Surigao State College of Technology

Claver Extension Campus

EDUC 1

Socio-Emotional Development of the Preschooler

Socio-emotional development - is crucial in the preschool years. We hear a lot of parents and teachers and preschool
administration say that attending preschool is more for “socialization” than for academic learning.

Big Ideas on Preschoolers’ Socio-Emotional Development

1. The development of initiative is crucial to the preschooler.

2. A healthy self-concept is needed for preschoolers to interact with others.

3. Environmental factors influence gender identity in young children.

4. Preschoolers’ social development is shown through the stages of play.

5. The care-giving styles of parents and teachers affect the preschoolers’ socio-emotional development.

6. Preschoolers are interested in building friendship.

Preschoolers’ Initiative

 Erikson’s view of initiative aptly portrays the emotional and social changes that happen during the preschool
years.
 When the parents, teachers and other adults support these attempts and provide a stimulating environment, the
preschooler’s sense of initiative will grow. On the other hand, if the adults show overprotection, extreme
restriction and criticisms, the preschooler will develop guilt.
 Preschoolers who are always punished and criticized end up constructing a view of themselves as being “salbahe”
(bad), “bobo” (dumb) or even “walang kwenta” (worthless).
 “Judicious permissiveness”
 This involves setting boundaries that keep preschoolers safe and respectful of self and others, while allowing
them greater opportunity to explore, take risks and to engage in creative processes. Preschoolers will develop a
healthy sense of initiative in an affirming, encouraging and stimulating environment.

Self – Concept and the Preschooler

 Preschoolers come out with a clear sense that they are separate and distinct person. With their ability to make
representations, they can now think and reflect about themselves.
 Self-concept refers to the way one sees himself, a general view about one’s abilities, strengths, and weaknesses.
The preschooler’s self-concept mainly focuses on observable characteristics and his/her usual beliefs, emotions,
and attitudes.
 Self-esteem an important aspect of self-concept which specifically refers to one’s judgments about one’s worth.

Environment Factors and Gender in the Preschoolers’ Socio-emotional Development

 As the preschooler’s ability to create schemas develop, they become capable of gender typing. It’s the process of
forming gender roles, gender-based preferences and behaviors accepted by society.
 Gender typing and gender identity are influenced by environment factors such as the family, teachers, peers and
the mass media. Differences in parental expectations and behavior towards daughter and sons affect gender
typing and gender identity

Parten’s Stages of Play

 Play is the main agenda of the preschool years. Play has a social dimensions
 The stages describe the play development of children and the gradual increase of social interaction as they go
through these stages.
 1. Unoccupied

The child appears not to be playing but directs his attention on anything that interests him.

2. Onlooker

The child spends time watching others play. He may talk to them but does not enter into play with them.

3. Solitary Play

The child starts to play on his own. He seems not to notice other children playing nearby.

4. Parallel Play

The child plays with toys similar to those near him, but only plays beside and not with them. No interaction
takes place.

5. Associative Play

The child plays with others. There is interaction among them, but no task assignment, rules and organization are
agreed upon.

6. Cooperative play

The child plays with others bound by some agreed upon rules and roles. The goal is maybe to make something,
play a game, or act out something.

Friendships in Preschool

 As they continue to grow, preschoolers become interested in having friends. This should be encouraged in the
preschool years as friendships benefit the preschoolers development by providing stimulation, assistance,
companionship, social comparison and affection (Kostelnik, 2010 ).

Caregiving Style

 It affect the socio-emotional development of the children. Caregivers here refer to both parents and teachers
and even other adults that can care to the child.
 Responsiveness refers to caregiver behaviors that pertain to expression of affection and communication. It
refers to how warm, caring and respectful the adult is to the child. It involves openness in communication and
the willingness to explain things in ways that the child will understand.
 Demandingness refers to the level of control and expectations. This involves discipline and confrontation
strategies.

Baumrind’s Caregiving Styles

Baumrind’s Caregiving Styles and Their

Effects on the Children

Caregiving Style Description Effect on the preschooler

The caregivers/parents/
teachers with this caregiver style has
the following descriptions:

Authoritative ( high  Expect behavior appropriate to  Makes the preschooler

demandingness, high the age of the child feel safe and secure
responsiveness  Maintain reasonable and fair  Teaches the child to
limits take responsibility for
 Closely monitor the activities his/her action.
of the child
 Warm and nurturing
 Have realistic expectations of
the child

Authoritative (high  Communicate messages in a  Develops good self-

demandingness, high kind, firm and consistent control
responsiveness) manner  Develops realistic view
 Discipline approach focuses of oneself
 more on teaching than
punishing
 Set subjected or unreasonable
limits
 Communicate messages
 Strive to have strong
psychological control
punishment, sarcasm,
withdrawal of love, threats
 Not able to teach children a
better way to behave
 Builds the child’s
capacity for empathy
 Lead to aggressive
behavior of the child
 Brings about poor self-
control
 Result in poor self-
esteem

