Professional Documents
Culture Documents
Socio-emotional development
Is crucial in the pre-school years. We hear a lot of parents and teachers and
preschool administrators says that attending preschool is more for “socialization” than
for formal academic learning.
Preschoolers’Initiative
Preschoolers deal with the psychological conflict of INITIATIVE versus GUILT.
Erikson believed that healthy preschoolers develop initiative, the tendency of
preschoolers to want to take action and assert themselves. They will yearn to create,
invent, pretend, take risk and engaged in lively and imaginative activities with peers.
When parents, teachers and other adults supports these attempts and provide a
stimulating environment, the preschoolers sense of initiative will grow. On the other
hand, if adults shoe overprotection, extreme restriction and criticisms, the preschooler
will develop guilt.
As preschoolers go through the conflict of initiative vs. guilt, they show so much
energy in doing imaginative play activities. Everyplace becomes a playground to explore,
every single thing an interesting piece to thinker with. 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”.
Consequently, the child may develop
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excessive guilt. Although a good amount of guilt helps in making children take
responsibility for their behavior, 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).
Judicious Permissiveness
This involves setting realistic boundaries that keep preschoolers safe and
respectful of self and others, while allowing them greater opportunity to explore, tale
risks and to engage in creative process.
Self-concept and the preschooler
By the end of toddlerhood, preschoolers come out with a clear sense that they
are separate and distinct person. With their ability to make representations, they can
now think and reflect about themselves.
SELF-CONCEPT – refers to the way one sees himself, a general view about one’s
abilities, strengths, and weaknesses.
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playmates increases. Mildred Parten, in the 1930’s did a study on children's play behave
or which led to Parten’s stages of play.
FRIENDSHIP IN PRESCHOOL
As they continue to grow,
preschoolers become interested in having
friends. This should be encouraged in the
preschool years as friendships benefit the
preschooler’s development by providing
stimulation, assistance, companionship, social
comparison, and affection (Kostelnik, 2010).
Through friendships, preschoolers are able to
practice different social roles like being a
leader, a follower, someone who takes risks and someone who helps out and comforts.
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 conflict.
CAREGIVING STYLES
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 describes a different types of caregiving styles.
This was based on a longitudinal study that looked into the adult authority and the
development of children that Baumrind conducted which began in the 1960’s. Decades
later she identified varying degrees of demandingness and responsiveness as
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determinants of our four styles of caregiving. Marion (2007) expounded on these
determining factors.
RESPONSIVENESS
Refers to caregiver behaviors that pertain to expression of affection and
communication. It refers to how warm, caring, and respectful the adult is to the child. It
involves openness in communication and the willingness to explain things in ways that
the child will understand.
DEMANDINGNESS
Refers to the level of control and expectations. This involves discipline and
confrontation strategies.
Description
Caregiving Style The caregivers/parents/teachers Effects on the Preschooler
with this caregiver style has the
following descriptions:
Expect behavior appropriate to
the age of the child.
Maintain reasonable and fair
limits.
Closely monitor the activities of Makes the preschooler
the child feel safe and secure
Teaches the child to take
Authoritative Warm and nurturing responsibility for his or her
(High Have realistic expectations of actions.
demandingness, the child Develops good self-control
high responsiveness) Develops a realistic view
Communicate messages in a
of oneself
kind, firm, and consistent
manner Builds the child capacity
for empathy
Discipline approach focuses
more on teaching than
punishing
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Communicate messages
Strive to have strong
psychological control Brings about poor self-
punishment, sarcasm, control
withdrawal of love threats Results in poor self esteem
Not able to teach children a
better way to behave
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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
Accept 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-Approval Emotions (shame, pride, guilt)
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
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Forming Attachment
Shows preference for the company of significant adults and children (other than
the primary caregiver) over unfamiliar adults and children
Interaction 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
Chat/converses with other children
Takes turns and shares toys with others
Actively participate in classroom and group routines
Plays organized group games fairly
Interaction with adults
36 Verbalizes -48 MONTHS
feelings related to events that are arise in classroom, home, and environment in a
positive way
Speaks respectfully with adults 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 routines 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”
Cooperate to minimize conflict or tension
Appreciating diversity
Ask questions that indicate he/she notices differences on social economic status
Ask question 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., schools, neighborhood)
The Role of Caregivers in the Socio-emotional Development of the preschooler
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Tips are given to caregivers (parents and teachers).
1. Greet each child with his/her names each day. Be sincere and respectful to each child
2. Read story books that deal about friendships and different feelings
3. Develop routines in the home or school that encourages working together and getting
along.
4. Help children to learn 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. 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 your toys, I felt really happy. Remember to always pack-away
11. Reads story books that deals about friendship
12. For teachers develop routines that encourages working together and getting along.
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