GROUP 4 A A A

Module 17 Socio Emotional Development of Preschoolers

Members:
Gamalo,Francis
Sumaylo,Eljune
Licudan, Janies
Bandojo, Diane Start
 LEARNING OUTCOMES:

Module 17: Socio-
At the end of this Module, you should be emotional
able to:
development of the
Describe the different physical pre schooler
characteristics of early school-aged
children in your own words. .
Enumerate ideas on how you can apply
the concepts in this module in the
teaching-learning process.
Discuss several ways on how you
encourage an ageappropriate active
Let's go!
physical lifestyle to primary school

Socio-Emotional Development provides them with a sense of who they are in the
world. It is also the child’s ability to understand the feelings of others and also
controlling their own feelings and behavior. Lots of parents, teachers, and school
admins say that attending preschool is more on “socialization” than other formal
academic learning. In order for children to attain the basic skills they need such
as cooperation, following directions, demonstrating self-control, and paying
attention, they must have social-emotional skills. A child’s positive relationship
with trusting and caring adults is the key to successful social and emotional
development.

Preschool years - Children learn about their ever

widening environment where preschoolers now discover
their new roles outside their home.( 3 to 5 years
old)

Big Ideas on Preschoolers, Socio-emotional Development

1. The development is initiative is crucial to preschoolers.

2. A healthy self-concept is needed for preschooler to interact with others.
3. Environmental factors influence gender identity in young children.
4. Preschooler's social development is shown through the stages of play.
5. The care giving styles of parents and teacher affect the preschooler's socio-emotional development.
PRESCHOOOLERS INITIATIVE
Preschoolers deal with the psychological conflict of INITIATIVE VS. GUILT. Erik Erikson believes
that healthy preschoolers develop the initiative. They will yearn to create, invent, pretend, take
risks, and engage in lively and imaginative activities with peers. When parents, teachers, and
adults support these preschooler's sense of initiative will grow. But if adults show protection,
extreme restrictions, and criticisms, preschoolers will develop guilt. A good amount of guilt
helps make children take responsibility for their behavior, excessive guilt hampers emotional
growth.

Example: Preschoolers are always punished and critized that ends up constructing a view of
themselves as being bad, dumb, or even worthless which is sad because childhood years should be
happy years.
 SELF CONCEPT AND THE PRESCHOOLER

Self concept refers to the way one sees himself, a general view about one's abilities,
strengths, and weaknesses. Preschoolers self concept focuses on observable characteristics
and his or her usual beliefs, emotions and attitudes. The important aspect of a self-concept
is self-esteem, which specifically refers to one's judgement refers about the worth.
Preschooler is naturally positive. Usually they will tend to evaluate their skills and high
underestimate the task. They're are confident to try again even they don't succeed with
something. However, they may become negative because of repeated frustration and disapproval.
Preschooler need a lot of patience and encouragement from adults.

Example: One may hear a preschooler say "I can do it, I wore my shoes all by myself.
ENVIRONMENTAL FACTORS AND GENDER IN THE PRESCHOOLER'S
SOCIO EMOTIONAL DEVELOPMENT
As the preschooler's ability to create a schemas develop,
they became a gender typing, the process of forming
gender roles, gender-based preference and behavior
accepted by the society. Preschooler begin to associate
certain things like toys, tools, games , clothes, jobs,
color or even actions or behaviors as being " only for
boys" or only for girls". Gender typing and gender
identity are influenced by environmental factors such as
family, teachers, peers and the mass media.

PARTEN'S STAGES OF PLAY

Play is the main agenda of preschool years. Mildred Parten in the 1930's study on children's
play behavior which led to Parten's Stages of play. Play becomes an important venue for the
child's development of social skills like entering or joining a play situation, taking turns,
sharing, helping, saying sorry and working together. The stages describe the plays development
children the gradual increase social interaction as they go through these stages.
Unoccupied (play) - The child appears not to be
playing but directs his attention on anything that
interests him.

Onlooker play (behavior) - The child spends time

watching others play. He may talk to them but does not
enter into play with them.

