UNIT 4 Social and Emotional Development

CHILD AND ADOLESCENT LEARNERS
AND LEARNING PRINCIPLES
UNIT 4 - Social GROUP 4
ANG, FAITH CHERRYLL
and Emotional
CORDERO, ANNA MARIE L.
DE ASIS, ANTONIO A.
DE DIOS, ABEGAIL
ESNANI, AIME T.
FERNANDEZ, JOSHUA ANGELO G.
Development
GUIBAN, LESLIEAN T.
TANGCA, RENZ CHRISTOPHER
SOCIAL AND EMOTIONAL DEVELOPMENT | SEPTEMBER 03, 2022

Report Contents
Part 1: Socio-Emotional Part 3: Development of Part 5: Current Researches
Development Motivation and Self- and Pedagogical
Regulation Applications
Part 2: Development of Part 4: Moral Development

Self and Social Content Theories Theories
Understandings Process Theories
Piaget
Psychoanalytic Theory Kohlberg
(Freud) Turiel
Psychosocial Theory Giligan 02
(Erikson)
Social Learning
Theory (Bandura)
Part 1:
Socio-
LESLIEAN T. GUIBAN
SEPTEMBER 03, 2022
Emotional
Development 03
Socio- Social-emotional development is a child’s ability

to understand the feelings of others, control their
own feelings and behaviors, and get along with
Emotional peers. In order for children to attain the basic

skills they need such as cooperation, following
Development directions, demonstrating self-control and paying

attention, they must have social-emotional skills.
Social-emotional development includes the child’s

experience, expression, and management of
emotions and the ability to establish positive and
rewarding relationships with others (Cohen and
others 2005). It encompasses both intra- and
04 interpersonal processes.
Why Socio-Emotional
Development is Important?
A child’s social-emotional development is as important
as their cognitive and physical development. It is
important to know that children are not born with social-
emotional skills. It is the role of the parents, caregivers,
and teachers of children to teach and foster these
abilities.
A child’s social-emotional development provides them

with a sense of who they are in the world, how they
learn, and helps them establish quality relationships with
others. It is what drives an individual to communicate,
http://www.earlychildhoodconnections.com/Index_h
connect with others, and more importantly, helps resolve
tm_files/Soc%20Emo%20Informational%20Flyer.pdf conflicts, gain confidence and reach goals.
05
CHILD AND ADOLESCENT LEARNERS SOCIAL AND EMOTIONAL DEVELOPMENT | SEPTEMBER 03, 2022
Ability 1
Identify and understand one’s own feelings.
Ability 2
Accurately read and comprehend emotional states in
others.
Ability 3
Social and emotional development Manage strong emotions and their expressions in a
involves the acquisition of a set of constructive manner.
skills. Key among them are the Ability 4
ability to:
Regulate one’s own behavior.
Ability 5
Develop empathy for others.
Ability 6
06
Establish and sustain relationships
Part 2:
Development of Self and

Social Understandings
SOCIAL AND EMOTIONAL DEVELOPMENT | SEPTEMBER 03, 2022 AIME T. ESNANI & CHERYLL FAITH ANG 07
Development of Self and Social

Understandings
A child's knowledge, beliefs, judgments, and feelings about themselves are
known as their sense of self. Particular elements of self-perceptions go by a variety
of names including self-concept, self-esteem, and self-worth, and they all are
closely related.
The sense of self in children serves several important functions. It helps children
understand things that happen to them, motivates them to engage in behaviours in
which others may respond to positively, make choices appropriate for goals,
influences reactions to events and most importantly it helps a person find a
comfortable place in the complex world.
08
Psychoanalytic Theory
Psychoanalytic theories are those influenced by the work of
Sigmund Freud, who believed in the importance of the unconscious
mind and childhood experiences. Freud's contribution to
developmental theory was his proposal that development occurs
through a series of psychosexual stages.
These theories are traditionally focused upon abnormal

