Emotional

Development
• Goleman’s Emotional
Intelligence
• Fostering Emotional
Competence in the
Classroom
• Exceptional Development

1
 OBJECTIVES:

Define emotional
intelligence

Appraise one’s
emotional intelligence

Discuss theories that

explain emotional
development
2
 Emotion - noun

A natural instinctive way of mind deriving

from one’s circumstances, mood, or
relationships with others

Ref: Oxford Dictionaries

3
 Emotion - noun

Subjective experiences that are

accompanied by psychological, behavioral
and cognitive changes and reactions

Ref: KhanAcademy
4
Psychological – brain activation, neurotransmitter production
and autonomic nervous system

Cognitive- mental assessments, appraisal, expectation from

situation

Behavioral- indicated by body language or facial expressions

5
 What?
EMOTIONAL DEVELOPMENT
The ability to recognize,
express, and manage
feelings at different stages of
life and to have empathy
for the feelings of others
Ref: https://www.pgpedia.com/e/emotional-development
The development of these
emotions, which include
both positive and negative
emotions, is largely affected
by relationships with
parents, siblings, and peers.
6
 Infancy

Excitement Boredom Anger Happiness

Indicate if If shown the Turning head Realize smiling

they like same stimuli away for gets more
something again and something positive
again they dislike attention

Ref:
http://psych2go.net
http://www.child-encyclopedia.com/emotions/according-experts/emotional-development-childhood 7
 Early Childhood

Understand
and
Jealousy Empathy Doubts Gender experience
Curiosity fear
If not Care for Turning head Touching Monsters,
attended to other’s away for genitals darkness or
feelings esp. something ghosts
to close they dislike
friends and
caregivers
Ref:
http://psych2go.net
http://www.child-encyclopedia.com/emotions/according-experts/emotional-development-childhood 8
 Middle Childhood

Acquire Use of
complex Increased Pride expressive
emotions Empathy behavior
Increased Motivates Smiling while
understanding children to reproaching a
of more than
one emotion
take on friend
further
challenges
Ref:
http://psych2go.net
http://www.child-encyclopedia.com/emotions/according-experts/emotional-development-childhood 9
 Late Childhood

Self- Self-
awareness regulation
Awareness of Generating multiple
multiple emotions solutions and strategies
towards the same in dealing with stress
person

Ref:
http://psych2go.net
http://www.child-encyclopedia.com/emotions/according-experts/emotional-development-childhood 10
 Adolescence

Impression management Self-esteem changes Experience mood

due to puberty swings
Skillful adoption of self- Girls- decreases Switching moods from
presentation strategies happiness to sadness in
Boys- increases a very short time

Ref:
http://psych2go.net
http://www.child-encyclopedia.com/emotions/according-experts/emotional-development-childhood 11
 1

GOLEMAN’S EMOTIONAL
INTELLIGENCE
“The capacity for recognizing our own feelings and
those of others, for motivating ourselves, and for
managing emotions well in ourselves and in our
relationships.”
—Daniel Goleman

13
Daniel Jay Goleman

• Born in Stockton, California.

• Psychologist and Science Journalist.
• Best-selling book is Emotional
Intelligence
• Author of more than 10 books on
psychology, education, science,
ecological
crisis, and leadership.

Ref:https://www.slideshare.net/ricanice16/daniel-golemans-emotional-intelligence-theory
14 14
 3 COMPONENTS
OF
EMOTIONAL
INTELLIGENCE
2. The ability to express one’s
emotions appropriately
1. The awareness of one’s
own emotions
3. The capacity to channel emotions
into the pursuit of worthwhile
objectives

Ref:
Goleman, D. (2006). Emotional intelligence. Bantam.
https://www.slideshare.net/ricanice16/daniel-golemans-emotional-intelligence-theory
15
 MAJOR QUALITIES OF EMOTIONAL INTELLIGENCE

