initiatives too much. It is at this stage that the child will begin to
ask many questions as his thirst for knowledge grows. If the parents treat the child’s questions as trivial, a
nuisance or embarrassing or other aspects of their behavior as threatening then the child may have
feelings of guilt for “being a nuisance”. Too much guilt can make the child slow to interact with others and
may inhibit their creativity. Some guilt is, of course, necessary; otherwise the child would not know how to
exercise self-control or have a conscience. A healthy balance between initiative and guilt is important.
Success in this stage will lead to the virtue of purpose, while failure results in a sense of guilt.
4. Industry vs. Inferiority

Erikson's fourth psychosocial crisis, involving industry (competence) vs. Inferiority occurs during
childhood between the ages of five and twelve. Children are at the stage where they will be learning to read
and write, to do sums, to do things on their own. Teachers begin to take an important role in the child’s life
as they teach the child specific skills. It is at this stage that the child’s peer group will gain greater
significance and will become a major source of the child’s self-esteem. The child now feels the need to win
approval by demonstrating specific competencies that are valued by society and begin to develop a sense
of pride in their accomplishments.
If children are encouraged and reinforced for their initiative, they begin to feel industrious
(competent) and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is
restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and
therefore may not reach his or her potential. If the child cannot develop the specific skill they feel society is
demanding (e.g., being athletic) then they may develop a sense of Inferiority. Some failure may be
necessary so that the child can develop some modesty. Again, a balance between competence and
modesty is necessary. Success in this stage will lead to the virtue of competence.
5. Identity vs. Role Confusion

The fifth stage of Erik Erikson's theory of psychosocial development is identity vs. role confusion,
and it occurs during adolescence, from about 12-18 years. During this stage, adolescents search for a
sense of self and personal identity, through an intense exploration of personal values, beliefs, and goals.
During adolescence, the transition from childhood to adulthood is most important. Children are becoming
more independent, and begin to look at the future in terms of career, relationships, families, housing, etc.
The individual wants to belong to a society and fit in.
“The adolescent mind is essentially a mind or moratorium, a psychosocial stage between childhood and
adulthood, and between the morality learned by the child, and the ethics to be developed by the adult”
(Erikson, 1963, p. 245)
This is a major stage of development where the child has to learn the roles he will occupy as an
adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he
or she is. Erikson suggests that two identities are involved: the sexual and the occupational. According to
Bee (1992), what should happen at the end of this stage is “a reintegrated sense of self, of what one wants
to do or be, and of one’s appropriate sex role”. During this stage the body image of the adolescent
changes. Erikson claims that the adolescent may feel uncomfortable about their body for a while until they
can adapt and “grow into” the changes. Success in this stage will lead to the virtue of fidelity.
Fidelity involves being able to commit one's self to others on the basis of accepting others, even

when there may be ideological differences. During this period, they explore possibilities and begin to form
their own identity based upon the outcome of their explorations. Failure to establish a sense of identity
within society ("I don’t know what I want to be when I grow up") can lead to role confusion. Role confusion
involves the individual not being sure about themselves or their place in society. In response to role
confusion or identity crisis, an adolescent may begin to experiment with different lifestyles (e.g., work,
education or political activities). Also pressuring someone into an identity can result in rebellion in the form
of establishing a negative identity, and in addition to this feeling of unhappiness.
6. Intimacy vs. Isolation

Intimacy versus isolation is the sixth stage of Erik Erikson's theory of psychosocial development.
This stage takes place during young adulthood between the ages of approximately 18 to 40 yrs. During this
stage, the major conflict centers on forming intimate, loving relationships with other people.
During this stage, we begin to share ourselves more intimately with others. We explore relationships
leading toward longer-term commitments with someone other than a family member. Successful completion
of this stage can result in happy relationships and a sense of commitment, safety, and care within a
relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and
sometimes depression. Success in this stage will lead to the virtue of love.
7. Generativity vs. Stagnation

Generativity versus stagnation is the seventh of eight stages of Erik Erikson's theory of psychosocial
development. This stage takes place during during middle adulthood (ages 40 to 65 yrs). Psychologically,
generativity refers to "making your mark" on the world through creating or nurturing things that will outlast
an individual. During middle age individuals experience a need to create or nurture things that will outlast
them, often having mentees or creating positive changes that will benefit other people.
We give back to society through raising our children, being productive at work, and becoming
involved in community activities and organizations. Through generativity we develop a sense of being a
part of the bigger picture. Success leads to feelings of usefulness and accomplishment, while failure results
in shallow involvement in the world. By failing to find a way to contribute, we become stagnant and feel
unproductive. These individuals may feel disconnected or uninvolved with their community and with society
as a whole. Success in this stage will lead to the virtue of care.
8. Ego Integrity vs. Despair

