MOD

UL
E17

SOC
IO-E
DEVE M OT
LOPM IONA
PRES ENT L
CHO OF
O L ER

PROF
ED I
 UC T IO N
INTROD

SOCIO-EMOTIONAL
DEVELOPMENT

• IS CRUCIAL IN THE PRESCHOOL

YEARS.
• REPRESENTS A SPECIFIC DOMAIN
OF CHILD DEVELOPMENT IT IS
GRADUAL, INTEGRATIVE
PROCESS THROUGH WHICH
CHILDREN ACQUIRE THE
CAPACITY TO UNDERSTAND,
EXPERIENCE, EXPRESS AND
MANAGE EMOTIONS AND TO
DEVELOP MEANINGFUL
RELATIONSHIPS WITH OTHERS.
 I V E V S.
INITIAT
GUILT

• AT THIS STAGE, CHILDREN DISPLAY GREAT CURIOSITY ABOUT

• THE
AT THIS STAGE,
WORLD, ANDCHILDREN
BEGIN TO DISPLAY GREATPOWER
ASSERT THEIR CURIOSITY
ANDABOUT
THE WORLD,
CONTROL AND BEGIN
THROUGH TO ASSERT
DIRECTING PLAY THEIR POWER
AND OTHER AND
SOCIAL
CONTROL THROUGH DIRECTING PLAY AND OTHER SOCIAL
INTERACTION
INTERACTION
• CHILDREN WHO ARE SUCCESSFUL AT THIS STAGE FEEL CAPABLE
• AND
CHILDREN WHO
ABLE TO LEADARE SUCCESSFUL AT THIS STAGE FEEL CAPABLE
OTHERS.
AND ABLE TO LEAD OTHERS.
• THOSE WHO FAIL TO ACQUIRE THESE SKILLS ARE LEFT WITH
• SENSE
THOSEOFWHO FAIL
GUILT, TO ACQUIREAND
SELF-DOUBT, THESE SKILLS ARE
DIFFICULTY LEFT WITH
IN MAKING
SENSE OF IN
DECISIONS GUILT,
LIFE.SELF-DOUBT, AND DIFFICULTY IN MAKING
DECISIONS IN LIFE.
 I A TIV E
INIT
INITIATIVE – the tendency of preschoolers
to want to take action and assert
themselves.
• Is the decision and motivation to accomplish
more tasks than expected or asked

• The desire to accomplish tasks is based on the

child’s motivation and self-worth
• Children supported in these efforts develop self-
confidence
• It is important to still encourage the children to try
the task and help them through the task
 GUILT – if the adults show
overprotection, extreme
restriction and criticisms
GUILT the preschooler will
develop guilt.

Repeated discouragement/punishment may lead to feelings of guilt, inferiority or

inadequacy
*Encourage child to
create and to try new
things
*Teach them that
mistakes do not make
them bad
*Allow and encourage
a child’s ambitions,
new abilities, ideas,
and opinions.
*Provide more
opportunities for
SUCCESS than FAILURE

JUDICIOUS PERMISSIVENESS – This involves setting realistic boundaries

that keep preschoolers safe & respectful of self and others, while allowing
them greater opportunity to explore, take risks and to engage in creative
process
 PT & TH E
E LF CO N CE
S O OLE R
PRES CH

• Refers to the way one sees himself, a

general view about one’s abilities,
strengths and weaknesses.
• Mainly focuses on observable
characteristics and his/her usual
beliefs

• SELF- ESTEEM – Important aspect of

self-concept, which specifically refers
to one’s judgments about one’s
worth.
 ENVIRONMENTAL FACTORS AND
GENDER IN THE PRESCHOOLERS’
SOCIO-EMOTIONAL DEVELOPMENT

Gender typing and Gender Identity

are influenced by environmental
factors such as the family, teachers,
peers and the mass media.
 TY PI NG
GENDER

As preschoolers’ ability to create

schemas develop, they become capable
of Gender Typing

The process of forming gender roles,

gender-based preferences and
behaviors accepted by society.

They form their own gender identity,

the view of oneself as being masculine
or feminine
 S TAGE S
E N ’ S
PART L AY
OF P