1 2 3 4 5
SELF- SELF- MOTIVATIO EMPATHY SOCIAL
AWARENES REGULATI N SKILLS
S ON

Ref:
Goleman, D. (2006). Emotional intelligence. Bantam.
https://education.cu-portland.edu/blog/classroom-resources/daniel-golemans-emotional-intelligence-theory-explained/
16
 1
SELF-AWARENESS
• Knowing what one is feeling
at any given time and
understanding the impact
those moods have on others
• What we’re feeling and why
we’re feeling it
Ref: Goleman, D. (1996). Emotional Intelligence. Why It Can Matter More than
IQ.Learning, 24(6), 49-50.
Ref: https://education.cu-portland.edu/blog/classroom-resources/daniel-golemans-emotional-
intelligence-theory-explained/ 17 17
 2
SELF-REGULATION
•  Controlling or redirecting
one’s emotions; anticipating
consequences before
acting on impulse and
adapt to changing
circumstances.
Ref: Goleman, D. (1996). Emotional Intelligence. Why It Can Matter More than
IQ.Learning, 24(6), 49-50.
Ref: https://education.cu-portland.edu/blog/classroom-resources/daniel-golemans-emotional-
intelligence-theory-explained/ 18
 3
MOTIVATION
• Utilizing emotional factors to
achieve goals, enjoy the
learning process and
persevere in the face of
obstacles

Ref: Goleman, D. (1996). Emotional Intelligence. Why It Can Matter More than
IQ.Learning, 24(6), 49-50.
Ref: https://education.cu-portland.edu/blog/classroom-resources/daniel-golemans-emotional-
intelligence-theory-explained/ 19
19
 4
EMPATHY

• Recognize, understand, and

consider other people’s
feelings especially when
making decisions

Ref: Goleman, D. (1996). Emotional Intelligence. Why It Can Matter More than
IQ.Learning, 24(6), 49-50.
Ref: https://education.cu-portland.edu/blog/classroom-resources/daniel-golemans-emotional-
intelligence-theory-explained/ 20
 5
SOCIAL SKILLS

• Managing relationships,
inspiring others and
inducing desired responses
from them

Ref: Goleman, D. (1996). Emotional Intelligence. Why It Can Matter More than
IQ.Learning, 24(6), 49-50.
Ref: https://education.cu-portland.edu/blog/classroom-resources/daniel-golemans-emotional-
intelligence-theory-explained/ 21
 HOW TO IMPROVE OUR EMOTIONAL INTELLIGENCE

1 2”
“More words,
VENTILATION DON’T RUMINATE
FALLACY OVER THINGS, TRY
TO FIND
DISTRACTIONS
3 4

THE ARTFUL EMOTIONAL

CRITIQUE” CONTAGION
Ref:
Goleman, D. (1998). Working with emotional intelligence. Bantam.
22
OnePercentBetter (a Youtube channel)
 LESSON 1:
VENTILATION
FALLACY

• Venting when you’re angry prolongs your mood rather

than end it.

Pumps up the brain’s emotional arousal and leaves people feeling more
angry

Ref:
Goleman, D. (1998). Working with emotional intelligence. Bantam.
OnePercentBetter (a Youtube channel)
 WHAT TO DO:
2. GO FOR A WALK
1. DEEP BREATHES

3. RE-FRAME THOUGHTS

Ref:
Goleman, D. (1998). Working with emotional intelligence. Bantam.
OnePercentBetter (a Youtube channel)
https://www.slideshare.net/ricanice16/daniel-golemans-emotional-
intelligence-theory
24
 LESSON 2:
DON’T RUMINATE
OVER THINGS. TRY
TO FIND
DISTRACTIONS

• Negative thoughts lead to deeper sadness

Distractions break the chains of sadness

Ref:
Goleman, D. (1998). Working with emotional intelligence. Bantam.
OnePercentBetter (a Youtube channel)
 4 SOLUTIONS TO
MANAGE
SADNESS:
3. RE-FRAME THE SITUATION
1. EXERCISE

4. HELP OTHERS
2. COMPLETE SMALL TASKS
Ref:
Goleman, D. (1998). Working with emotional intelligence. Bantam.
OnePercentBetter (a Youtube channel)
https://www.slideshare.net/ricanice16/daniel-golemans-emotional-intelligence-theory 26
 LESSON 3:
THE ARTFUL
CRITIQUE

• How to criticize the right way

Criticism determines how satisfied people are with their work and who they
work with