Ego integrity versus despair is the eighth and final stage of Erik Erikson’s stage theory of
psychosocial development. This stage begins at approximately age 65 and ends at death. It is during this
time that we contemplate our accomplishments and can develop integrity if we see ourselves as leading a
successful life. Individuals who reflect on their life and regret not achieving their goals will experience
feelings of bitterness and despair. Erikson described ego integrity as “the acceptance of one’s one and only
life cycle as something that had to be” (1950, p. 268) and later as “a sense of coherence and wholeness”
(1982, p. 65). As we grow older (65+ yrs) and become seniour citizens, we tend to slow down our
productivity and explore life as a retired person.
Erik Erikson believed if we see our lives as unproductive, feel guilt about our past, or feel that we
did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to
depression and hopelessness. Success in this stage will lead to the virtue of wisdom. Wisdom enables a
person to look back on their life with a sense of closure and completeness, and also accept death without
fear. Wise people are not characterized by a continuous state of ego integrity, but they experience both ego
integrity and despair. Thus, late life is characterized by both integrity and despair as alternating states that
need to be balanced.
C. Social Learning Theory (Bandura)
Albert Bandura (1977) agrees with the behaviorist learning theories of classical conditioning and
operant conditioning. However, he adds two important ideas:
1. Mediating processes occur between stimuli & responses.

2. Behavior is learned from the environment through the process of observational learning.
Observational Learning
Children observe the people around them behaving in various ways. This is illustrated during the
famous Bobo doll experiment (Bandura, 1961).
Individuals that are observed are called models. In society, children are surrounded by many
influential models, such as parents within the family, characters on children’s TV, friends within their peer
group and teachers at school. These models provide examples of behavior to observe and imitate, e.g.,
masculine and feminine, pro and anti-social, etc. Children pay attention to some of these people (models)
and encode their behavior. At a later time, they may imitate (i.e., copy) the behavior they have observed.
They may do this regardless of whether the behavior is ‘gender appropriate’ or not, but there are a number
of processes that make it more likely that a child will reproduce the behavior that its society deems
appropriate for its gender.
First, the child is more likely to attend to and imitate those people it perceives as similar to itself.
Consequently, it is more likely to imitate behavior modelled by people of the same gender.
Second, the people around the child will respond to the behavior it imitates with either reinforcement
or punishment. If a child imitates a model’s behavior and the consequences are rewarding, the child is
likely to continue performing the behavior. If a parent sees a little girl consoling her teddy bear and says
“what a kind girl you are,” this is rewarding for the child and makes it more likely that she will repeat the
behavior. Her behavior has been reinforced (i.e., strengthened). Reinforcement can be external or internal
and can be positive or negative. If a child wants approval from parents or peers, this approval is an
external reinforcement, but feeling happy about being approved of is an internal reinforcement. A child will
behave in a way which it believes will earn approval because it desires approval. Positive (or negative)
reinforcement will have little impact if the reinforcement offered externally does not match with an
individual's needs. Reinforcement can be positive or negative, but the important factor is that it will usually
lead to a change in a person's behavior.
Third, the child will also take into account of what happens to other people when deciding whether
or not to copy someone’s actions. A person learns by observing the consequences of another person’s
(i.e., models) behavior, e.g., a younger sister observing an older sister being rewarded for a particular
behavior is more likely to repeat that behavior herself. This is known as vicarious reinforcement. This
relates to an attachment to specific models that possess qualities seen as rewarding. Children will have a
number of models with whom they identify. These may be people in their immediate world, such as parents
or older siblings, or could be fantasy characters or people in the media. The motivation to identify with a
particular model is that they have a quality which the individual would like to possess.
Identification occurs with another person (the model) and involves taking on (or adopting) observed
behaviors, values, beliefs and attitudes of the person with whom you are identifying. The term identification
as used by Social Learning Theory is similar to the Freudian term related to the Oedipus complex. For
example, they both involve internalizing or adopting another person’s behavior. However, during the
Oedipus complex, the child can only identify with the same sex parent, whereas with Social Learning
Theory the person (child or adult) can potentially identify with any other person.Identification is different to
imitation as it may involve a number of behaviors being adopted, whereas imitation usually involves
copying a single behavior.
Meditational Processes
This theory is often described as the ‘bridge’ between traditional learning theory (i.e., behaviorism)
and the cognitive approach. This is because it focuses on how mental (cognitive) factors are involved in
learning. Unlike Skinner, Bandura (1977) believes that humans are active information processors and think
about the relationship between their behavior and its consequences.
Observational learning could not occur unless cognitive processes were at work. These mental
factors mediate (i.e., intervene) in the learning process to determine whether a new response is acquired.
Therefore, individuals do not automatically observe the behavior of a model and imitate it. There is some
thought prior to imitation, and this consideration is called meditational processes. This occurs between
observing the behavior (stimulus) and imitating it or not (response).
There are four

