SOCIAL AND EMOTIONAL DEVELOPMENT IN EARLY CHILDHOOD

1. Emotional and Psychological Development in
early childhood
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By EKRAMUL HAQUE
Under the guidance of
Dr. M.K.JINDAL

2. Emotional and Psychological Development
Emotion is a state of mental excitement characterized by
physiological, behavioral changes and alteration of feelings
Physiology- depends on maturation in nervous system and the
endocrinal system
Social development depends on child instincts and responses of those
around him
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3. Influences on Social, Emotional and
Psychological Development
Culture and child rearing practices
Disposition/temperament
Gender/sex role
Family circumstances/Socio-economic background
Physical health
Ordinal position (place in the family)
Social opportunities/ self concept/self esteem
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4. Erikson’s Psychosocial Stage
Trust Versus Mistrust
Psychosocial Stage Period of Development Description
Basic trust versus
mistrust
Infancy From warm, responsive
care, infants gain a
sense of trust, or
confidence
that the world is safe
and predictable.
Mistrust occurs when
children are neglected
or caregivers do not
respond promptly or
consistently to
children’s cues. 4

5. Infant Emotions
 Infants learn emotional responses from those around them.
 Social referencing – refers to infants using the emotional signals of
others to guide their behaviour.
 Stranger anxiety – begins to appear around 6 to 9 months when a
fear of unfamiliar adults develops.
 Separation anxiety – once infants have developed attachment to
their primary caregivers, they become distressed when they are
separated from their attachment figure. This is usually seen around
8-9 months.
 Caregivers need to respond to children’s individual cues as stranger
and separation anxiety will vary from infant to infant and situation
to situation.
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6. Erikson’s Psychosocial Stage
Autonomy Versus Shame and Doubt
Psychosocial Stage Period of Development Description
Autonomy versus
shame and doubt
Toddlerhood Using new cognitive and
motor skills, toddlers
begin to assert
themselves.
Autonomy is fostered
when caregivers allow
limited choices and time
for toddlers to practice
their skills.
If the child is not allowed
to make decisions or if
they undertake actions
beyond their abilities 6

7. Cultural Differences in the Development of
Autonomy
Cultural beliefs and practices may affect the degree to
which children will seek autonomy.
Parental expectations will have an affect on the
development of autonomy, as will methods of discipline and
children’s personality.
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8. Cultural Differences in the Development of
Autonomy
When parents foster independence they will be supportive
of the development of autonomy in young children.
When dependence and obedience is valued, behaviour
management strategies may be put into place to encourage
children to develop autonomy at a different pace.
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9. Self concept/Self-esteem
Self concept refers to the picture we have of
ourselves.
Self-esteem is the value we place upon those qualities,
skills and attributes – how positive we feel about
those characteristics.
Toddlers who develop a sense of autonomy or some
control over their lives are likely to develop positive
self-esteem.
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10. Self concept/Self-esteem
Much of this is dependent on the feedback they
receive from others.
It is important that we have realistic expectations of
children and match this with the support and
recognition we give them.
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11. Toddler’s Emotions - Temper Tantrums
Expected behaviour in toddlers
Occur for a variety of reasons, primarily frustration or fatigue
Frustration can arise because of the toddlers’ developing sense
of self and limits to their physical and language abilities.
Frustration can also occur if unrealistic expectations are placed
on toddlers
Fatigue can occur if toddlers do not receive adequate rest and
nutrition
Toddlers need a balance of active and quiet times through the
day
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12. Toddler’s Emotions - Aggression
Not uncommon in social interactions in toddlers
Linked to limited language abilities and inability to
control their emotions
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13. Toddler’s Emotions - Fears
Stem from toddlers’ difficulty in distinguishing
between fantasy and reality
Common fears include: the dark, going down the
plughole in the bath, monster and loud noises.
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14. Erikson’s Psychosocial Stages
Initiative versus Guilt
Psychosocial Stage Period of Development Description
Initiative versus guilt Preschool years Preschoolers
develop an
increasing sense of
their own ability
and a desire to plan
and make things
happen. If
encouraged this
leads to a sense of
initiative and
supports the
development of
high self-esteem. 14

