SOCIO-EMOTIONAL

DEVELOPMENT OF THE
INTERMEDIATE SCHOOLARS
INTRODUCTION

• AT THIS PERIOD OF SOCIO EMOTIONAL

DEVELOPMENT CHILDREN ARE SPENDING LESS
TIME IN THE HOME. THE BULK OF THEIR TIME IS
SPENT OUTSIDE THE HOME, EITHER ALONE OR
WITH CHILDREN, RATHER THAN WITH ADULTS.
OLDER CHILDREN HAVE ALREADY FAMILIARIZED
THEMSELVES WITH OTHER CHILDREN. THEY ARE
ALREADY USED TO INTERACTING WITH DIFFERENT
AGES AND GENDER. FOR MANY OF THEM, THESE
SOCIAL NETWORKS ARE NOT ONLY SOURCES OF
SOCIAL SUPPORT BUT ALSO DIFFERENT FORMS OF
LEARNING.
 OBJECTIVES

• IDENTIFY THE SOCIO-SOCIO EMOTIONAL CHARACTERISTICS OF

CHILDREN IN THEIR LATE CHILDHOOD STAGE.
• DETERMINE THE QUALITIES OF FAMILY LIFE THAT AFFECT ORDER
CHILDREN’S DEVELOPMENT INCLUDING CHANGES IN FAMILY
INTERACTIONS.
• INTERVIEW A PARENT REGARDING THEIR CHILD’S SOCIO-
EMOTIONAL DEVELOPMENT.
 UNDERSTANDING SELF-COMPETENCE
SELF-IDENTITY AND SELF-CONCEPT
• SOCIAL CRISIS INDUSTRY VERSUS INFERIORITY – THIS INDUSTRY
REFERS TO THE DRIVE TO ACQUIRE NEW SKILLS AND DO MEANINGFUL
“WORK.”
• SOCIAL COMPARISON – DISTINGUISHING THEMSELVES FROM OTHERS. IN
DEALING WITH OTHER CHILDREN.
• PERSPECTIVE TAKING – JUDGE OTHER INTENTIONS, PURPOSE AND
ACTIONS, GIVE IMPORTANCE TO SOCIAL ATTITUDES AND BEHAVIOR,
INCREASE SKEPTICISM OF OTHERS CLAIMS.
 EMOTIONAL DEVELOPMENT

EMOTIONAL INTELLIGENCE (EQ)

• DEVELOPING EMOTIONAL SELF-AWARENESS
• MANAGING EMOTIONS (SELF-CONTROL)
• READING EMOTIONS (PERSPECTIVE TAKING)
• HANDING EMOTIONS (RESOLVE PROBLEM)
• DEVELOPING EMOTIONAL SELF-AWARENESS – BEING ABLE TO RECOGNIZE EMOTIONS THAT
YOU EXPERIENCED, UNDERSTAND THE FEELINGS ASSOCIATED WITH THE EMOTION, AND
UNDERSTAND WHAT YOU THINK AND DO AS A RESULT.
• MANAGING EMOTIONS (SELF-CONTROL) – THE ABILITY TO BE OPEN TO FEELINGS AND TO
MODULATE THEM IN ONE SELF AND OTHERS, SO, AS TO PROMOTE PERSONAL
UNDERSTANDING.
• READING EMOTIONS (PERSPECTIVE TAKING) – HUMANS COMMUNICATE THROUGH
LANGUAGE, SOUND (OR TONE) FACIAL EXPRESSIONS AND BODY LANGUAGE. LANGUAGE AND
CULTURE CAN INFLUENCE HOW PEOPLE EXPRESS EMOTIONS DESPITE THESE DIFFERENCES,
ALL HUMAN EXPERIENCE CERTAIN KEY EMOTIONS.
• HANDING EMOTIONS (RESOLVE PROBLEM) – THE KEY TO DEALING WITH EMOTIONAL
PROBLEMS IS TO ALWAYS ACCEPT WHAT’S GOING IN YOUR MIND. WELCOME YOUR
THOUGHTS AND FEELINGS NO MATTER HOW SCARY, UNCOMFORTABLE OR ANNOYING THEY
MAY BE. TALKING TO A FAMILY MEMBER OR TEACHER WILL HELP YOU HANDLE YOUR
EMOTIONAL PROBLEMS.
 BUILDING FRIENDSHIPS
FIVE TYPES OF PEER STATUS
• POPULAR – FREQUENTLY NOMINATED AS THE BEST FRIEND AND
ONE WHO IS RARELY DISLIKED BY PEERS.
• AVERAGE – RECEIVES AN AVERAGE NUMBER OF POSITIVE AND
NEGATIVE NOMINATIONS FROM PEER
• NEGLECTED – VERY SELDOM NOMINATED AS BEST FRIEND BUT IS
NOT REALLY DISLIKED
• REJECTED – INFREQUENTLY NOMINATED AS A BEST FRIEND BUT
THE SAME TIME IS DISLIKES BY PEERS
• CONTROVERSIAL – FREQUENTLY NOMINATED AS BEST FRIEND BUT
AT THE SAME TIME IS DISLIKED BY PEERS.
 BUILDING FRIENDSHIPS