meditational processes proposed by Bandura:
1. Attention: The individual needs to pay attention to the behavior and its consequences and form a
mental representation of the behavior. For a behavior to be imitated, it has to grab our attention. We
observe many behaviors on a daily basis, and many of these are not noteworthy. Attention is
therefore extremely important in whether a behavior influences others imitating it.
2. Retention: How well the behavior is remembered. The behavior may be noticed but is it not always
remembered which obviously prevents imitation. It is important therefore that a memory of the
behavior is formed to be performed later by the observer. Much of social learning is not immediate,
so this process is especially vital in those cases. Even if the behavior is reproduced shortly after
seeing it, there needs to be a memory to refer to.
3. Reproduction: This is the ability to perform the behavior that the model has just demonstrated. We
see much behavior on a daily basis that we would like to be able to imitate but that this not always
possible. We are limited by our physical ability and for that reason, even if we wish to reproduce the
behavior, we cannot. This influences our decisions whether to try and imitate it or not. Imagine the
scenario of a 90-year-old-lady who struggles to walk watching Dancing on Ice. She may appreciate
that the skill is a desirable one, but she will not attempt to imitate it because she physically cannot
do it.
4. Motivation: The will to perform the behavior. The rewards and punishment that follow a behavior
will be considered by the observer. If the perceived rewards outweigh the perceived costs (if there
are any), then the behavior will be more likely to be imitated by the observer. If the vicarious
reinforcement is not seen to be important enough to the observer, then they will not imitate the
behavior.
Evaluation: Answer the following questions using the rubric as your guide (essay).
1. Discuss, in your own words, why theories of development are important.

_____________________________________________________________________________________
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_____________________________________________________________________________________

2. Give an example of how a theory may be used to predict behavior.
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_____________________________________________________________________________________

3. Give an example of behavior that is influenced by the id, behavior that is influenced by the ego, and
behavior that is influenced by the superego.
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_____________________________________________________________________________________

4. Give an example of child behavior during each stage of Freud’s Psychosexual Stages of development.
_____________________________________________________________________________________

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5. According to Erikson’s Psychosocial Stages of development, in what stage are you? Do you believe you
are facing the challenge described by Erikson? Why or Why not?
_____________________________________________________________________________________
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6. Do you agree that peers have more influence than parents when it comes to becoming adults?
_____________________________________________________________________________________
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_____________________________________________________________________________________

RUBRIC:

References:
1. Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018) The Child and Adolescent Learners and
Learning Principles. Lorimar Publishing, Inc, Quezon City, Philippines
2. Lucas, Ma. Rita D. & Corpuz, Brenda B. (2014) Facilitating Learning: A metacognitive process. Lorimar
Publishing, Inc, Quezon City, Philippines.
3. Schunk, Dale H. (2012) Learning Theories: An educational perspective, 6e. Pearson Education, Inc. Boston, MA
4. http://www.earlychildhoodconnections.com/Index_htm_files/Soc%20Emo%20Informational%20Flyer.pdf
5. Social-Emotional Development Domain California Infant/Toddler Learning & Development Foundations.
https://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp.
6. Ericson Psychoanalytic Theory
https://www.simplypsychology.org/ErikErikson.html#:~:text=Erikson%20maintained%20that%20personality
%20develops,negative%20outcome%20for%20personality%20development.
7. Social Learning Theory https://www.simplypsychology.org/bandura.html
Reviewed and Evaluated by:
CONSUELO R. SAENZ, EdD

BSEd Program Chairperson

Midterm Week 4

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

NFORMATION SHEET (MIDTERM: WEEK 4)

What is Social-Emotional Development?

Why is Social-Emotional Development Important?

Interactions with Adults

Relationships with Adults

Interactions with Peers

Relationships with Peers

Identity of Self in Relation to Others

FTC1_SY. 2020 Page 5 of 16

Development of Self and Social Understandings

A. Psychoanalytic Theory (Freud)

Freud's Personality Components

Because the unconscious is so huge, and because we are only

FTC1_SY. 2020 Page 7 of 16

B. Psychosocial Theory (Erikson)

Stage Psychosocial Crisis Basic Virtue Age

1. Trust vs. Mistrust Hope 0 - 1½

2. Autonomy vs. Shame Will 1½ - 3

3. Initiative vs. Guilt Purpose 3-5

4. Industry vs. Inferiority Competency 5 - 12

5. Identity vs. Role Confusion Fidelity 12 - 18

6. Intimacy vs. Isolation Love 18 - 40

7. Generativity vs. Stagnation Care 40 - 65

8. Ego Integrity vs. Despair Wisdom 65+

1. Trust vs. Mistrust

FTC1_SY. 2020 Page 8 of 16

2. Autonomy vs. Shame and Doubt

What Happens During This Stage?

What Can Parents Do to Encourage a Sense of Control?

3. Initiative vs. Guilt

FTC1_SY. 2020 Page 9 of 16

4. Industry vs. Inferiority

5. Identity vs. Role Confusion

FTC1_SY. 2020 Page 10 of 16

6. Intimacy vs. Isolation

7. Generativity vs. Stagnation

8. Ego Integrity vs. Despair

C. Social Learning Theory (Bandura)

1. Mediating processes occur between stimuli & responses.

There are four

1. Discuss, in your own words, why theories of development are important.

FTC1_SY. 2020 Page 14 of 16

FTC1_SY. 2020 Page 15 of 16

Reviewed and Evaluated by:

CONSUELO R. SAENZ, EdD

FTC1_SY. 2020 Page 16 of 16

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