PROF EDUC FINAL EXAM REVIEWER
Unit 4: SOCIAL AND EMOTIONAL
DEVELOPMENT
Social-Emotional Development
- From birth to age 5, a child's social-
emotional development takes place.
- This development enables a kid to build
trusted relationships with peers and
adults, express emotions appropriately,
and become independent and at ease to
explore their surroundings.
Ashdown and Bernard
- Identify five fundamental social and
emotional skills. (self-awareness, social
awareness, self-management,
interpersonal skills, and ethical decision-
making.)
Development of Self and Social Understanding
Theories of Social-Emotional Development
Sigmund Freud - Psychoanalytic Theory
Erik Erikson - Psychosocial Theory
Bandura - Social Learning Theory
Lawrence Kohlberg - Moral Development
PSYCHOANALYTIC THEORY (PSYCHOSEXUAL
DEVELOPMENT) Sigmund Freud - (1856–1939)
- Believed that a person’s behavior can be
motivated by strong unconscious drive
or urges toward self-satisfaction.
ORAL STAGE (0-2 years old)
- the mouth is the center of pleasure.
- Failure to satisfy this stage will result
later to smoking and other vices.
ANAL STAGE (2-4 years old)
The anal region is the center of pleasure Gains
pleasure in the elimination of bowel: “toilet
training”
Failure to satisfy this will result to:
• Frugality (stinginess)
• Greediness
• Obstinate or stubborn character
• Disorderliness
PHALLIC STAGE (4-6 years old).
“Phallus” – male sex organ (symbol of strength
and power). Derives pleasure from the
manipulation of sex organs
Oedipus Complex: rivalry between the son and
the father to get the mother’s attention.
Elektra Complex: rivalry between the daughter
and the mother to get the father’s attention
LATENCY STAGE (6-12 years old)
• Calm stage
• Conflicting feelings are confined in the
subconscious mind
• Energies are diverted to school and peer
activities
PSYCHOSOCIAL THEORY (Erik Erikson)
- Each of these stages has a specific
psychosocial crisis that affects the
development of the child.
- German development psychologist and
psychoanalyst known for his theory on
social development of human beings,
and for coining the phrase identity crisis.
TRUST vs. MISTRUST (0-18 months)
- To develop a basic trust in the mothering
figure and to generalize it to others.
- The child trusts those who care for her
and mistrusts a stranger
- HOPE
AUTONOMY vs. SHAME and DOUBT (18 months
– 3 years old)
- To gain some self-control and
independence within the environment.
- Learns to walk and use his hands
- If encouraged, develop autonomy
- If discouraged and punished harshly and
excessively child develops dependence
and shame, doubt and self-pity
- WILL
INITIATIVE vs. GUILT (3-6 years old)
- To develop a sense of purpose and the
ability to initiate and direct one’s own
activities
- Begins to explore his social and physical
world, discovering what he can
accomplish aware of various social roles
imitates adult’s behavior
- When punished develops sense of guilt
- The family is responsible for the child’s
behavior and action
- PURPOSE
INDUSTRY vs. INFERIORITY (6-12 years old)
- Child’s world broadens self confidence
- Technical skills are learned
- Peer group influence
 - Identification and/ or separation with - Goes beyond the perception of learning
sexes is the result of direct experience with the
- Play age environment.
- When the child cannot accomplish the
expectations from him, he develops a
sense of inferiority Three Core Concepts
- COMPETENCE
1. Behavior change- engaged and
IDENTITY vs. ROLE CONFUSION (12-18 years old) proactive learning
2. Engaged self- intrinsic reinforcement
- To integrate the tasks mastered in the
3. Engaging environment- observational
previous stages into a secure sense of
learning
self.
- Always asking Who Am I? Main Principles
- Struggles with society’s demands and
physical changes in his body 1. Attention: Provide a novel/unique way
- Peer group becomes an essential source to provide the training, either through
of rules of behavior content, people, or style to amplify the
- FIDELITY behavior in question.
2. Retention: Context — people are able to
INTIMACY vs. ISOLATION (18-24 years old) recall information if context is relevant to
them. Make the learning memorable
- To form an intense, lasting relationship
through visuals and language. Heighten
or a commitment to another person, a
emotion.
cause, an institution, or a creative effort.