behavior, so developmental theories in this area tend to describe
deficits in behavior. Learning theories rely more on the
environment's unique impact on an individual, so individual
differences are an important component of these theories. Today,
psychologists look at both norms and individual differences when
describing child development.
09
CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
SIGMUND FREUD
Sigmund Freud (1856-1939) was a Viennese
doctor who came to believe that the way
parents dealt with children's basic sexual and
aggressive desires would determine how their
personalities developed and whether or not they
would end up well-adjusted as adults.
Freud described children as going through

multiple stages of sexual development, which he
labeled Oral, Anal, Phallic, Latency, and Genital.
10
The MOUTH -
Oral sucking,
swallowing, etc.
EGO
develops
The ANUS -
STAGES OF Anal witholding or

expelling faeces
SEXUAL Phallic
The PENIS or
CLITORIS -
masturbation
SUPEREGO
develops
DEVELOPMENT Little or no sexual

Latent motivation
present
The PENIS or
Genital VAGINA - sexual
intercourse
11
Frustration,
The Role of Conflict Overindulgence, and
Fixation
Each of the psychosexual stages is
associated with a particular conflict that
must be resolved before the individual can
Some people do not seem to be able to
successfully advance to the next stage. The
leave one stage and proceed on to the next. One
resolution of each of these conflicts requires
reason for this may be that the needs of the
the expenditure of sexual energy and the
developing individual at any particular stage
more energy that is expended at a
may not have been adequately met in which case
particular stage, the more the important
there is frustration. Or possibly the person's needs
characteristics of that stage remain with the
may have been so well satisfied that he/she is
individual as he/she matures
reluctant to leave the psychological benefits of a
psychologically.
particular stage in which there is overindulgence.
12
FREUD'S MENTAL ICEBERG AND LEARNING PRINCIPLES
PSYCHOANALYSIS
Psychoanalysis emphasizes unconscious ,motivation-
main cause of behavior lies buried in the unconscious mind.
It is both an approach to therapy and a theory of
personality.
Three Structures of Personality
1.) ID
2.) Ego
3.) Superego
SOCIAL AND EMOTIONAL DEVELOPMENT | SEPTEMBER 03, 2022 13

Freud (1923) saw the personality

structured into three parts (i.e.,
Tripartite tripartite), the id, ego, and
superego (also known as the
Theory of psyche), all developing at different
stages in our lives.
Personality These are systems, not parts of

the brain, or in any way physical.
13
14
Erik Erikson’s Psycho-Social

Theory of Development
• The Father of Psychosocial Development
• Nationality American/ German
• Fields Developmental Psychology Influences Sigmund Freud/ Anna Freud Coined
the term Lifespan Development.
• He was an artist and a teacher in the late 1920s when he met Anna Freud.
• An Austrian psychoanalyst. With Anna‘s encouragement, he began to study child
psychoanalysis at the Vienna Psychoanalytic Institute.
• He studied groups of Aboriginal children to learn about the influence of society
and culture on child development. From this, he developed a number of theories, the
most famous being his psychosocial development.
• He believed that humans have to resolve different conflicts as they progress
through each stage of development in the life cycle.
• Erikson‘s theory consists of eight stages of development. Each stage is
characterized by a different conflict that must be resolved by the individual. If a
person is unable to resolve a conflict at a particular stage, they will be confront
and struggle with it later in life. 15
Elements in Psychosocial Development

1 Ego Identity 2 Ego Strength 3 Conflict
Ego identity is developed by Ego strength deals with an Conflict is a turning point
human interaction and how individual becoming during which an individual
an individual becomes more competent in different areas struggles to attain some
conscious of themselves and life, by becoming competent psychological quality.
their surroundings. in life they feel more Sometimes referred to as a
important. psychosocial crisis, this can
be a time of both
4 Personality 5 Psychosocial Development vulnerability and strength, as
the individual works toward
success or failure.
It consists of all the relatively stable Refers to the emotional and
and distinctive styles of thought, psychological changes across the life
behavior and emotional responses cycle that occurs in the context of the
that characterize a person‘s individual‘s social environment.
adaptations to surrounding situations. 16
8 Stages of Psychosocial
Development
17
Social Learning Theory