Authoritarian (high  Permit the preschoolers to  Has difficulty

demandingness) regulate their own behavior controlling his/her
and make their own decisions impulses
even when preschoolers are  Tends to be dependent
not yet ready to do so  Tends to be
 Do not set rules or very few if demanding of their
any caregivers
 Do not demand good behavior  Tends not to persist or
or task accomplishment easily gives up on a
 May lack confidence in their task
ability to influence the child  Does not easily follow
 Maybe disorganized and  Maybe rebellious
ineffective in managing the  Does not handle
family and household/class frustration well
 Has inadequate
emotional control

A Quick Look at What Preschoolers Can Do

( From the Philippines Early Learning Standards, ECCD Council, 2019)

Expression of the Basic Emotions

37-48 months ( 3-4 years )

 Expresses what he/she likes

 Expresses what he/she dislikes
 Can talk about difficult feelings ( e.g., anger, sadness, worry) he/she experiences

Self-regulation of feelings/emotion

 Willing to try something in order to learn more even if unsure of a successful outcome

 Perseveres when faced with challenging or new tasks

 Accept brief delays in gratification

 May have some fears but is not overly fearful, anxious or nervous

 May feel sad at times but not to the point where he/she is depressed

Display of Self-Appraisal Emotions (shame, pride, guilt)

 Plays to learn a game

 Plays to gain mastery of a game

 Shows pleasure and enjoyment over his/her successful attempts or effort

 Confidently joins small groups especially if situation is competitive

 Seeks assistance from the adult or child to solve a problem

Receptivity to Others’ Emotions

Receptivity to emotions and having empathy

37-48 months

 Feels others’ distress and acts appropriately (e.g., helps, comfort, gives, suggestions, etc.)

Emerging Sense of Self

Knowledge of Self and Basic Roles of People in his Environment

Talks about parts of the body and their functions

 Talks about own specific abilities and characteristics (e.g., sings, dances, is helpful, studious, etc.)

 Describe what primary caregiver can do, what they like and don’t like

 Defends possessions with determination

 Can give reasons or justify why he/she acted the way he/she did

Forming Attachments

 Shows preferences for the company of significant adults and children ( other than the primary caregiver ) over
unfamiliar adults and children.

Interactions with Other Children

 Plays with 2 or 3 children using the same play equipment

 Participates in games with other children but plays in his own way

 Chats/converses with other children

 Takes turns and shares toys with others

 Actively participates in classroom and group routines

 Plays organized group games fairly

Interaction with Adults

36-48 months

 Verbalizes feelings related to events that arise in classroom, home, and environment in a positive way.

 Speaks respectfully with adults using “po” and “opo” and/or appropriate titles

 Recognizes the importance of adult’s ideas and experiences by listening and asking questions when they
share these

 Clarifies rules and routines before abiding by them

 Shares personal perspective when he/she does not agree with or see the value of a rule or routine

 Can take on another person’s viewpoint

Pakiramdam ( Sensitivity )

 Knows when to stop asking questions or when he is being “makulit”

 Cooperates to minimize conflict or tension

Appreciate Diversity

 Asks questions that indicate he/she notices differences in socio-economic status

 Asks questions about new/different words (dialects) and practices in the community

 Talks about gender differences and roles

 Regards everyone respectfully, using proper titles/labels, and does not resort to name-calling

 Willing to make friends with other children and adults in different situations and locations (e.g.,
schools, neighborhood)
 The Role of Caregivers in the Socio-emotional Development of the Preschooler

Tips are given to caregivers ( parents and teachers ) :

1. Greet each child with his or her names each day. Be sincere and respectful.

2. Read storybooks that deal about friendships and different feelings.

3. Develop routines in the home or school that encourage working together and getting along.

4. Help children learn to make rules and play simple games by providing opportunities for them to play in small
groups.

5. 5. Play games that involve social interaction and team work.

6. 6. Observe how a child plays with other children. Teach him to request, bargain, negotiate, and apologize.

7. 7. Help children understand and cope with strong feeling by giving them words that they can use to express how
they feel. “I can see you are SAD about your pet, ANGRY at your sister…”

8. Use dolls, puppets or pictures to demonstrate to children how to express feelings appropriately.

9. 9. Acknowledge how the child feels. For example. One can say, “Nalulungkot ka dahil hindi ka nakasama sa party.”
( You seem sad that you did not go to the party.) When we do this, we are able to model to the preschooler that is
important to listen and that having feelings, even negative ones, are okay.

10. Catch children doing good. Affirm the efforts they make to accomplish something. Be specific in your praise. Do not
just say, “Good job” or “Very good”. Instead, say, “When I saw you pack-away your toys, I felt really happy.
Remember to always pack-away.”

11. 11. Read storybooks that deals about friendships.

12. 12. For teachers, develop routines that encourage working together and getting along.

Reporter:

Judaleen B. Bayogbog

BSED- FILIPINO

Instructor:

Mr. Kim Anthony S. Balante