This document discusses socio-emotional development in young children. It refers to a child's ability to form relationships, regulate emotions, and learn about their environment in a culturally appropriate context. The first three years of life are particularly important for development as attachments form and temperament emerges. Key aspects of socio-emotional development include attachment to caregivers, temperament, and the development of moral understanding. Attachment provides emotional security for infants through responsive caregiving. A child's temperament, or inborn personality traits, also influence their socio-emotional development. Around ages 2 to 3, children begin to self-evaluate and develop a sense of right and wrong.

1. Module 14:
- Vanessa A. delos Santos
UESE4 CY 2014-2015

2. Socio-emotional Development…
It refers to the developing capacity of the child from birth
through five years of age to form close and secure adult
and peer relationships; experience, regulate and express
emotions in socially and culturally appropriate ways; and
explore the environment and learn – all in the context of
family, community and culture.
It necessarily includes temperament, attachments and
social skills.

3. Formative Years
It is the first three years of a child where
in considered as of the important in
human development.

4. Elements on the socio-emotional development of a
children:
Attachment
Temperament
The Emergence of the Moral Self

5. It is a term used to describe the emotional
relationship that develops between an infant
and the primary caregiver, during the infant’s
first year of life.
It is a relationship that develops over time and is
the result of many interactions and caregiving
experiences, particularly those in response to the
infant’s needs and bids for attention, comfort and
protection.

6. According to Dr. John Bowly, the father of
“attachment theory”, the beginnings of attachment
occur within the first six months of a baby’s life with a
variety of built-in signals that baby uses to keep her
caregiver engaged.
The key to a good start in the social development of
the baby is a lot of responsive interaction with the
baby. (K Pasek and R. Golinkoff, 2003).

7. Other relevant and research findings sited by K. Pasek and R.
Golinkoff quoted in their book “Einstien Never Used Classcards”
What is absolutely central to babies’ emotional well-being is
not so much feeding but the consistent involvement of
caregivers.
Children who have good attachment relationships as infants
make better adjustments in a number of areas in future life.
Infants attach to more than one caregiver and they are
developing emotional relationships with multiple caregivers at
once.

8. Even when children are in child care for more than 30
hours per week, the family contributes more to child’s
social and cognitive well-being than does the child care
arrangement.
Other relevant …..
Parents and caregivers help children regulate their
emotions by working with them and by serving them as
their models.

9. 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”.
The reactivity of the infant to the environment

10. Different Temperament Categories …
1. Activity Level
2. Mood
3. Threshold for distress
4. Rhythmicity
5. Intensity of response

11. Different Temperament Categories …
6. Approach - Withdrawal
7. Distractibility
8. Adaptability
9. Persistence

12. Three basic types of babies temperament:
1. The easy child
2. The slow-to-warm-up child
3. The difficult child

13. 1. The easy child
 easily readily establishes regular routines
 generally cheerful
 adapts readily to new experiences.

14. 2. The slow-to-warm-up child
 shows mild, low-key reactions to environmental
changes
 negative in mood
 adjust slowly to new experience.

15. 3. The difficult child
 irregular in daily routines
 slow to accept new experiences
 tends to react negatively and intensely to new things

16. A sense of morality presupposes awareness of the existence of moral
standards and the ability to evaluate oneself against standards.
The Emergence of the Moral Self
According to Professor Deborah Stipek and her colleagues about 50% of
the 19 to 24 months olds (1 year and 7 months to 2 years old) and 80% of
the 25 to 29 months old ( 2 years old to 2.5 years old) and almost all 30 to
40 months (2 years and six months to 3 years and 4 months) olds are
capable of self – evaluation .
Children who aren’t capable of self-evaluation and self- description
don’t have the capacity to experience a sense of shame and remorse.

20. Train up a child in the way
he should go: and when he is
old,
he will not depart from it.- Proverbs 22:5
Food for thought…