• THEY GIVE OUT REINFORCEMENT

• THEY ACT NATURALLY
• THEY LISTEN CAREFULLY AND KEEP OPEN COMMUNICATION
• THEY ARE HAPPY AND IN CONTROL OF THEIR NEGATIVES
EMOTIONS
• THEY SHOW ENTHUSIASM AND CONCERN FOR OTHER
 NEGLECTED CHILDREN
• THEY PARTICIPATE LESS IN THE CLASSROOM
• THEY HAVE NEGATIVE ATTITUDES ON SCHOOL TARDINESS AND
ATTENDANCE
• THEY ARE MORE OFTEN REPORTED AS BEING LONELY
• AGGRESSIVE
- IN BOYS:
• THEY BECOME IMPULSIVE, HAVE PROBLEMS IN BEING ATTENTIVE
AND DISRUPTIVE.
• THEY ARE EMOTIONALLY REACTIVE AND SLOW TO CALM DOWN.
• THEY HAVE FEWER SOCIAL SKILLS TO MAKE AND MAINTAIN
 FAMILY

• A HIGH - QUALITY ADULT RELATIONSHIP. SPECIFICALLY, FAMILY

RELATIONSHIP ENABLE THEM TO SUCCESSFULLY GO THROUGH
THIS STAGE OF DEVELOPMENT
• FAMILY SUPPORT IS CRUCIAL AT THIS STAGE WHICH
CHARACTERIZED BY SUCCESS AN FAILURE. IF CHILDREN DO NOT
FIND A SUPPORTIVE FAMILY WHEN THEY FIND THEIR INTEREST,
THEY CAN EASILY GET FRUSTRATED.
 FACTORS THAT AFFECT SOCIO EMOTIONAL
DEVELOPMENT IN LATE CHILDHOOD
• MATURATION
• HEALTH
• INTELLIGENCE
• FAMILY RELATION
• SOCIAL ENVIRONMENT
• CONTROL OVER EMOTION
FACTORS THAT AFFECT SOCIO-EMOTIONAL DEVELOPMENT
IN LATE CHILDHOOD.
• MATURATION – AS A CHILD DEVELOPMENTALLY HE ALSO GET EMOTIONALLY MATURED. IT HAS
BEEN PROVE THROUGH EXPERIMENT BY THE PSYCHOLOGIST THAT DEVELOPMENT OF EMOTIONS OF
THE CHILDREN DEPENDS UPON THE LEVEL OF MATURATION OF THE CHILD.
• HEALTH – CHILDREN HEALTH ARE ABLE TO CONTROL THEIR EMOTIONS IN A BETTER WAY. CHILDREN
WHO ARE WEAK REMAIN IRRITABLE EASILY ENCYTABLE, EMOTIONALLY AND UNSTABLE.
• INTELLIGENCE – CHILDREN WHO ARE INTELLIGENT ARE EMOTIONALLY STABLE. CHILDREN WITH
LOW INTELLIGENCE QUOTIENT ARE EMOTIONALLY UNSTABLE.
• FAMILY RELATION – RELATION OF FAMILY WITH EACH OTHER AND HOW THEY EXPRESS THEIR
EMOTIONS AFFECTS EMOTIONAL BEHAVIOR OF THE CHILD IF THE BEHAVIOR OF THE PARENT STABLE
AND THEIR EXPRESS OF EMOTIONS IS DUDE IN KNOWLEDGE MANAGE THE CHILD WILL ALSO LEARN
TO EXPRESS EMOTIONS IN A BALANCE MANNER.
• SOCIAL ENVIRONMENT – IF THE ENVIRONMENT OF THE SOCIETY IS TENSE AND EMOTIONALLY
CHANGE THE CHILD WILL ALSO BECOME EMOTIONALLY AND UNSTABLE.
• CONTROL OVER EMOTION – TO MAINTAIN PHYSICAL AND MENTAL HEALTH IT IS VERY NECESSARY
TO HAVE CONTROL OVER EMOTION. AND THEY SHOULD EXPRESS IN A SOCIALLY AND THE PEOPLE
AROUND HIM CAN LIVE PEACE AND HARMONY.
QUALITIES OF FAMILY LIFE AFFECTING
OLDER CHILDREN DEVELOPMENT
• THE FAMILY PROJECTS WITH REPORT
EXPLAIN THE DEVELOPMENT OF CHILDREN
SIGNIFICANTLY INFLUENCED BY
INTERPERSONAL RELATIONSHIPS WITH THE
FAMILY. CHILDREN WHO ARE RAISED BY TWO
PARENTS ARE RESPONSIBLE AND DEDICATED
USUALLY PERFORMS WELL IN SCHOOL.
AFFECTION AND PROTECTION ARE
INDIVIDUALLY CRUCIAL FOR THE HEALTH
FOR THE HEALTH OF THE CHILD. CHILDREN
NEED TO RECEIVE LOVE AND PROTECTION
FOR THEIR HEALTHY DEVELOPMENT.
 • GAIN UNDERSTANDING OF THEIR CHILD’S SOCIO-
IMPLICATION TO EMOTIONAL STRENGTHS WEAKNESSES BY
CHILD CARE, • ENCOURAGING CHILDREN’S TO TALK ABOUT THEIR
EDUCATION AND FEELINGS WITHOUT DOING IT FORCEFULLY
PARENTING • PROVIDE OPPORTUNITIES FOR CHILDREN TO BUILD
RELATIONSHIPS WITH TEACHERS AND FELLOW
CLASSMATES
• REMIND THE CHILDREN THAT FRIENDSHIPS HAVE
THEIR UPS AND THAT OCCASIONAL COMPLEX AND
ARGUMENTS CAN BE HEALTHY
• DESIGN ACTIVITIES ALLOWED CHILDREN TO WORK
ON THEIR OWN AND DISCOVER ACTIVITIES AND
HOBBIES THAT THEY ENJOY.
• MODEL HEALTHY RELATIONSHIP.
 THANK YOU!!!

PREPARED BY:
POSO, ALONA R.
PAREDES VIBAR MINDANILLA
PINCA, MICHELLE ANNE S.