Early Childhood Social Emotional Development Background Early childhood development is a unique process which includes cognitive, physical,

social and emotional development. In this assignment, it will discuss only on social and emotional development in order to understand the behavior of children. This is because the development of each child is different to one another. Many children between birth and five years old experience social emotional problems that negatively impact their functioning, development and school readiness. Research on early childhood has underscored the impact of the first five years of a childs life on his/her social emotional development. Negative early experiences can impair childrens mental health and effect their cognitive, behavioral, social-emotional development. (Shonkoff, J.; Phillips, D. A.; Council, N. R. (Eds.), 2000).

The importance of social emotional development among children Positive social emotional development is very important because early childhood problems can impair early school success. This is because young children with multiple risk factors are more likely to fare poorly in achieving benchmarks for early school success. On the other hand, early childhood problems can affect adolescent behavior and mental health. Behavioral problems among young children are often predictive of later conduct problems, antisocial behaviors, delinquency and serious mental health problems. (Janice L. Cooper, Rachel Masi & Jessica Vick, 2009) Albert Bandura (1977) has stated that learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from

observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.

Social emotional process According to Jacquelyn Jeanty, there five process in early childhood social emotional development. The process can be shown as below:

Social Interaction

Identification

Gender Identity

Function

Self-concept

Identification Unlike the physical changes that occur in childhood, a child's emotional development is harder to monitor. As children mature, issues surrounding self-concept, gender identity and social status are developing along the way. The way they behave is usually a clear indicator of what they are

dealing with on an emotional level. Early childhood is a foundation-building period; the lessons learned at this time will form the core of a child's personality and outlook on life. Function A child's personality or temperament has a significant influence on emotional development. Children who are more adaptable may progress more smoothly, whereas those who are less responsive to new people and new environments may have a tougher time. During infancy and throughout childhood, children's emotional needs are conveyed through their behavior, since verbal communication is limited. The parent's ability to understand and tend to these needs may very well determine the overall emotional health of the child in later years. Self-Concept Throughout early childhood, every experience a child has works to further develop self-concept. Interactions with parents, other children and adults all contribute to a sense of self as the child experiences social and emotional interactions with others. Infants begin to express feelings of separation anxiety as they come to bond with the parent, whereas children who are 2 to 3 years old look to establish a sense of independence. This need for a sense of independence marks the beginning stages of self-concept in a child. Gender Identity A child's sense of gender identity begins to take shape as early as 18 months to two years of age. It's at this time that a child begins to associate his body image with gender. The roles that go along with gender are also incorporated into a child's gender identity. Parents serve as role models in this respect, meaning the child will incorporate aspects of the parents' conduct into a sense of gender identity. As a result, emotional characteristics of the parent become a part of the child's genderidentity development.

Social Interaction Social development in a child begins to take shape between ages two and three as they begin interacting with other children. It is at this time that children learn how to resolve conflicts and how to share belongings with others. These experiences provide children opportunities for emotional development within a social setting. Issues surrounding self-concept and gender identity will also come into play as they learn to interact with other children.

Concepts of theme Theories in social emotional development There are many theories that deal with social development. Three of the popular theories are proposed by John Bowlby, Albert Bandura and Erik Erikson. John Bowlby proposed Attachment Theory, Albert Bandura proposed Social Learning Theory while Erik Erikson proposed Psychosocial Development.

John Bowlby John Bowbly proposed one of the earliest theories of social development. Bowlby believed that early relationships with caregivers play a major role in child development and continue to influence social relationships throughout life.

John Bowlby - Attachment Theory According to John Bowlby, attachment is relates with emotional relationship that involves the connection between comfort, care and pleasure. Based from the research, it is said that attachment was first proposed by Sigmund Freud which began with theories about love.

John Bowlby devoted extensive research to the concept of attachment, describing it as a "lasting psychological connectedness between human beings" (Bowlby, 1969, p. 194). Bowlby shared the psychoanalytic view that early experiences in childhood have an important influence on development and behavior later in life. In addition to this, Bowlby believed that attachment had an evolutionary component; it aids in survival. "The propensity to make strong emotional bonds to particular individuals [is] a basic component of human nature" (Bowlby, 1988, 3). Characteristics of Attachment Proximity Proximity Maintenance Maintenance

Secure Base Secure Base

Attachment Attachment

Safe Haven Safe Haven

Separation Separation Distress Distress Bowlby believed that there are four distinguishing characteristics of attachment:
1. Proximity Maintenance - The desire to be near the people we are attached to. 2. Safe Haven - Returning to the attachment figure for comfort and safety in the face of a fear

or threat.
3. Secure Base - The attachment figure acts as a base of security from which the child can

explore the surrounding environment.

4. Separation Distress - Anxiety that occurs in the absence of the attachment figure.

Albert Bandura

Psychologist Albert Bandura proposed what is known as social learning theory. According to this theory of child development, children learn new behaviors from observing other people. Unlike behavioral theories, Bandura believed that external reinforcement was not the only way that people learned new things. Instead, intrinsic reinforcements such as a sense of pride, satisfaction and accomplishment could also lead to learning. By observing the actions of others, including parents and peers, children develop new skills and acquire new information.