Solitary (independent) play - The child starts to play

on his own. He seems not to notice other children
playing nearby.

Parallel play - child plays with toys similar to those

near him but only plays beside and not with them. No
interaction takes place.

Associative play -child plays with others. There is

interaction among them but no task assignment, rules,
and organization are agreed upon.

Cooperative play - 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.
FRIENDSHIP IN PRESCHOOL
Friendships benefit preschoolers' development by
providing stimulation, assistance, companionship, social
comparison, and affection (Kostelnik, 2010). Through
friendship, preschoolers can practice different role like
being a leader, a follower, someone who takes risks, and
someone who helps out and comforts. Friendships provide
added sense of belongingness and security. Parents and
teachers must expose children to experiences that help
them learn skills in establishing friendships,
maintaining positive relationships, and resolving
conflicts.

CAREGIVING STYLES
Caregiving styles affect the socio-emotional
development of children. Caregivers are both parents
and teachers, even adults that care for the child.
Baumrind describes different types of caregiving
styles based on a longitudinal study locked into an
adult authority and the development of children that
Baumrind conducted began (1960's) identified varying
degrees of demandingness and responsiveness as
determinants of four styles of caregiving (Marion
2007).
BAUMRIND'S PARENTING STYLES

There are four parenting

styles, or approaches to
raising children that can
be classified into three
distinct categories based
on the demands they place
on their children and
their responsiveness to
their kids' needs. Diana
Baumrind first laid out
these types of parenting
styles in the 1960s
through her research at
the University of
California, Berkeley.
 1.Authoritarian Parenting Style:
Authoritarian parenting is a strict style in which parents set rigid rules and high
expectations for their children but don't allow them to make decisions for themselves. When
rules are broken, punishments are swift and severe.

Effects:

Develop a "follower" mentality and readily conform without thinking for themselves
Have a hard time discerning right from wrong on their own
Struggle with self-esteem issues, relying on other authority figures to confirm they have worth

2.Authoritative Parenting Style:

Authoritative parents provide their children with boundaries and guidance but give their
children more freedom to make decisions and learn from their mistakes.

Effects:
Become self-assured and happy, thanks to their parents' attentive nurturing
Learn how to handle responsibility and make good decisions on their own
Figure out how to overcome obstacles, since they're given the opportunity and encouragement to keep trying
3.Permissive Parenting Style:

Permissive parents give their kids very few limits and have more of a peer relationship than a
traditional parent-child dynamic. They're usually super-responsive to their kids' needs and
give in to their children's wants.

Effects:
Grow up with poor emotional regulation Become rebellious and defiant when they don't get what they want
Don't persevere when they're faced with challenging tasks

Engage in antisocial behaviors, like drug and alcohol abuse, vandalism, theft and gangs

4.Negligent Parenting Style

They do not meet their child’s needs, whether it’s basic or emotional needs. They also do not
set boundaries or discipline their children.
MODULE 18 PHYSICAL
DEVELOPMENT OF
PRIMARY SCHOOLER


PHYSICAL DEVELOPMENT INVOLVES MANY

DIFFERENT FACTORS: HEIGHT, WEIGHT,
APPEARANCE, VISUAL, HEARING AND
MOTOR ABILITIES. PRIMARY SCHOOL
CHILDREN UNDERGO MANY DIFFERENT
CHANGES AS THEY GO THROUGH THIS
STAGE OF DEVELOPMENT. THIS COULD
BE CAUSED BY DIFFERENT FACTORS,
BOTH NATURAL AND ENVIRONMENTAL.
Physical growth during the primary school years is slowly and steady.
During this stage, physical development involves.

Having good muscle control and coordination.

Development or eye-band coordination.
Having good personal hygiene.
Being aware of good safety habits.

These children are extremely active. Because most of the activities in traditional
school are sedentary, they often release their unusual amount of energy in some forms of
nervous habits including fidgeting nail biting, and pencil chewing.