Social learning theory is the idea that humans learn from
observing and imitating the behavior modelled by others. Bandura
labelled this phenomenon observational learning. In short, it is not
necessary to have a direct experience of something in order to
learn.
For observational learning to occur, there does not necessarily

need to be a live observation (i.e. a real person modelling or
demonstrating the behavior). It can also take place by observing
characters, real or fictional, in movies, television programmes, video
games etc.
Observational learning can also occur through verbal instruction

or listening to someone describe or explain how something is done.
ALBERT BANDURA 18
Basic Social Learning Concepts

OBSERVATIONAL LEARNING MEDIATIONAL LEARNING
Children observe the people around them behaving These mental factors mediate (i.e., intervene) in the
in various ways. This is illustrated during the famous Bobo learning process to determine whether a new response is
doll experiment (Bandura, 1961). acquired.
Individuals that are observed are called models. In Therefore, individuals do not automatically observe
society, children are surrounded by many influential the behavior of a model and imitate it. There is some
models, such as parents within the family, characters on thought prior to imitation, and this consideration is called
children’s TV, friends within their peer group and teachers mediational processes. This occurs between observing
at school. These models provide examples of behavior to the behavior (stimulus) and imitating it or not (response).
observe and imitate, e.g., masculine and feminine, pro
and anti-social, etc.
19
Four (4)
Mediational
Processes
Attention: A lesson must engage a student
sufficiently to hold their attention.
Retention: Students must be able to
remember what they have seen or heard.
Reproduction: Students should be given time
to practice the observed behavior.
Motivation: A student must be able to see the
benefit of a new behavior for long term
assimilation.
20
Part 3:
DEVELOPMENT OF
MOTIVATION AND SELF ABEGAIL DE DIOS
RENZ CHRISTOPHER TANGCA
REGULATION 21
Content Theories Process Theories

Content (or need) theories of Process (or cognitive) theories of motivation focus on
motivation focus on factors internal to the conscious human decision processes as an
individual that energise and direct explanation of motivation. The process theories are
behaviour. In general, such theories regard concerned with determining how individual
motivation as the product of internal drives behaviour is energised, directed, and maintained in
that compel an individual to act or move the specifically willed and self-directed human
toward the satisfaction of individual needs. cognitive processes. Process theories of motivation
are based on early cognitive theories, which posit
that behaviour is the result of conscious decision-
making processes. The major process theories of
motivation are expectancy theory, equity theory,
goal-setting theory, and reinforcement theory.
22
Two-Factors Theory Hierarchy of Needs

On the basis of research with engineers McClelland’s theory (1971) suggests that needs
and accountants, Frederick Herzberg (1966) are amplified or suppressed through self-concept,
developed the motivator-hygiene theory. He social norms, and past experience. Therefore, needs
asked his subjects to think about the times they can be “learned”. Three of the primary needs in this
felt especially good or bad about their jobs. theory are as follows:
Tabulating the reported good and bad feelings,
Herzberg concluded that there are two sets of • Need for achievement (nAch) – The desire to excel,
needs: the hygiene needs, which produce job to achieve in relation to a set of standards and to
dissatisfaction and the motivator needs, which purse and attain goals.
produce job satisfaction. • Need for affiliation (nAff) – The desire for friendly
and close interpersonal relationships.
• Need for power (nPow) – The desire to control
one’s environment and to influence others.
23
Reinforcement Theory Expectancy Theory

