MODULE 20

Socio-Emotional Development of Primary Schoolers,

- Heidi Grace l. Borabo, PhD

INTRODUCTION
The developmental theorist, Erick Erickson, formulated eight stages of man’s psychology
development. Each stages is regarded as a “psychosocial crisis” which arises and demands resolution
before the next stage can be archeived.
Preschool children belong to the fourth stage of Erickson’s Psychological Stages. Here, children
have to resolve the issue on Industry vs. Inferiority.

Erick Erickson’s Fourth Stage of Psychological Development

Industry vs. inferior is the psychological crisis that children will have to resolve in this stage. Industry
refers to a child’s involvement in situations where long. While inferiority is the feeling created when a
child gets feeling of failure when they cannot finish or master their school works
In this stage, children, will most likely, have begun going to school. School experiences become the
priority, with children so busy doing school work.

What does the comic strip depict? How does this relate to Erickson’s fourth stage
Understanding the self
One’s self-concept is the knowledge about the self, such as beliefs regarding personality traits, physical
characteristics, abilities, values, goals and roles.
It is also involves a sense of belonging and acceptance. A sense of good and a sense of being capable of
doing good.
Having a healthy self-concept does not mean that a child thinks he/she is better than others. It means that
he/she likes himself /herself, feels accepted by his/her family and friends and believes that he/she can do
well.

Primary school children’s self-concept is influenced not only by their parents, but also by growing
number of people hey begin to interact with, including teachers and classmates. Children have growing
understanding of their place in the world. They already know that they can please their parents and
teachers. They comfortable and show confidence in doing things they are good at, but also show
frustration is things that they find difficult.

School Years
In the transition from pre-elementary to primary school, children tend to become increasingly self-
confident and able to cope well with social interactions. They are not focused on themselves anymore but
are also aware of the needs and desire of others. The issues o fairness and equality become important to
them as they learn to care for people who are not part of their families. Characteristics like loyalty and
reliability are being considered as well as responsibility and kindness

“What is a FRIEND? A single soul dwelling in two bodies.”

-Aristotle

Children, during the stage, most likely belong to a peer group. Peer groups are characterized by
children who belong approximately to the same age group. It is found along the stages of childhood
through until the age of seven or eight, they think of themselves more than others. They may play well
with groups but may need some time to play.
Primary school children prefer to belong to peer groups of the same gender. Many children will use
their surrounding to observe and mingle with other children. Some will see this as an opportunity to make
friends while others remain a bit of loner.
Some adults may perceive that some children’s behavior towards other children as antisocial. When
children poke, pull, hit or kick other children when they are first introduced, it is fairly normal.
Remember that children at this stage are still forming their own world views and other children may seen
like a curiosity that they need to explore. Parents and teachers can help children make friends. You can
consider the following.

 Expose the children to kid-rich environment (e.g. playgrounds, park).

 Create a play group in your class and let the children mingle with their classmates.
 When your children hit other children, remind them that their behavior hurts others.
 Coordinate with the parents and other teachers so that the children will have greater opportunity
to interact with other children
Once children reach school age, they begin to take pride in their ability to do things and their capacity to
exert effort. They like receiving positive feedback from their parents and teachers to encourage positive
emotional responses from children by acknowledging their mature, compassionate behaviors.

Implications to Child Care, Education and Parenting

Primary school children’s socio-emotional competency should be viewed in the context of the child’s
developmental age. Health-care providers, teachers and parents should be able to:

 Gain understanding of their child’s socio-emotional strengths and weaknesses by observing the
child’s behavior at home.
 Work collaboratively with the child’s parents and health-care provider to expand one’s insights
on the child’s development.
 Provide a supportive setting where children have opportunities to practice emotional regulation
and social skills with peers.
 Be a role model of healthy emotions and expressing these emotions appropriately.
 Demonstrate calmness and staying in control of one’s own feelings.