What is Social Learning Theory?

The social learning theory proposed by Albert Bandura has become perhaps the most influential theory of learning and development. While rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning. His theory added a social element, arguing that people can learn new information and behaviors by watching other people. Known as observational learning (or modeling), this type of learning can be used to explain a wide variety of behaviors.

Basic Social Learning Concepts

There are three core concepts at the heart of social learning theory. First is the idea that people can learn through observation. Next is the idea that internal mental states are an essential part of this process. Finally, this theory recognizes that just because something has been learned, it does not mean that it will result in a change in behavior. Let's explore each of these concepts in greater depth.

1. People can learn through observation.

Observational Learning In his famous "Bobo doll" studies, Bandura demonstrated that children learn and imitate behaviors they have observed in other people. The children in Banduras studies observed an adult acting violently toward a Bobo doll. When the children were later allowed to play in a room with the Bobo doll, they began to imitate the aggressive actions they had previously observed. Bandura identified three basic models of observational learning: 1. A live model, which involves an actual individual demonstrating or acting out a behavior. 2. A verbal instructional model, which involves descriptions and explanations of a behavior. 3. A symbolic model, which involves real or fictional characters displaying behaviors in books, films, television programs, or online media.

2. Mental states are important to learning.

Intrinsic Reinforcement

Bandura noted that external, environmental reinforcement was not the only factor to influence learning and behavior. He described intrinsic reinforcement as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment. This emphasis on internal thoughts and cognitions helps connect learning theories to cognitive developmental theories. While many textbooks place social learning theory with behavioral theories, Bandura himself describes his approach as a 'social cognitive theory.'

3. Learning does not necessarily lead to a change in behavior.

While behaviorists believed that learning led to a permanent change in behavior, observational learning demonstrates that people can learn new information without demonstrating new behaviors. The Modeling Process Not all observed behaviors are effectively learned. Factors involving both the model and the learner can play a role in whether social learning is successful. Certain requirements and steps must also be followed. The following steps are involved in the observational learning and modeling process:

Attention: In order to learn, you need to be paying attention. Anything that detracts your attention is going to have a negative effect on observational learning. If the model interesting or there is a novel aspect to the situation, you are far more likely to dedicate your full attention to learning.

Retention: The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning.

Reproduction: Once you have paid attention to the model and retained the information, it is time to actually perform the behavior you observed. Further practice of the learned behavior leads to improvement and skill advancement.

Motivation: Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective,

so can observing other experience some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day.

Final Thoughts
In addition to influencing other psychologists, Bandura's social learning theory has had important implication in the field of eduction. Today, both teachers and parents recognize the importance of modeling appropriate behaviors. Other classroom strategies such as encouraging children and building self-efficacy are also rooted in social learning theory.

Erik Erikson Theorist Erik Erikson also proposed a stage theory of development, but his theory encompassed human growth throughout the entire human lifespan. Erikson believed that each stage of development was focused on overcoming a conflict. For example, the primary conflict during the adolescent period involves establishing a sense of personal identity. Success or failure in dealing with the conflicts at each stage can impact overall functioning. During the adolescent stage, for example, failure to develop an identity results in role confusion. Learn more about this theory in this article on Eriksons stages of psychosocial development.

What is Psychosocial Development?

Erik Eriksons theory of psychosocial development is one of the best-known theories of personality in psychology. Much like Sigmund Freud, Erikson believed that personality develops in a series of stages. Unlike Freuds theory of psychosexual stages, Eriksons theory describes the impact of social experience across the whole lifespan. One of the main elements of Eriksons psychosocial stage theory is the development of ego identity.1 Ego identity is the conscious sense of self that we develop through social interaction. According to Erikson, our ego identity is constantly changing due to new experience and information we acquire in our daily interactions with others. In addition to ego identity, Erikson also believed that a sense of competence also motivates behaviors and actions. Each stage in Eriksons theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery, which he sometimes referred to as ego strength or ego quality.2 If the stage is managed poorly, the person will emerge with a sense of inadequacy. In each stage, Erikson believed people experience a conflict that serves as a turning point in development. In Eriksons view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure.

Psychosocial Stage 1 - Trust vs. Mistrust

The first stage of Eriksons theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life.2

Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the childs caregivers.

If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children they care for. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable.

Psychosocial Stage 2 - Autonomy vs. Shame and Doubt

The second stage of Erikson's theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control.2

Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson's reasoning was quite different then that of Freud's. Erikson believe that learning to control ones body functions leads to a feeling of control and a sense of independence.

Other important events include gaining more control over food choices, toy preferences, and clothing selection.

Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt.

Psychosocial Stage 3 - Initiative vs. Guilt

During the preschool years, children begin to assert their power and control over the world through directing play and other social interaction.

Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt and lack of initiative.3

Psychosocial Stage 4 - Industry vs. Inferiority

This stage covers the early school years from approximately age 5 to 11.

Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities.

Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers will doubt their ability to be successful.

Psychosocial Stage 5 - Identity vs. Confusion

During adolescence, children are exploring their independence and developing a sense of self.

Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will insecure and confused about themselves and the future.

Psychosocial Stage 6 - Intimacy vs. Isolation

This stage covers the period of early adulthood when people are exploring personal relationships.

Erikson believed it was vital that people develop close, committed relationships with other people. Those who are successful at this step will develop relationships that are committed and secure.

Remember that each step builds on skills learned in previous steps. Erikson believed that a strong sense of personal identity was important to developing intimate relationships. Studies have demonstrated that those with a poor sense of self tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness, and depression.

Psychosocial Stage 7 - Generativity vs. Stagnation

During adulthood, we continue to build our lives, focusing on our career and family.

Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. Those who fail to attain this skill will feel unproductive and uninvolved in the world.

Psychosocial Stage 8 - Integrity vs. Despair

This phase occurs during old age and is focused on reflecting back on life.

Those who are unsuccessful during this phase will feel that their life has been wasted and will experience many regrets. The individual will be left with feelings of bitterness and despair.

Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. These individuals will attain wisdom, even when confronting death.

Erikson's Psychosocial Stages Summary Chart

Stages of Psychosocial Development

Erikson's

Erik Erikson described development that occurs throughout the lifespan. Learn more in this chart summarizing Erikson's stages of psychosocial development.

Stage Infancy (birth to 18 months)

Basic Conflict Trust vs. Mistrust

Important Events

Outcome

Children develop a sense of trust when Feeding caregivers provide reliabilty, care, and affection. A lack of this will lead to mistrust. Children need to develop a sense of personal Early Autonomy vs. control over physical skills and a sense of Childhood (2 to Shame and Toilet Training independence. Success leads to feelings of 3 years) Doubt autonomy, failure results in feelings of shame and doubt. Preschool (3 to Initiative vs. Exploration Children need to begin asserting control and 5 years) Guilt power over the environment. Success in this

School Age (6 to Industry vs. 11 years) Inferiority

School

Adolescence (12 Identity vs. Social to 18 years) Role Confusion Relationships Yound Adulthood (19 to 40 years)

Intimacy vs. Isolation

Relationships

Middle Adulthood (40 to 65 years)

Generativity vs. Work and Stagnation Parenthood

Maturity(65 to Ego Integrity death) vs. Despair

Reflection on Life

stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

Literature review According to Shonkoff, J.; Phillips, D. A.; Council, N. R. (Eds.)( 2000), the early years of life present a unique opportunity to lay the foundation for healthy development. It is a time of great growth and of vulnerability.

According to Angela Oswalt & et.al (2008), young children need to be reminded, encouraged, and rewarded for practicing proper social manners. How far to take this social learning is up to individual parents. Different families put different values on how formally their members should

conduct themselves with regard to manners. However, common courtesies (including phrases like "Thank you" and "Excuse me", and practices like sending a thank you card after receiving a gift) are universal and should be taught to all children.

According to Jacquelyn Jeanty, Eerly childhood is a time when children develop at exponential rates compared to the teenage and adult years. As children learn to interact with the world, they make emotional connections with each experience. The emotional experiences from this time form a core part of a child's self-image. Summary As we have reiterated throughout this series of developmental articles, every child develops at his or her own pace. Many factors, both internal and external, can impact a child's level of emotional development. Internally, temperament (the innate or genetic component of an individual's personality) can affect how children respond to the world emotionally. Children who have more easy-going temperaments tend to have a easier time learning to regulate their own emotions as well as to respond to other people's emotions more positively. Children who have difficult or slow-towarm-up temperaments tend to struggle to regulate their own emotions and will typically react to other people's strong emotions by becoming distressed themselves.

Externally, role models and the environment will also influence how children react to the world emotionally. Bronfenbrenner's ecological theory discusses micro, meso, and macro-level influences. During early childhood, the immediate, or micro, level of a child's environment consists of family and direct caregivers such as teachers and babysitters. Children with caregivers who show warmth, compassion, understanding, as well as genuine concern and help toward others

will also learn to show empathy and pro-social behavior during later childhood, adolescence, and adulthood. Children who witness caregivers modeling mostly angry, punitive, and cold emotional responses will struggle more to develop empathy and prosocial behavior.

According to Bronfenbrenner, on a larger level or meso-level, the culture of the local community will also have an effect on children's emotional development. The meso-level includes the characteristics of a child's neighborhood or school system, such as safety, traditions, and culture. For example, if children grow up feeling unsafe or focused primarily on meeting basic survival needs, the fear of violence or sense of insecurity will flavor children's emotional reactions and beliefs. On the contrary, if children live in a safe, supportive community, a young child will have a more positive view and emotional response to that environment.

In terms of a macro-level influence, the child's nation of residence can also affect his or her emotional development. A child growing up in a peacetime country may develop more positive emotional responses and skills than a child growing up in a war-torn country governed by martial law.