Reinforcement theory seeks to explain what Vroom (1964) suggested that motivation is a
types of consequences motivate different people product of three factors: expectancy, one’s estimate
to work. Traditionally, it can be traced to the work that effort will lead to successful performance;
of the pioneering behaviourist B.F. Skinner (1953). It instrumentality, one’s estimate that performance will
posits that behaviour depends on its result in certain outcomes or rewards; and valence, the
consequences. Behaviour that is accompanied by extent to which expected outcomes are attractive or
favourable consequences is likely to continue, unattractive. This relationship is stated in the following
while behaviour that is followed by unfavourable formula:
consequences is not likely to be repeated. Based
on this principle, reinforcement theory describes Expectancy × Instrumentality × Valence = Motivation
four contingency methods of shaping behaviour:
1.) Positive Reinforcement

2.) Negative Reinforcement
3.) Punishment
4.) Extinction 24
Goal-Setting Theory Self-Determination Theory

The goal-setting theory was developed Self-Determination Theory, or SDT, links personality,
primarily by Locke and Latham (1990). It posits human motivation, and optimal functioning. It says that
that people will be motivated to the extent to there are two main types of motivation – intrinsic and
which they accept specific, challenging goals and extrinsic. According to Deci and Ryan, extrinsic
receive feedback that indicates their progress motivation is a drive to behave in certain ways based
toward goal achievement. The basic components on external sources which usually results in external
of goal-setting theory are: rewards. These resources includes awards, grading
systems as well as respect and admiration of others
1.) Goal Acceptance while intrinsic motivation on the other hand comes from
2.) Specificity within. These are factors that drives us or inspire us to
3.) Challenge do act in certain ways, these includes your values, your
4.) Feedback interests as well as your personal beliefs.
In Self Determination Theory, there are three
psychological needs – for competence, relatedness
and autonomy.
25
Part 4:
MORAL DEVELOPMENT
THEORIES ANNA MARIE L. CORDERO
ANTONIO DE ASIS
26
Piaget’s Methods for Studying Moral Development

Piaget believed that observing children playing games and querying them about the rules provided
a realistic “lab on life” for understanding how morality principles develop. In his book The Moral Judgment
of the Child (Piaget, 1932/1962), he studied children playing the game of marbles. The fact that only boys
played this game seemed to impose a limitation on the generality of his findings, so he also studied a girl’s
game called îlet cachant, a kind of primitive hide-and-seek. But his most important observations were
made on the boys – a fact that incurred later criticism, as will be seen shortly.
Piaget often used a practiced technique of feigned naivety: He pretended to be ignorant of the
rules of the games and asked the children to explain them to him. In this way he was able to comprehend
the way that the children themselves understood the rules, and to observe as well how children of different
ages related to the rules and the game.
Stage 1 Stage 3
Piaget’s Stages Motor Rules Incipient Cooperation
of Moral
Development Stage 2 Stage 4 27
Egocentric Genuine Cooperation
Kohlberg and Moral Development

Lawrence Kohlberg admired Piaget’s approach to studying children’s conceptions of morality. If
Piaget saw children as little logicians, Kohlberg viewed them as moral philosophers. Unlike so many other
psychologists who concerned themselves with morality, such as Freud, Skinner, and later Albert Bandura in
his research on observation learning and role models, Kohlberg believed that it was not possible to study
moral understanding without also coming to grips with philosophy, or more specifically, what could possibly
be meant by “morality”.
In brief, Kohlberg assessed morality by asking children to consider certain moral dilemmas –
situations in which right and wrong actions are not always clear. He was not concerned with whether the
children decided that certain actions were right or wrong, but with their reasoning – at how they arrived at
their conclusions.
Level I - Preconventional Morality

Kohlberg’s Levels -Stage 1 (Punishment and Obedience)
Level III - Postconventional Morality
-Stage 2 (Instrumentalism)
and Stages of -Stage 5 (Social Contract)
Level II - Conventional Morality -Stage 6 (Universal Ethical Principles)
Morality -Stage 3 (Interpersonal Relationships)
28
-Stage 4 (Law and Order)
Elliot Turiel's Moral Development Theory

