SOCIO-

EMOTIONAL
DEVELOPMENT
OF INFANTS AND TODDLER

BRENDA B. CORPUZ, Ph.D.

INTRODUCTION
Simply put, socio-emotional
development has something to do
with the development of a person's
ability to master one's emotions
and the ability to relate to others. It
necessarily includes temperament,
attachments and social skills.

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THE FORMATIVE YEARS
Much has been said about the importance of the first
three years in human development. They are so-called the
formative years that is why, parents and other caregivers at this
stage of human development play a significant role in the
development of infants and toddlers.
As the poem "Children Learn What They Live"
expresses, the kind of home and school environment that
parents and teachers produce determines to a very great extent
the quality of the development of children.
ATTACHMENT
For healthy socio-emotional development, the infant needs to establish an
enduring emotional bond characterized by a tendency to seek and maintain closeness to
a specific figure, particularly during stressful situation. This is the social phenomenon of
attachment.
According to Dr. John Bowly, the father of attachment theory, the beginnings,
of attachment occur within the first 6 months of a baby's life with a variety of built-in
signals that baby uses to keep her caregiver engaged.
The baby cries, gazed into her mother's eyes, smiles, etc. In the next few moths, the
baby develops in her degree of attachment to her parents. She smiles more freely at
them than at any stranger whom she seldom sees.
The key to a good start in the social development of the baby is a lot of
responsive interaction with the baby. Babies thrive on social interaction when it is in
response to their social bids. Babies seem to let us know when they want to interact or
not. The timing of the caregiver's response to the baby is important.
 TEMPERAMENT
1.Another factor to the infant's socio- emotional
development is temperament. Temperament is a word that "
captures the ways that people differ, even at birth, in such
things as their emotional reactions, activity level, attention
span, persistence, and ability to regulate their emotions" (K.
Pasek and R. Golinkoff, 2003). Every baby expresses
personality traits we call temperament. How o child responds
emotionally to objects, events, and people is a reflection of his
individual temperament.
 TEMPERAMENT
2. Researchers Thomas, Chess, and Birch described nine
different temperament categories: Nurturing Infant- Toddler
Attachments in Early Care Setting.
These Include:
*Activity level
*Mood
*Threshold for distress
*Rhythmicity
*Intensity of response
*Approach-Withdrawal
*Distractibility
*Adaptability
*Persistence
To determine a child's temperament, make the following observations:
Activity level. Some babies are placid or inactive. Other babies thrash about a lot and, as toddlers, are
always on the move. At this stage, they must be watches carefully.
The mood. Some babies are very smiley and cheerful. Although securely attached emotionally to their
teachers, others have a low- key mood and look more solemn or unhappy.
Child's threshold for distress. Some babies are very sensitive. They become upset very easily when
stressed. Other babies can more comfortably wait when they need a feeding or some attention.
The rhythmicity of children. Some babies get hungry or sleepy on a fairly regular and predictable basis.
Other babies sleep at varying times, urinate or have bowel movements at unpredictable times, and get hungry at
different times. They are hard to put on a "schedule" .
The intensity of response in each baby. When a baby's threshold for distress has been reached, some
babies act restless. Other act cranky or fret just a little.
Approach to new situations. Some infants are very cautious. They wary and fearful of new teachers,
being placed in a different crib, or being taken to visit a new setting. Other infants approach new persons, new
activities, or new play possibilities with zest and enjoyment.
Distraction. Some children can concentrate on a toy regardless of surrounding bustle or noise in a room.
Others are easily destructed.
Adaptability of each child. Some children react to strange or difficult situations with distress, but recover
fairly rapidly. Others adjust to new situations with difficulty or after a very long period.
Child's attention span. Some children have a long attention span. They continue with an activity for fairly
long time. Others flit from one activity to another.
Based on these temperament traits, psychiatrist Alexander Thomas
and Stella Chess studied babies' temperament and clustered
temperaments into 3 basic types: 1) the easy child; 2) the difficult
child: and 3) the slow-to-warm-up child and those that did not fall
under any of the 3 basic types.
The “easy child” easily readily establishes regular routines, is
generally cheerful, and adapts readily to new experiences. The
“difficult child” is irregular in daily routines, is slow to accept new
experiences and tends to react negatively and intensely to new things
while the “slow-to warm-up-child” shows mild, low-key reactions
to environmental changes, is negative in mood and adjust slow to
new experiences.
THE EMERGENCE OF THE MORAL SELF
A sense of morality presupposes awareness of the existence of moral standards and the ability to
evaluate oneself against standards Once children can recognize themselves as entities, they become capable
of self-evaluation and self-description against a set of stan dards. In the research conducted by Professor
Deborah Stipek and her colleagues at the University of California, Los Angeles. (Pasek, K and R. Golinkoff)
about 50% of the 19- to- 24 month olds and 80 % of the 25-to-29-months old and almost all 30-to-40-month-
olds are capable of self-evaluation. These age groups of babies therefore have a sense of morality.

