Socio-Emotional

Development of the
Preschooler
 Preschoolers Initiative
Eriksons view of initiative aptly portrays the
emotional and social changes that happen
during the preschool years. As discussed in
Module 7 ,the initiative versus guilt Erikson
believed that healthy preschoolers develop
initiative. When parents, teachers and
other adults support these attempts and
provide a stimulating environment, the
preschoolers sense of initiative will grow.
 On other hand, if the adults show
overprotection, extreme restriction and
criticisms, the preschooler will develop
guilt.Every place 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".
 Preschoolers who are always punished and
criticized end up constructing a view of
themselves as being " salbahe" (bad) "bobo"
(dumb) even "walang kwenta" (worthless). This
is really sad because childhood years should be
happy years. The key thing to remember is to
apply " judicious permisioness". This involves
setting realistic boundaries that keep
preschools safe and respectfulof self and
others.
 Self-Concept and the Preschooler

Self-concept refers to the way one sees

himself, a general view about one's abilities,
strengths and weaknesses. One will hear a
preschooler say , " Kaya ko " ( I can do it ) ,
"Ako lang nagsuot ng shoes ko " . An
important aspect of self-concept is self-
esteem.
Environmental Factors and Gender in the Preschoolers Socio-
Emotional Development

Gender typing the process of forming gender roles,

gender-based preferences and behaviors accepted by
social. Preschoolers begin to associate certain things like
toys, tools, games, clothes, jobs, colors even actions or
behaviors as being "only for boys" or "only for girls".
Gender typing and gender identity are influenced by
environmental factors such as the family, teachers, peers
and the mass media.This is where Bronfenbrenners model
comes into play. More often, boys are expected to show
more emotional control and be more competitive while
girls are expected to be warm and soft and demure.
 Parten's Stages of Play

Play is the main agenda of the preschool years.

Play has a social dimension. As the preschooler
develops, social interaction with playmates
increses. Mildred Parten, in the 1930's did a study
on childrens play behavior which led to Partens
stages of play. Play becomes an important venue
for the childs development of social skills like
entering or joining a play situation, taking-turns,
sharing, helping, saying sorry and working
together. Play is indeed the childs major business !
 Parten's Stages of Play

1. Unoccupied
The child appears not to be playing but directs his
attention on anything that interests him
2. Onlooker
The child spends time watching others play. He may
talk to them but does not enter into play with them
3. Solitary play
The child spends time watching others play. He may
talk to them but does not enter into play with them.
4. Parallel play
The child plays with toys similar to those near him,
but only plays beside and not with them. No
interaction takes place.
5. Associative play
The child plays with others. There is interaction
among them,but no task assignment, rules and
organization are agreed upon.
6. Cooperative
The child plays with others bound by some agreed
upon rules and roles. The goal is maybe to make
something, play a game, or act out something.
 Friendships in Preschool

As they continue to grow, preschoolers become

interested in having friends. 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. Parents and teachers, when seeing
preschoolers ina fight , should not just say " Tama
na..ano ba yan..isa pa ha .. Tama na, friends na
kayo.. Say sorry na.. "
 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 the different types of
caregiving styles.
Responsiveness refers to caregiver behavior that pertain to
expression of affection and communication. It refers to how
warm, caring and respectful the adult is to the child.
Demandingness refers to the level of control and
expectations.
This involves discipline and confrontation strategies.
 PERMISSIVE
AUTHORITIVE
high demandingness/high low
responsiveness demandingness/high
responsiveness

AUTHORITARIAN NEGLIGENT
high demandingness/ low low demandingness/
responsiveness low responsiveness

Baumrind's Caregiving Styles