3. Reproduction: Provide practice
- Develops warm intimate relationship
scenarios — allow learners to rehearse
with another person and failure to
responses.
develop such relationship results in
4. Motivation: Provide examples of people
isolation
being rewarded or punished, to
- LOVE
encourage or deter.
GENERATIVITY vs. STAGNATION (24-54 years
MORAL DEVELOPMENT THEORY (Lawrence
old)
Kohlberg -(1963)
- To achieve the life goals established for
- Building on Piaget's work interested in
oneself while considering the welfare of
determining how our moral thinking
future generations.
evolves as we age.
- The most productive years of adulthood
- Determine what is right and wrong.
- The individual’s worth is dependent on
- Learns our moral values through active
his contribution to family and Society
thinking and reasoning.
- SELFLESSNESS
STAGES OF MORAL DEVELOPMENT
EGO INTEGRITY vs. DESPAIR (54 to death)
- Principle
- To review one’s life and derive meaning
- Social contract
from both positive and negative events,
- Law and order morality
while achieving a positive sense of self.
- Good boy attitude
- The individual comes to the temporal
- Self-interest
limits of his life
- Avoiding punishment
- The period of achievement and sense of
integrity Benefits of Social-Emotional Development
- Failure to achieve one’s goals results to
regret and despair. - Socially and emotionally competent
- Fear of the end of life children perform better academically
- WISDOM and in other spheres of their lives, and
they will perform better academically
SOCIAL learning THEORY (Albert Bandura - and have a more favorable attitude
1960`s) regarding school.
- Aggression, delinquency, and substance
- Observation and modeling play a
use are among the problematic
primary role in how and why people
behaviors children who are
learn.
underdeveloped socially and
emotionally are more likely to engage in.
Promoting Social-Emotional Development
- Building healthy relationship
- Holistic education
- Focused teaching
- Develops social Abilities
- feels secure through developing
relationships that they can trust.
- feels more at ease verbally expressing
themselves, asking questions, and
autonomously resolving issues.
- allows one to form their own identity
and understand and treat others right.
- One must be able to socialize and
function within the current society.
Development of Motivation and Self-Regulation
Hierarchy of Needs (Maslow)
Physiological needs: These are the underlying
needs we as humans can’t live without. E.g.
Food, water, sleep, oxygen etc.
Safety needs: We all need to feel safe. Whether
that be physical, financial or job security and
health.
Social needs: We all look for social connections
in friends and family.
Esteem needs: We all desire to have respect and
be respected by others, this includes self-
esteem, confidence, and a sense of self-
achievement.
Self-actualization: This is realizing one’s full
potential and this will differ from person to
person. This is the highest level on the hierarchy
and what we are all striving for.
Alderfer`s ERG theory
- Clayton Paul Alderfer developed a
theory that was another version of
Maslow’s hierarchy of needs theory in
1969.
- Three factors that dictate human
behavior in society.
- human priorities are not constant and
they can change from time to time
according to the mood and personal
requirements of an individual.
Three categories of human motivation
Existence - all the needs that are the most
important for the survival of human beings.
Relatedness - Similar to Moslow’s social or love
and belonging needs, Alderfer states that
interpersonal relationships are crucial for human
survival and includes all the relationships in the
relatedness category.
Growth - Alderfer summed up Maslow's self-
esteem and self-actualization needs under the
category of growth.
McClelland’s Need Theory- every individual has
3 types of motivational needs irrespective of age,
sex, gender, culture, or wealth.
Need for power- Every person dream of holding
control and authority over another person.
- wants to control and influence others
- likes to win arguments
Need for affiliation- Desires to create a strong
relationship with other people or groups.
- want to belong to the group
- wants to be liked and will go along with
whatever the rest of the group want to
do
Need for achievements- desire to obtain
milestones, goals, or accomplishments.
- sets and accomplishes challenges
- takes calculated risks
HERZBERG`S TWO FACTOR THEORY
Poor hygiene factors- decrease employee job
satisfaction
Motivating factors- increase employee job
satisfaction
Frederic Herzberg
- American psychologist who introduced
this theory in 1959.