Children who aren't capable of self-evaluation and self- description don't have the capacity to
experience a sense of shame and remorse. Moral behavior cannot occur when children do not recognize
themselves as social beings whose behavior can be evaluated against some standard." (Pasek. K and R.
Golinkoff, 2003)

It is not then surprising why some babies show their parents they have done something wrong
sometimes even with laughter or at other times with no particular emotion. It is not because they are. bad
babies. It is simply because they are not yet able to hold a standard in mind and evaluate situations in terms of
these standards.
THE DEVELOPMENT OF EMOTIONS
Here are the milestones of the baby and the toddler's emotional development and social
development:
EARLY INFANCY (BIRTH-SIX MONTHS) It is not clear whether infants actually
experience emotions, or if adults, using adult facial expressions as the standard, simply
superim- pose their own understanding of the meaning of infant facial expressions. Between six
and ten weeks, a social smile emerges, usually accompanied by other pleasure-indicative
actions and sounds, including cooing and mouthing. This social smile occurs in response to
adult smiles and interactions. As infants become more aware of their environment, smiling
occurs in response to a wider variety of contexts. They may smile when they, see a toy they
have previously enjoyed. Laughter, which begins at around three or four months, requires a
level of cognitive development because it demonstrates that the child can recognize incongruity.
LATER INFANCY MONTHS (7-12) During the last half of the first year, infants begin
expressing fear. disgust, and anger because of the maturation of cognitive abilities. Anger, often
expressed by crying, is a frequent emotion expressed
THE DEVELOPMENT OF EMOTIONS
LATER INFANCY MONTHS (7-12) During the last half of the first year, infants begin expressing fear. disgust,
and anger because of the maturation of cognitive abilities. Anger, often expressed by crying, is a frequent emotion
expressed.
Fear also emerges during this stage as children become able to compare an unfamiliar event with what
they know. Unfamiliar situations or objects often elicit fear responses in infants. One of the most common is the
presence of an adult stranger, a fear that begins to appear at about seven months. A second fear of the stage is
called separation anxiety. Infants seven to twelve months old may cry in fear if the mother or caregiver leaves
them in a unfamiliar place.
Socialization of emotion begins in infancy. It is thought that this process is significant in the infant's
acquisition of cultural and socio codes for emotional display, teaching them how to express their emotions, and the
degree of acceptability associated with different types of emotional behaviors.
Another process that emerges during this stage is social referencing. Infants begin to recognize the
emotions of others, and use this information when reacting to novel situations and people. As infants explore their
world, they generally rely on the emotional expressions of their mothers or caregivers to determine the safety or
appropriateness of a particular endeavor.
TODDLERHOOD YEARS (1-2)
During the second year, infants express emotions of shame or embarrassment, and pride. These emotions
mature in all children and adults contribute to their development.
EMOTIONAL UNDERSTANDING
During this stage of development, toddlers acquire language and are learning to verbally
express their feelings. This ability, rudimentary as it is during early toddlerhood, is the first step in
the development of emotional self-regulation skills.
In infancy, children largely rely on adults to help them regulate their emotional states if
they uncomfortable they may be able to communicate this state by crying, but have little hope of
alleviating the discomfort on their own.
In toddlerhood, however, children begin to develop skills to regulate their emotions with
the emergence of language providing an important tool to assist in this process. Being able to
articulate an emotional state in itself has a regulatory effect in that it enables children to
communicate their feelings to a person capable of helping them manage their
emotional state. Speech also enables children to self-regulate. Using soothing language to talk
themselves through difficult situations
Empathy, a complex emotional response to a situation, also appears in toddlerhood,
usually by age two. The development of empathy requires that children read others' emotional
cues, understand that other people are entities distinct from themselves, and take the perspective
of another person (put themselves in the position of another).
ERIKSON'S PSYCHOSOCIAL THEORY
The first two stages (of the 8 stages of a person's psychosocial development) apply at the
periods of infancy and toddlerhood, that is why they are discussed below:
Hope: Trust vs. Mistrust (Infants, 0 to 1 year)
