UNIVERSITY OF CAGAYAN VALLEY

Tuguegarao City, Cagayan

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Department of Social and Behavioral Sciences

CHILD AND ADOLESCENT LEARNERS AND LEARNING DEVELOPMENT

FINAL COVERAGE
Module Number: 04
Title/Topic/Reading: Social and Emotional Development of
Children and Adolescents
Overview/Introduction: There is growing evidence that children’s
social-emotional development is associated
with better outcomes at home, at school,
and in the community. Social-emotional
development refers to how children learn
to express their feelings, develop
relationships, and practice social skills.
This lesson will introduce you to social-
emotional development and its
significance for children’s overall
development and learning.
Learning Objectives: 1. Identify the various theories of
socioemotional development
2. Reflect on the interaction between
drives and cultural demands
3. Analyze how Bandura’s social-cognitive
theory can best apply in life-like situations
4. Explain socialization and the
development of identity and social
relations
5. Analyze how the various theories of
development of moral reasoning, attitudes,
and beliefs can best improve the
development of individuals.
Discussion/Analysis:
Carol Gilligan’s Theory of Moral Development
 Speaks of moral development which strikes a balance between male-oriented theories
as expanded by Kohlberg’s and Freud’s and insights form interviews with females.
 Based from Gilligan’s findings most females think of morality more personally than
male do. They usually are more ethical.
 Gilligan adds that females tend to see themselves in terms of their relationships with
others. Males have the tendency to view themselves as distinct and separate from
others. The concepts of preparation and connectedness translate into their approaches
to morality.


IV. Factors Affecting Development
A. Parenting
 includes everything that one does while waiting for something else to happen. It is
going out of one’s way to assist, help, listen, do something for a child.
  Is learned and picked up from how individuals are parented.

B. ROLE MODELS
• Working mothers normally serve as role models for their children. The role modifying
they provide influence both son’s and daughter’s perceptions of men and women.
• The differences in goals are attributed to the fact that working mothers compared to
homemaker mothers focus on training their children for independence and self-
sufficiency.
• Even daughters are less likely to display traditional feminine interests. They tend to
show characteristics of females who perceive the women’s role as involving freedom
of choice, satisfaction, and competence. Their daughters in turn are career and
achievement oriented, independent minded with high self-esteem index. The sons of
working mothers compared to sons of full-time homemaker mothers, not only perceive
women as more competent and judicious, but view men as warmer and more
expressive.

What are the long-term effects on maternal employment?

• Gottfried(2002) and colleagues found no relationship between maternal employment
and children’s development from infancy age of 12. They are concluded that there
were no sleeper effects associated with mothers who were full-time homemakers an
mother who worked outside the home were similar in cognitive, socioemotional,
academic, motivational, and behavioral domains from infancy through adolescence.

C. PEER GROUP AND INTERACTION

• As the young and experiencing rapid physical changes, they take comfort with other
people who are undergoing the same changes.
• The peer group has always been a source of affection, sympathy, and understanding; a
place for experimentation and a supportive setting for the achievement of autonomy
and independence from parents.
V. Exceptional Development
• An IQ score above 130 signals intellectual giftedness, whereas a score below 70 in
intelligence testing indicates mental retardation visibly demonstrated by the child’s
inability to cope with appropriate activities of everyday life.
• Even among the gifted children, there can be difficulties in learning attributed to
language impairments and reading disabilities, called dyslexia.
• Exceptional development in children can be seen in both the intellectually gifted and
those with intellectually deficits.

INTELLECTUALLY GIFTED
• There are educational alternatives for gifted children. Some of these are in the form of
enrichment programs like, special activities designed to make their educational
advancement more interesting and challenging. There are also special classes for the
gifted where they are made to involve themselves in particular areas of their interest.
• On the other hand, there are children with learning disabilities. They are of average or
above average intelligence and manifest a discrepancy between expected and actual
thus reducing opportunities to learn and acquire skills, necessary to learn faster and
better performance. These children perform academic tasks poorly, which may likely
be attributed to a neurological dysfunction.
Social skills are also affected reflected in their inability to relate, interact with other s
and work with groups, thus, reducing opportunities to learn and acquire skills,
necessary to learn faster and better.

A. JUVENILE DELINQUENCY
• Juvenile Delinquents are classified into two. Once is the status offender. He is the
young person who is truant, disregards house rules, engages in activities not allowed
for his age or has likely done something which can be classified a crime were it not for
his being minor.
• The second kind of juvenile delinquent is one who has done something that is
considered a crime regardless of who commits.
Example: robbery, murder or rape. Young persons aged 16 to 18 are treated differently from
other criminals.

B. PSYCHOLOGICAL DISORDERS THAT AFFECT CHILDREN

• Behaviors that a child fails to control to be able to suit the demands of a given
environment are termed of noncompliance, disobedience, rule violation, and
aggression. These behaviors impact on those people in the child’s environment. These
disorders are classified as conduct disorders and deficit/hyperactivity disorder.

Conduct disorder
• manifests in repetitive and persistent pattern of behavior where a young person
transgresses on the basic rights of others or violates social norms or rules. This
considered a disorder of under control. When a young person in the company o peers
shows this behavior, the problem is termed a socialized conduct disorder, whereas
when the behavior occurs primarily when the child is alone, the disorder is said to be
unsocialized.

Attention deficit/hyperactivity disorder(ADHD)

• is a persistent pattern of inattention and hyperactivity or impulsivity that is far in
excess of such behaviors observed in children in various stages of development. This
disorder creates difficulties in relating to people at home, in the classroom and in the
 peer group.

Anxiety disorders
• are characterized by the feeling of apprehension and low self-confidence that may be
felt through the adult years.
• Anxiety disorders associated with moods are the most common type of mental
difficulty. One kind of these disorders is depression which is higher in early adulthood
than in adolescence or middle age. Thus, the time in life which people experience the
peak of physical and intellectual functioning is also the time when they are most prone
to feelings of sadness.

COURSE REFERENCES:

 Aquino, Gaudencio, Introduction in Psychology 2003

 Atkinson, Rita and Atkinson, Richard. Introduction to Psychology 8th Edition. NY
Harcourt Brace Jowanich, 2002
 Chaplin, J. P. Dictionary of Psychology, Second Edition 1985
 Acero, Victorina D., Javier, Evelyn S., Castro, Herminia O. Child and Adolescent
Development, First Edition 2008