- He was influenced by Maslow's
hierarchy of needs theory
PROCESS THEORIES
Reinforcement Theory (B. F Skinner)
- is a psychological principle suggesting
that behaviors are shaped by their
consequences, and that individual
behaviors can be changed through
 reinforcement, punishment and
extinction.
- a person's internal needs and
- drives are not important areas of
concern because their current behaviors
follow the law of effect and are based on
the consequences of former behaviors.
Positive reinforcement- increases the frequency
of a behavior when applied
Negative reinforcement- increases the
frequency of a behavior when removed
Punishment- decreases the frequency of a
behavior
Vroom’s Expectancy Theory
Victor Harold Vroom- is a business professor at
the Yale School of Management and an expert on
behavior within organizations.
- Assumes that our motivation is
influenced by a combination of factors
that all impact one another.
These factors, including personality, skills,
support, and experience, affect our beliefs in
three distinct categories;
• Expectancy- The expectation from
oneself regarding the completion of a
task that determines the efforts of an
individual.
- The belief that the more effort expended
on a task, the greater our performance.
• Instrumentality- The attainment of the
promised reward is included under the
category of instrumentality.
- if we perform well, we will receive a
greater award
• Valence- value of the reward awarded to
a person. If the assigned reward is
valuable to the employee, then they will
invest in better efforts.
- what value we place on the expected
outcome of our efforts
Two possible outcomes
Effort-performance expectancy - This refers to
one’s belief that higher efforts will lead to better
performances.
Performance-outcome expectancy - In this case,
an individual believes that higher performance
will assist in getting desired outcomes.
Locke’s goal-setting theory - Edwin A. Locke
- is one of the dominant paraphrases of
work motivation.
- all behavior is motivated when they get
appropriate tasks. Motivation is a goal-
directed process.
- If someone has certain goals to meet,
they will be motivated to achieve them.
Locke’s goal setting theory
Clarity- goals should be clear and specific
Challenge- goals should be challenging enough
to be motivating
Commitment- everybody must be committed to
the goal happening
Feedback- feedback on the goals should be
considered.
Complexity- goals must be achievable.
- Self – Determination Theory
- Self-determination is the innate desire to
flourish that is embedded within each of
us.
- Self-determination is about feeling
equipped to make our own choices so
that we feel a sense of control over our
own lives.
- Our well-being is deeply connected to
our sense of self-determination.
Competence- people need to gain mastery and
control of their own lives and their environment.
Autonomy- people need to feel in control of their
own life, behaviors and goals.
Relatedness- people need to experience sense of
belonging and connection with other people.
Moral Development Theories
COGNITIVE DEVELOPMENT THEORY
(INTELLECTUAL DEVELOPMENT)
Jean Piaget- Believed that a child enters the
world lacking virtually all the basic cognitive
competencies of the adult, and gradually
develops these competencies by passing through
a series of stages of development.
Cognitive Development Process
Assimilation- Absorb as part of itself. The
individual acquires information or knowledge by
which experiences are integrated into existing
schemes.
Process Accommodation- A process of creating a
new scheme by modifying an existing scheme
after an individual’s interaction with the
environment.
SENSORIMOTOR (Birth-2 years)- Learning is
based on sense perception. Primary circular
reaction. Repeated actions centered on the
infant’s body
Intentional behavior- interesting or pleasant
events repeats actions so as to prolong
Object permanence- Knowledge of the existence
of objects in his environment, independent of
the child’s actions emerges such that the child
starts to search for missing objects like toys.
Representation- Allows the child to seek
necessary solutions through manipulation of
internal symbols instead of physical objects.
Infants- are born with a set of congenital reflexes
First sub-stage- known as the reflex schema
stage, occurs from birth to six weeks and is
associated primarily with the development of
reflexes.
Second sub-stage- primary circular reaction
phase, occurs from six weeks to four months and
is associated primarily with the development of
habits. Primary circular reactions or repeating of
an action involving only one's own body begins.