Psychosocial Crisis: Trust vs. Mistrust
Virtue: Hope
The first stage of Erik Erikson's centers around the infant's basic needs being met by the
parents. The infant depends on the parents. especially the mother, for food, sustenance, and comfort.
The child's relative understanding of world and society come from the parents and their interaction
with the child. If the parents expose the child to warmth, regularity, and dependable affection, the
infant's view of the world will be one of trust. Should the parents fail to provide a secure
environment and to meet the child's basic need a sense of mistrust will result. According to Erik
Erikson, the major developmental task in infancy is to learn whether or not other people, especially
primary caregivers. regularly satisfy basic needs. If caregivers are consistent sources of food,
comfort, and affection, an infant learns trust- that others are dependable and reliable. If they are
neglectful, or perhaps even abusive, the infant instead learns mistrust- that the world is in an
undependable, unpredictable, and possibly dangerous place.
Will: Autonomy vs. Shame & Doubt (Toddlers, 2 to 3 years)
Psychosocial Crisis: Autonomy vs. Shame & Doubt
Main Question: "Can I do things myself or must I always rely on others?"
Virtue: Will
As the child gains control over eliminative functions and motor abilities, they begin to explore
their surroundings. The parents still provide strong base of security from which the child can
venture out to assert heir will. The parents' patience and encouragement help foster autonomy in
the child. Highly restrictive parents, however, are more to instill the child with a sense of doubt
and reluctance to attempt new challenges. likely
As they gain increased muscular coordination and mobility, toddler become capable of
satisfying some of their own needs. They begin to feed themselves, wash and dress themselves,
and use the bathroom. If caregivers encourage self-sufficient behavior, toddlers develop a sense
of autonomy- a sense of being able to handle many problems on their own. But if caregivers
demand too much too soon, refuse to let children perform tasks of which they are capable, or
ridicule early attempts at self-sufficiency, children may instead develop shame and doubt about
their ability to handle problems
SUB-DOMAIN: EMOTIONAL (EMOTIONAL
EXPRESSION)
Standards 1.1: The child expresses different basic emotions.
0-6 MONTHS
★Cries in different ways to express different needs (eg, hungry, sleepy, wet) Shows excitement or pleasure by
moving arms, kicking, moving the entire body and the face lighting up
★Smiles or laughs in response to a pleasant experience (eg, caregiver singing to him/ her)
★Amuses self by simple repetitive muscle movements without objects (eg, rolling back and forth)
★Amuses self by simple repetitive muscle movements with objects (eg, shaking, rattle)
*Likes playing with water
*Enjoys going to the park
*Shows fear and hesitation towards unfamiliar persons
7-12 MONTHS
*Has a favorite toy
13-18 months
⚫ Smiles/laughs when happy or amused
*Cries when sad, angry or scared
*Shows varying degrees or intensities of various emotions
STANDARDS 1.2 The child demonstrates ability to self-regulate feelings/emotions and follows schedules as well as rules and
regulations.
0-6 months
⚫ Stops crying almost immediately when need is met
⚫ Eventually gets used to an irritating experience (e.g., honking hom) and calms down
13-18 months
Able to stop an undesirable behavior or activity when instructed to do so (eg, going out to street)
Can calm down or stop tantruming with help from adults
Can follow simple rules
19-24 MONTHS
*Can wait his/her turn
⚫Shows ability to contain his/her expression of anger or frustration when source is removed
*Shows ability to contain one's expression of anger or frustration in a public place when asked by parent/caregiver
*Tries to control his tears when in pain or scared
Standards 1.3: The child comprehends and displays self-appraisal emotions (shame, pride, guilt).
7-12 months
• Smiles or claps his hands when he/she displays a learned behavior (e.g., close- open)
13-18 months
• Recognizes and is able to label self appraisal emotions such as shame, pride, guilt, envy, jealousy
⚫ Will do something that gets him/her praised (e.g, doing a task property, singing, etc.)
19-24 months
⚫ Shows interest in doing things that are his/her own creation
• Says "sorry" when he/she has made a mistake or has hurt someone
SUB-DOMAIN: EMOTIONAL (RECEPTIVITY TO OTHER'S
EMOTIONS)
Standards 1 The child is receptive to the different emotions of other people and shows empathy
7-12 months
*Can mimic people's facial expressions
13-18 months
*Demonstrates appropriate/acceptable responses to other people's emotions (eg, does not laugh at someone who is crying)
19-24 months
*Identifies feelings in others
*Shows respect for rights and properties of others (e.g.. asks permission, does not deliberately destroy others' things)