Ref:
Goleman, D. (1998). Working with emotional intelligence. Bantam.
OnePercentBetter (a Youtube channel)
 HOW TO SUCCESFULLY
DELIVER CONSTRUCTIVE
CRITICISM:
3. DO IT FACE-TO-FACE

1. BE SPECIFIC

4. SHOW EMPATHY
2. OFFER A SOLUTION
Ref:
Goleman, D. (1998). Working with emotional intelligence. Bantam.
OnePercentBetter (a Youtube channel)
https://www.slideshare.net/ricanice16/daniel-golemans-emotional-intelligence-theory 28
 LESSON 4:
EMOTIONAL
CONTAGION

• Set the emotional tone

Our emotions are contagious like a virus. The spread through others

Ref:
Goleman, D. (1998). Working with emotional intelligence. Bantam.
OnePercentBetter (a Youtube channel)
 2

FOSTERING EMOTIONAL
COMPETENCE IN THE
CLASSROOM
 Teaching
Social/Emotional Skills

• Research has demonstrated that social skills are

associated with school success (Denham & Burton,
2003)
• Prosocial behaviors foster peer and teacher relationships
• Helping, sharing, taking turns
• Self-regulation skills hinder aggression
• Social skills are associated with emotional competence
31
 Teaching
Social/Emotional Skills

• Preschool teachers strongly influence young children’s social-

emotional development (Pianta & Stuhlman, 2004)
• Formal vs. Informal teaching of social and emotional skills
• Formal instruction in social and emotional skills results in positive
child development
• I Can Problem Solve
• Al’s Pals: Kids Making Healthy Choices

32
 Teaching
Social/Emotional Skills

• Importance of teaching social/emotional skills:

• Skills are necessary for children to be successful in school and the
culture
• Prevent behavior problems
• Do not teach social skills only when problem behaviors occur
• Problem has happened
• Children are upset
• Teacher attention may reinforce negative behavior
• Teach social skills also before incidents happen
33
 Social and Emotional
Development consists of:

• Sense of confidence and competence

• Ability to form good relationships with peers and adults
• Ability to identify, understand, and communicate feelings
• Constructively managing strong emotions
• Develop empathy
• Ability to persist at tasks
• Ability to follow directions
34
 Teaching Peer
Interactions

• Directly teach the social skill

• Model the behavior
• In person or with puppets
• Allow for practice

35
 Teacher-Child
Relationships

• Children will model the teacher’s behavior

• Be courteous
• Show interest in children’s lives
• Ask for children’s input when possible
• Develop close, caring relationships with the children

36
 Child – Environment
Relationship

• Teach children to become aware of and to take care of

the environment
• Pick up trash in and around the school yard
• Study the trash – scientific observation skills
• Plant trees
• Biology

37
 Emotional Literacy

• Types of Emotions
• Core emotions: Joy, anger, sadness fear
• Complex emotions: Frustration, annoyance, boredom, jealousy
• Teaching Emotional Literacy
• Recognize and label feelings
• You must feel hurt.
• Accept feelings
• It is ok to feel hurt when your friend ignores you.
• Encourage appropriate responses to feelings
• What is a better way we can deal with these feelings?
38
 Managing Conflict

• Help the child accept their feelings as valid

• Help the child verbalize emotions
• Suggest alternative behaviors

39
 Managing Anger

• Teach children:
• That anger can interfere with problem solving
• How to recognize anger in themselves and their peers
• How to calm down
• Appropriate ways to express anger

40
 Building Self Esteem

• Self-Esteem: How you feel about yourself

• Three components (Kostelnik et al., 2006)
• Competence: Accomplish goals
• Worth: Valued by others
• Control: Ability to influence environment

41
 Building Self Esteem

• Daily Encouragement
• Sincere, specific, regular attention to children
• Point out the relationship between a child’s successes and their personal
strengths
• Planned Activities
• VIP (Very Important Person) of the Week is allowed special privileges and an
opportunity to share with the class

42
 Teaching
Social/Emotional Skills

• Research has demonstrated that social skills are

associated with school success (Denham & Burton,
2003)
• Prosocial behaviors foster peer and teacher relationships
• Helping, sharing, taking turns
• Self-regulation skills hinder aggression
• Social skills are associated with emotional competence
43
 Teaching
Social/Emotional Skills