15. Erikson’s Psychosocial Stages
Initiative versus Guilt
Psychosocial Stage Period of Development Description
Initiative versus
guilt
Preschool years If preschoolers
receive negative
feedback or are
punished for
planning or trying
to make things
happen a sense of
guilt may develop
and thus low self
esteem
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16. Preschoolers’ Social, Emotional and
Psychological Development
Self concept
Preschoolers are aware of themselves as individuals
They start to compare their characteristics and
abilities to those of others
They begin to take notice of what skills and behaviour
are valued by their family and social groups
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17. Preschoolers’ Social Development
Preschoolers’ friendships
Three years olds tend to see friendships in a concrete
way (a friend is someone to play with and talk to)
Five year olds tend to develop a sense of loyalty
towards particular friends
Pro-social behaviours develop through the preschool
years
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18. Moral Development
Moral development relates to how children learn to decide
if a behaviour is right or wrong.
Preschoolers begin to develop a conscience and start to
feel “uncomfortable” or “guilty” if they do something they
know is wrong.
At this stage moral standards are inconsistent. Rules may
be applied in one situation but not in other similar
situations.
Preschoolers show egocentric behaviour and are often
unable to take another person’s point of view into
consideration.
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19. Preschoolers’ Emotional Development
Aggression:
Anger and frustration in preschoolers may result in
aggressive behaviour which can include punching,
breaking items, name calling etc.
Educators need to stop the behaviour, remain calm
and help support the child in developing more positive
ways to express his/her feelings.
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20. Erikson’s Psychosocial Stages
Industry versus Inferiority
Psychosocial Stage Period of Development Description
Industry versus
Inferiority
Middle Childhood The child is now
faced with the need
to win approval
through specific
skills demanded by
his /her culture. If
the child develops
the expected skills,
he/she will develop
a sense of industry
and experience high
self-esteem.
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21. Erikson’s Psychosocial Stages
Industry versus Inferiority
Psychosocial Stage Period of
Development
Description
Industry versus
Inferiority
Middle Childhood If the child receives
negative feedback
and has trouble
developing these
skills he/she will
develop a sense of
inferiority and
experience low self-
esteem.
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22. Self-concept and Self-esteem in
Middle Childhood
Children, in middle childhood, begin to compare themselves
against others, judging their skills, abilities and qualities against
those of their peers.
They become more skilled at “reading” the messages (facial
expression, tone of voice, body language) they gain from others.
The feedback they receive can have either a positive or negative
affect on their self-esteem.
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23. Self-concept and Self-esteem in
Middle Childhood
Self-concept is the picture we have of ourselves in
terms of our skills and abilities.
Self-esteem is how we feel others value us in terms
of our skills and abilities.
In middle childhood there is a significant shift in
children’s self-concept. Self-concept is no longer
based purely on physical characteristics and skills.
Children now start to describe themselves in terms of
qualities (kind, thoughtful etc).
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24. Emotional Development during
Middle Childhood
Emotions become more complex, and children
become more skilled at hiding how they feel,
during middle childhood.
Stress or anxiety
Occurs when events overwhelm us
and seem out of our control.
Can interfere with positive social
relationships, the development of
social skills and self-esteem.
Much of the child’s stress is
related to fears.
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25. Emotional Development during
Middle Childhood
Fears
As children are now less egocentric, have broader social
experiences and more effective memory and thinking skills
they now have new concerns.
They are now more aware of media events, school
expectations, family and peer relationships, hospitalisation
and death.
This awareness may lead to worry and fearfulness, which
they may try to hide from others.
Adults need to be sensitive to children’s moods and develop
positive relationships, to encourage children to talk about
their fears.
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26. Emotional Development during
Middle Childhood
Bullying
More boys than girls are exposed to bullying and boys tend
to be more physical in their bullying behaviour.
Girls tend to use verbal bullying and isolate their “victims”.
“Victims” of bullying are likely to develop poor social skills,
poor self-concept and low self-esteem.
Adults need to discourage bullying, by setting firm limits
for unacceptable behaviour, monitoring indoor and outdoor
play spaces and rewarding consistent positive behaviour.
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27. Emotional Development during
Middle Childhood
Crisis
Events both traumatic and unexpected cause
stress and anxiety.
Crisis situations in middle childhood include separation,
divorce, domestic violence, hospitalisation, moving house
etc.
A crisis can affect all areas of development.
It is important adults listen to children and comfort them.
Caregivers need to offer practical support to both children
and families in crisis situations.
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