SUB-DOMAIN: SOCIAL, (EMERGING SENSE OF SELF)
0-6 months
⚫Explores own body (e.g., observes hands and toes), often smiles and vocalizes
*Looks at self in the mirror
*Responds to own name by turning to look or reaching to be picked up when called
7-12 months
*Identifies self in the mirror or photograph via patting or pointing to his/her image
13-18 months
*Identifies what part of his/her body hurts by pointing to this
*Refers to self by first or nickname
*Calls family members by their name/role (mama, papa, ate, kuya)
*Asks for what he/she needs without hesitation
Expresses dislike or disagreement (e.g., no, ayaw) but in a manner that remains respectful and polite
19-24 months
*Identifies self by first and last name
*Identifies what part of his/her body hurts by naming this
SUB-DOMAIN: SOCIAL (FORMING ATTACHMENTS)
Standards 1: The child forms healthy attachments to primary caregivers and other
*significant adults and children in his/her life.
0-6 months
⚫Looks for caregiver during times of distress or discomfort
13-18 months
*Shows distress (e.g., inability to eat or sleep, crying) if primary caregiver is absent
⚫ is affectionate towards primary caregivers and other family members
*Goes to primary caregivers for help
*Is comfortable in the company of strangers if primary caregiver is present
*May play alone but likes to be near familiar adults or siblings
*Hugs or cuddles toys
*Enjoys playing regularly with significant adults and children
19-24 months
*Eventually moves away from primary caregiver when playing with unfamiliar children or adults,
SUB-DOMAIN: SOCIAL (INTERACTIONS WITH OTHER
CHILDREN)
Standards 1 The child plays and has positive interactions with other children Based on your experience, are these
indicators generally observed on and/or performed by a child on the specified age?
0-6 months
*Plays with toys by himself (eg, mouths, examines, swipes toys)
*Smiles in response to the facial expressions of other children
*Looks at other children with interest, watches them play
*Displays amusement interacting with other children (eg, cooing, flailing arms and legs)
7-12 months
•Engages in play alongside but not necessarily with other children (ie., parallel play)
*Plays with other children (ie., interactive play)
13-18 months
*Plays cooperatively with other children
*May hug/kiss or hold hands with other children
*Shows or shares food, books, and toys with other children
*Asks to play with other children or invites them to play with him/her
19-24 months
⚫ Talks to other children, asks them questions
*Shows preference for some children and interacts more with them
SUB-DOMAIN: SOCIAL (INTERACTIONS WITH ADULTS)
Standards 1. The child has positive relations and interactions with adults. Based on your
experience, are these indicators generally observed on and/or performed by a child on the
specified age?
0-6 months
*Will look at adult's faces and make eye-to-eye contact
• Listens to verbalizations by adult Coos or smiles when talked to by a familiar adult
• Plays peek-a-boo interactively with others
7-12 months
*Hugs, pats, kisses "familiar persons
13-18 months
*Friendly with strangers but initially may show slight anxiety or shyness
Asks adults (other than primary caregiver or adult family members) for help or to indicate what
he/she wants or needs
• Willingly does what familiar adults ask him/her to do
• Appropriately uses cultural gestures of greeting without prompting (e.g., mano/bless, kiss)
SUB-DOMAIN: SOCIAL (PAKIKIRAMDAM-SENSITIVITY)
Standards 1: The child takes social cues from the environment and adjusts his behave
accordingly.
0-6 months
*Is shy or more quiet with strangers
*Refers to caregiver for cues about novel situations, people or objects
13-18 months.
* Usually quiets down or stops when caregiver shushes him/her
*Takes notice when there is a sudden change in mood of caregiver or people around him/her
19-24 months
*If he/she needs something, can wait quietly, as told, until caregiver is able to attend to him
SUB-DOMAIN: SOCIAL (APPRECIATING DIVERSITY)
Standards 1: The child recognizes and respects similarities and differences in people, language,
culture.
19-24 months
*Able to differentiate between boys and girls Sub-domain: Social
(Pakikiramdam-Sensitivity Standards 1: The child takes social cues from the environment and
adjusts his behavior accordingly
* Is shy or more quiet with strangers
*Refers to caregiver for cues about novel situations, people or objects
13-18 months
Usually quiets down or stops when caregiver shushes him/her
Takes notice when there is a sudden change in mood of caregiver or people around him/her
19-24 months
*If he/she needs something, can wait quietly, as told, until caregiver is able to attend to him
SUB-DOMAIN: SOCIAL (APPRECIATING DIVERSITY)

Standards 1: The child recognizes and respects similarities and differences in people. language,
culture.

19-24 months

⚫ Treats house help or those less fortunate with respect (e.g., talking to them in a polite
manner)