• Research has demonstrated that social skills are

associated with school success (Denham & Burton,
2003)
• Prosocial behaviors foster peer and teacher relationships
• Helping, sharing, taking turns
• Self-regulation skills hinder aggression
• Social skills are associated with emotional competence
44
 Teaching
Social/Emotional Skills

• Research has demonstrated that social skills are

associated with school success (Denham & Burton,
2003)
• Prosocial behaviors foster peer and teacher relationships
• Helping, sharing, taking turns
• Self-regulation skills hinder aggression
• Social skills are associated with emotional competence
45
 3

EXCEPTIONAL
DEVELOPMENT
• PHYSICAL DISABILITIES

• LEARNING DISABILITIES

• SENSORY IMPAIRMENTS

• ADHD (Attention Deficit

Hyperactivity Disorder)

https://education.cu-portland.edu/blog/classroom-resources/daniel-golemans-emotional-intelligence-theory-explained/
48 48
Impairment
-any loss or abnormality of psychological, physiological or anatomical
structure or function.
Disability
-any restriction or lack of ability to perform an activity in the manner or
within the range considered normal for a human being.
Handicap
-a disadvantage for a given individual that limits or prevents the
fulfillment of a role that is normal.

49 49
 Physical Disability

-Incapacity to function normally, caused by a bodily deficiency or injury.

-Any type of physical condition that significantly impacts ones major life.
 Mobility
 Work Tolerance
 Self care
 Communication
TEMPORARY? Or
PERMANENT?
50
They used…
 CAUSES OF
EXCEPTIONAL
DEVELOPMENT
Pre-natal
-before and after conception
Genes, Chromosomes Aberrations, Infection, Malnutrition, Drug abuse, Irradiation

Perinatal
-during the period of birth
Birth injuries, Difficult labor, Hemorrhage

Postnatal
-after birth
Infections, Fractures and dislocations, Tuberculosis of the bones, Arthritis, Rheumatism
 What are the Physical
Disabilities?

• CEREBRAL PALSY

-Cerebral (Brain) Palsy (Weakness a

in movement) person’s
- A non- progressive neurological
disorder communicat io n b e tw een the
-Affects “ S om et im es
muscles
brain and the
.
53
 What are the Physical
Disabilities?

Types of CP
Maybe classified by the type of movement problem

 Spastic – inability of a muscle to relax.

 Dyskenetic – inability to control the movement of a muscle.
 Ataxic – problems with balance and coordination

54
EXAMPLES:
• SPINA BIFIDA

-birth defects called neural tube defects.

-The neural tube is the embryonic structure that
eventually develops into the baby's brain and
spinal cord and the tissues that enclose them.
Examples:
• MUSCULAR DYSTROPHY

-inherited disorders in which there is a gradual

deterioration and weakening of muscles in the
body.
Examples:
In the Philippines….
Republic Act 9155 ‘Governance of Basic Education Act of 2001’
Special Needs Education refers to the education of children and
youth with special needs corresponding to elementary and secondary
that require modifications of school practices, curricula, programs,
special services and facilities.

Republic Act 7277 ‘Magna Carta for Disabled Persons’

US Department of Education….
Individuals with Disabilities Education Act (IDEA)
Ensures that all children with disabilities are entitled to a free
appropriate public education to meet their unique needs and
prepare them for further education, employment, and independent
living.
 Inclusive Education

-is a learning environment where children

with and without disabilities are taught
together, as equals.
Salient Features
 Warm and accepting classroom atmosphere.
 Teacher-Students understands and respect.
 Regular teachers-SPED teach interactively.
 Multi-level, multi-modality curriculum.
 Collaboration and consultation.
In the classroom…
Special class or Self -contained class
-composed of pupils with the same exceptionality or
disability.

Integration and mainstreaming

-children and youth with disability study in regular class.