Third sub-stage- secondary circular reactions
phase. Four to nine months and is associated
primarily with the development of coordination
between vision and apprehension.
Fourth sub-stage- coordination of secondary
circular reaction stage, nine to twelve months,
is Piaget thought that object permanence
development.
Fifth sub-stage, the tertiary circular phase,
twelve to eighteen months and is associated
primarily with the discovery of new means to
meet goals.
Sixth sub-stage, “beginning of symbolic
representation”, primarily with the beginnings
of insight, or true creativity. In this stage the
trial-and-error application of schemata. This
marks the passage into the preoperational stage.
PRE-OPERATIONAL (2-7 years old)- second of
four stages of cognitive development.
- Emergence of language skills
- Interprets experiences
- Words become symbols for objects
- Thinking is egocentric (centered on
himself)
- Thinking is irreversible (inability to
rethink)
- Incapable of logical thinking
Operatory Thought- is any procedure for
mentally acting on objects. The hallmark of the
operational stage is sparse and logically
inadequate mental operations.
Symbolic functioning- characterized by the use
of mental symbol, words, or pictures, which the
child uses to represent something which is not
physically present.
Centration- characterized by a child focusing or
attending to only one aspect of a stimulus or
situation.
Intuitive thought- Occurs when the child is able
to believe in something without knowing why
she or he believe it.
Egocentrism- tendency of a child to only think
from her own point of view.
Inability to Conserve- lack perception of
conservation mass, volume, and number after
the original form has changed.
Animism- inanimate objects have “lifelike”
qualities and are capable of action.
CONCRETE OPERATIONAL (7-11 years old)
- Elementary school years
- The child begins to learn symbols and
concepts, time, space, shape, size, etc.
- The child’s thinking becomes more
logical and systematic.
Seriation- The ability to arrange object in an
order according to size, shape, or any other
characteristics.
Classification- The ability to name and identify
sets of objects according to appearance, size or
another characteristic
Decentering- Where the child takes into account
multiple aspects of a problem to solve it.
Reversibility- Where the child understand that
numbers or objects can be changed, then
returned to their original state.
Conservation- Understanding that quantity,
length or number of items is unrelated to the
arrangement or appearance of the object or
items.
Elimination of Egocentrism- The ability to view
things from another's perspective.
FORMAL OPERATIONAL (11-16 years old)-
characterized by acquisition of the ability to think
abstractly, reason logically and draw conclusions
from the information available.
- High school years
- Develops logical reasoning skills
- Decreased egocentricity
Information Processing Theory
• Encoding – Information is sensed,
perceived, and attended to
 • Storage – The information is stored for
either a brief or extended period,
depending upon the processes following
encoding
• Retrieval – The information is found at
the appropriate time, and reactivated for
use on a current task, the true test of
effective
Sensory Register- The first step in the IP model,
holds ALL sensory information for a VERY BRIEF
time period.
Capacity: We hold an enormous amount, more
than can ever perceive.
Duration: Extremely brief – in the order of 1 to 3
seconds.
The Role of Attention- To move information into
consciousness, we attend to it.
Short Term Memory (Working Memory)
Capacity: what you can say in about 2 seconds.
Often said to be 7+/- 2 items.
Duration: around 18 seconds or less. To reduce
the loss of information in 18 seconds, you need
to rehearse.
Long Term Memory- The final storing house for
memorial information, the long- term memory
store holds information until needed again.
Forgetting- The inability to access information
when needed.
• Decay- Information is not attended to,
and eventually ‘fades’ away. Very
prevalent in working memory.
• Interference- New or old information
‘blocks’ access to the information in
question.
Method for Increasing the Probability of
Remembering
• Organization – info that is organizing
should be recalled.
• “Deep” processing – This focusing upon
meaning.
• Elaboration – Connecting new info with
old, to gain meaning.
• Generation – Things we „produce‟ are
easier to remember than things we
“hear”.
• Context – Remembering the situation
helps recover information.
• Personalization – Making the
information relevant to the individual.
• Memory Methods
• Memorization (not the same as learning)
• Serial Position Effect (recency and
primacy) you will remember the
beginning and ends of “list” most readily.