His research focuses on social and moral development. He has formulated a theory of domains of
social development involving the development of moral judgments (based on concepts of welfare, justice,
and rights) and their distinction, throughout development, from understandings of the conventions and
customs of societies – as well as from arenas of personal jurisdiction. Social domain theory has been
applied extensively in programs of moral education. He has applied the theoretical approach to the study
of the relations of morality and culture. His research shows that cultures are not homogeneous and that
different groups on in social hierarchies disagree on how to apply considerations of justice and equality.
His research investigates social opposition and moral resistance to cultural practices perceived as unjust.
He studies ways children, adolescents, and adults attempt to counter inequalities (such as those based on
gender) with overt and covert activities aimed at changing and subverting practices that favor those in
positions of power in the social hierarchy.
Turiel's Three (3) 1.) Moral

Domain of 2.) Societal
3.) Psychological
Knowledge 29
Gilligan’s “Different Voice” and the Morality of Caring

Carol Gilligan’s 1982 book In a Different Voice is now a classic in the psychological literature. In it
Gilligan challenged psychology for its narrow sexism in studying (in most cases) men, and then generalizing
their results to both genders. The implicit assumption psychologists (who were, in the early history of field,
mainly men themselves) made was that men were the “prototype” of the species. This assumption was also
reflected in what is now considered the sexist language of the early literature, where a typical subject of
study was invariably referred to as “he.”
Gilligan’s book was more than a feminist critique of everyday sexist biases. In it she developed
theoretical ideas of her own; principally for present purposes that women and men differ in their
conceptions of moral understanding. She claimed that, whereas boys’ and men’s are concerned with a
morality based on rules and abstract principles of justice, girls’ and women’s are based on care and
compassion. She contrasted her morality of care with Kohlberg’s morality of justice and she criticized
Kohlberg for stressing just one side of the equation, namely, the masculine.
Gilligan's Level Level I - Preconventional Level

-care to oneself to ensure survival
Level III - Postconventional Level
of Moral -care for self as well as others
Development Level II - Conventional Level

30
-feels responsible to show care to others

UNIT 4 Social and Emotional Development

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CHILD AND ADOLESCENT LEARNERS

AND LEARNING PRINCIPLES

UNIT 4 - Social GROUP 4

ANG, FAITH CHERRYLL

SOCIAL AND EMOTIONAL DEVELOPMENT | SEPTEMBER 03, 2022

Part 2: Development of Part 4: Moral Development

SEPTEMBER 03, 2022

Socio- Social-emotional development is a child’s ability

Emotional peers. In order for children to attain the basic

Development directions, demonstrating self-control and paying

Social-emotional development includes the child’s

A child’s social-emotional development provides them

Identify and understand one’s own feelings.

Develop empathy for others.

Development of Self and

Development of Self and Social

These theories are traditionally focused upon abnormal

Freud described children as going through

STAGES OF Anal witholding or

DEVELOPMENT Little or no sexual

Three Structures of Personality

SOCIAL AND EMOTIONAL DEVELOPMENT | SEPTEMBER 03, 2022 13

Freud (1923) saw the personality

Personality These are systems, not parts of

Erik Erikson’s Psycho-Social

Elements in Psychosocial Development

Social Learning Theory

For observational learning to occur, there does not necessarily

Observational learning can also occur through verbal instruction

Basic Social Learning Concepts

Content Theories Process Theories

Two-Factors Theory Hierarchy of Needs

Reinforcement Theory Expectancy Theory

1.) Positive Reinforcement

Goal-Setting Theory Self-Determination Theory

Piaget’s Methods for Studying Moral Development

Kohlberg and Moral Development

Level I - Preconventional Morality

Elliot Turiel's Moral Development Theory

Turiel's Three (3) 1.) Moral

Gilligan’s “Different Voice” and the Morality of Caring

Gilligan's Level Level I - Preconventional Level

Development Level II - Conventional Level

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