Partial mainstreaming-
children who has moderate or
severe forms of disability is
mainstreamed in regular
classes in a specific subject.
 Full mainstreaming- children with
disability is enrolled
and participate in all

INDIVIDUALIZED
EDUCATION
PLAN This is a written statement of the
educational program designed to
meet a child's individual needs.
Every child who receives special
education services must have an
IEP.
 PHYSICAL SETTING: AUDITORY MEMORY:
• Be patient when speaking or asking.
Seating Arrangement • One instruction at a time.
Call him/her to recite • Use visual representations and
Take note about their individual
mnemonics when explaining.
strengths • Break down information/concepts into
smaller chunks.

LANGUAGE PROBLEMS: BEHAVIORAL ISSUES:

• Make sure your student is looking at you • Be aware of their personal-social.
when you are giving instructions. • Rewards and Punishment.
• Involve them in special activities in
62
school.
 Others...

• Audio recorder or note taking assistance

• Accessible seating or table in the classroom
• Additional time for completing exams.
• Relocating classroom to an accessible building.
• Communication with parents.
• Orient the class.
• Assist them but not always.
• Connection to professionals (School Psychologist, School
counselor, Physiotherapists, Speech Therapists, Social
workers)
SUCESSFUL PEOPLE
WITH DISABILITY

Grace Padaca Sudha Chandran

SUCESSFUL PEOPLE
WITH DISABILITY

Nick Vujicic Stephen Hawkings

 REFERENCES:

Child and Adolescent Development

Authors, Acero,Ph.D Javier,Ph.D Castro,M.A
Chapter 5: Impairment, Disability, and Handicap
John Frederiksen, Mike Martin, Leonor Moniz Pereira, Ramxa2n Puig de la Bellacasa and Stephen von
Tetzchner, retrieved from http://speech.di.uoa.gr/hestia/books/issues91/05imp.html
Impairment, Disability and Handicap ,Department of Pediatrics by Sheena L.
Carter, Ph.D. retrieved from
http://www.pediatrics.emory.edu/divisions/neonatology/dpc/Impairment%20MX.ht
ml
William Morgan quotes http://thinkexist.com/quotes/william_morgan/
Philippine Statistic Authority, Republic of the Philippines
Persons with Disability in the Philippines (Results from the 2010 Census) retrieved from
https://psa.gov.ph/content/persons-disability-philippines-results-2010-censusWhat is a Physical
Disability? - Definition & Types Chapter 9 / Lesson 22 retrieved from
http://study.com/academy/lesson/what-is-a-physical-disability-definition-types- quiz.html
What is Celebral Palsy, Celebral Palsy Alliance retrieved from
https://www.cerebralpalsy.org.au
Spina Bifida, Human Diseases and Conditions retrieved from
http://www.mayoclinic.org/diseases-conditions/spina-bifida/basics/con-20035356 Muscular
Dysthrophy by Human Diseases and Conditions retrieved from
http://www.humanillnesses.com/original/Men-Os/Muscular-Dystrophy.html#ixzz3kSz28Sgt
The Magna Carta for Disabled retrieved from
http://www1.umn.edu/humanrts/research/Philippines/RA%207277%20-
%20Magna%20Carta%20of%20Disabled%20Persons.pdf
Individuals with Disabilities Education Act (IDEA), American Psychological Association
retrieved from http://www.apa.org/about/gr/issues/disability/idea.aspx
Inclusive Education, Philippines Foundation retrieved from
http://lcdphilippinesfoundation.org/wp-content/uploads/brochures/iebrochure.pdf
Special Education Hand-out, under Inclusive Education Page 29-31
Individualized Education Program (IEP) Goals: The Basics
retrieved from http://www.greatschools.org/gk/articles/individualized-education-program-
iep-goals/
Education Techniques to Help Children with Cerebral Palsy in the Classroom, Bright
Hum Education retrieved from http://www.brighthubeducation.com/special-ed- inclusion-
strategies/43536-inclusive-teaching-strategies-for-students-with-cerebral- palsy/
Spina Bifida, Strategies that makes difference retrieved from
http://www.learnalberta.ca/content/inmdict/html/spina_bifida.html
A teacher’s guide to Duchenne muscular dystrophy in primary schools retrieved from
http://www.mda.org.nz/media/23708/2013%20Duchenne%20MD%20primary%20man ual.pdf
 THANK YOU!

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