• Part Learning – Break up the “list” to
increase memorization.
• Distributed Practice – Break up learning
sessions, rather than cramming all the
info in at once (Massed Practice).
• Mnemonic Aids
• Loci Method – Familiar place, associate
list with items in place
• Peg-type – Standard list is a cue to the
target list.
• Acronym & Chain
• Mnemonics Keyword Method –
Association of new word/concept with
well-known word/concept that sounds
similar
THEORY OF MORAL DEVELOPMENT (Laurence
Kohlberg)- as children grow, they pass through
several levels of moral development consisting of
different stages which serve as the bases of their
behavior as adults.
LEVEL ONE (Pre-conventional Morality)
- Children’s judgments are based on
external criteria
- Right and wrong are according to
standards set by authorities
STAGE ONE
- Behavior is based on reward and
punishment
- Wrong behavior results to punishment
- Right behavior results to reward and
praises
LEVEL TWO (Conventional Morality)- Children’s
judgement is based on groups expectations.
STAGE TWO
- Actions are based on self-satisfaction
- Helps those who help him
STAGE THREE
- Desirable behavior pleases others
- Conform to rules of the group to remain
accepted
STAGE FOUR- What is right is what is accepted
LEVEL THREE (Post-Conventional Morality)- he
individual recognizes arbitrariness
(absoluteness) of social and legal conventions
STAGE FIVE
- Laws are obligatory (dura lex sed lex)
- The concept of right and wrong is
governed by reasons
STAGE SIX
- Morality is based on mutual respect
- The individual conforms to the rules to
avoid self- condemnation.
Elliot Turiel- formulated a theory of domains of
social development involving the development
of moral judgments
Learning- process of acquiring new
understanding, knowledge, behaviors, skills,
values, attitudes, and preferences.
APPROACHES TO LEARNING
Behavioral Approach- suggests that the keys to
understanding development are observable
behavior and external stimuli in the
environment.
Behaviorism - learning theories focus on how we
are conditioned to respond to events or stimuli.
B.F. Skinner and Ivan Pavlov- Behaviorism
emphasizes the importance of reinforcement
and punishment in shaping behavior.
Ivan Pavlov (1849–1936)- popularly referred to
as classical conditioning, provided support for
the notion that learning and behavior were
controlled by events in the environment and
could be explained with no reference to mind or
consciousness
Pavlov’s Classical Conditioning
Classical conditioning: is only one form of
learning behavior studied by behaviorists
Watson and Behaviorism- study of
consciousness was flawed because objective
analysis of the mind was impossible.
Behaviorism commonly used animals in
experiments under the assumption that what
was learned using animal models could, to some
degree, be applied to human behavior.
Skinner and Operant Conditioning- developed a
chamber that allowed the careful study of the
principles of modifying behavior through
reinforcement and punishment.
Social Cognitivism- Acknowledges the constant
interaction that exists between the individual
and his or her environment, both structural and
social, to shape behavior.
Three personal cognitive factors
Observational learning: Individuals are more
likely to perform a desired behavior if they
observe others modeling that behavior and
experiencing the subsequent positive rewards.
Outcome expectations: Individuals are more
likely to practice a desired behavior if they
believe the benefits of performing that behavior
and outweigh the costs.
Self-efficacy: Individuals are more likely to
practice a desired behavior if they perceive that
they have the necessary skills and capacity to do
so
A. Information Processing Theory- cognitive
theory that focuses on how information is
encoded into our memory.
- Developed by American psychologists
including George Miller in the 1950s
Sensory memory, experiencing through our
senses at any given moment.
Role of our short-term or working memory-
Information is filtered from our sensory memory
into our short-term or working memory.
B. Cognitive Constructivism- knowledge is
something that is actively constructed by
learners based on their existing cognitive
structures.
Social Constructivism- emphasizes individuals
working together to construct and develop ideas
through dialogue, building on prior knowledge
and understandings.
C. Connectionism (Edward Thorndike)- learning
is the result of associations forming between
stimuli and responses
Law of Effect- emphasizes that habit formation is
controlled by rewards.
Law of Exercise- outlines that the more a
stimulus-response bond is practiced, the
stronger it will become.
Law of Readiness- more readiness the learner
has to respond to the stimulus, the stronger the
bond will be between them.
D. Conditioning
Classical Conditioning- a process in which an
automatic, conditioned response is paired with
specific stimuli.
Operant conditioning- instrumental
conditioning, is a method of learning that uses
rewards and punishment to modify behavior.
Three types of responses
Neutral responses- produce no stimulus other
than focusing attention.
Reinforcers- increase the likelihood of a behavior
being repeated.
Punishers- negative operants that make the
likelihood of a behavior decrease.
UNIT 6- SAFETY AND SECURITY IN THE
LEARNING ENVIRONMENT
RA 10627: The Anti-Bullying Act- aims to protect
children enrolled in kindergarten, elementary,
and secondary schools and learning centers
(collectively, “Schools”) from being bullied.
Bullying- any severe or repeated use by one or
more students of a written, verbal or electronic
expression, or a physical act or gesture, or any
combination thereof, directed at another
student.
Social Bullying- any deliberate, repetitive, and
aggressive social behavior intended to hurt
others or to belittle another individual or group.
Gender-Based Bullying- humiliates or excludes a
person on the basis of perceived or actual sexual
orientation and gender identity.
School Obligations- Schools are directed to
adopt policies, which are to be regularly
updated, to address bullying in their respective
institutions.
Who will implement these anti-bullying policies
of the school? - The implementation of anti-
bullying policies in schools typically involves
collaboration among various stakeholders, and
the specific individuals or groups responsible
may vary depending on the school's structure
and policies.
School Administration: School principals, vice-
principals, and other administrative staff play a
crucial role in overseeing the implementation of
anti-bullying policies.
Teachers and Staff: Classroom teachers and
other school staff are often on the front lines of
observing and addressing bullying behavior.
School Counselors: Counselors can provide
support to both victims and perpetrators of
bullying.
Parents and Guardians: Involving parents in anti-
bullying initiatives is crucial. Schools often
communicate policies to parents, encourage
open communication, and work collaboratively
to address and prevent bullying.
Students: Empowering students to take an active
role in preventing bullying is a key aspect of many
anti-bullying programs.
What are the duties of the Committee? - The
duties of an Anti-Bullying Committee in a school
can vary, but generally, this committee is
responsible for overseeing the development,
implementation, and evaluation of anti-bullying
policies and programs.
Policy Development: The committee is often
involved in the creation and revision of anti-
bullying policies for the school.
Program Implementation: The committee may
be responsible for implementing anti-bullying
programs and initiatives within the school.
Training and Professional Development:
Ensuring that school staff, including teachers,
administrators, and support staff, are adequately
trained in recognizing and addressing bullying is
a key responsibility.
How does the school treat the information in
bullying cases? - The treatment of information in
bullying cases within a school involves a careful
and confidential process to ensure the well-being
of all parties involved
Confidentiality: Schools generally treat
information related to bullying cases with utmost
confidentiality
Reporting Mechanisms: Schools typically
establish clear reporting mechanisms for bullying
incidents
Investigation: Once a report is received, the
school may initiate an investigation. This involves
gathering information from various sources,
including interviews with the individuals involved
and any witnesses
Support for the Victim: Schools have a
responsibility to provide support for the victim of
bullying.
Communication with Stakeholders: While
maintaining confidentiality, the school
communicates with relevant stakeholders,
including the parents or guardians of the
individuals involved
Documentation: The school documents all
relevant information related to the bullying case
Disciplinary Action: If the investigation confirms
that bullying has occurred, the school may take
disciplinary action against the perpetrator.
Preventive Measures: In addition to addressing
specific incidents, schools may implement
preventive measures to create a positive and
inclusive school culture.
Follow-up and Monitoring: After the resolution
of a bullying case, schools may conduct follow-up
assessments to monitor the situation and ensure
that the bullying behavior has ceased.

What happens if the school, or its personnel,

fails to comply with the Act? - Proactive efforts
to prevent bullying, promptly address incidents,
and continuously improve anti-bullying
programs can help schools avoid legal and
regulatory issues.