Primary-school age children get fatigued more easily because of physical and mental
exertions both at home and school. Hence, activities should be alternated between
strenuous one and relaxing or quiet activities (example: storytelling time after the
Math period).
Height and Weight This period of gradual and steady
growth will give children time to get used to the
changes of their bodies. An average increase in height
of a little over 2 inches a years and both boy and
girls will introduce them to many different activities
that they can now do with greater accuracy. Weight
gain averages about 6.5 pounds a year.

Most children will have slimmer appearance compared to

their pre-school years because of the shifts in
accumulation and location of their body fat, although
girls tend to develop additional fat cells relative to
muscle cells. A child's legs are longer and more
proportion to the body than they were before.
Factors could indicate how much a
child grows, or how much changes
in the body will take place:

genes
food
climate
exercise
medical conditions
diseases/ illnesses
Bones and Muscles

Childhood years are the peak bone-producing years,

bones grow longer and broader. This is the best time for
parents and teachers to educate children of good dietary
and exercise habits to help them have strong, healthy
bones throughout their lives. Replacement of primary
peak, also known as baby teeth, with permanent teeth
occur around ages 6-7 years and up until age 12, most
children will have all their primary teeth replaced.
Many lifestyle factors, like nutrition and physical
activity, can substantially influence the increase of
bone mass during childhood.
Large muscle control is at bigger play over fine motor. Some my
still have difficulty holding a pencil properly or coloring
inside the lines. We have to limit writing time, since children
may develop a negative attitude towards writing.

Bone and muscle growth are still not complete during his stage.
Most activities which use heavy pressure will be very difficult
for growing bones, muscles and ligaments. If students are
engaging in too much strenuous activities to test their
strengths, teachers may suggest of provide more coordinated
physical activities or competition or rotate players during
sports or games.
Motor Developement

Young school-aged children are gaining control although the major muscles of
their bodies. Most children have a good sense of balance. They like testing their
muscle strength and skill. They enjoy doing real life tasks and activities. They
pretend and fantasize less often because they are more in tune with everything
that is happening around them.

Children during this stage love to move a lot-they run, skip, hop, jump, tumble,
roll and dance. Because their gross motor skill are already developed, they can
now performed activities like catching a ball with one hand and tying their
shoelaces. They can manage zippers and buttons.Performing unimanual (requiring
the use of one hand) and bi-manual (requiring use of two hands) activities
becomes easier. Children's graphic activities, such as writing and drawing, are
now more simple designs letters and shapes. They hold pencils, crayons, utensils
correctly with supervision.
Motor development skills include coordination, balance,
speed, agility and power.

definitions of the different motor skills.

Coordination is a series of movements organized and timed to occur in

a particular way to bring about a particular result (Strickland
2000). The more complex the movement is the greater the coordination
is required. Children eye-hand and eye-foot coordination when they
play games and sports.

Balance is the child's ability to maintain the equilibrium and

stability of his/her body in different position. Balance is a basic
skill needed especially in this stage, one children are very active.
During this time, children have improved balancing skills.

Static Balance is the ability to maintain equilibrium in a fixed

position, like balancing on one foot.
Dynamic Balance is the ability to maintain equilibrium while
moving (Owens, 2006). Speed is the ability to cover a great
distance in the shortest possible time. Agility is one's
ability quickly change or shift the direction of the body.
This skills are extremely important in most sports. Power is
the ability to perform a maximum effort in the shortest
possible period.

All these motor skills are vital in performing different

activities, games and sports. Development of these skills
may spell the difference between success and failure
endeavors of the child.
Some Issues Affecting Physical Development

Obesity

This becoming the major concern for parents and health

care provider, since it seems its becoming a trend.
According to the World Health Organization- Western
Pacific Region, the Philippine is not spread from this
scenario, and the results of national nutrition surveys

are showing slow but increasing childhood overweight

and obesity rates. Prevalence of weight among children
to 5-10 years old has risen from 5.8% in 2003 to 9.1%
in 2013. Evidence also shows that overweight and obese
children are likely to stay obese well into there
adulthood and are more prone to develop non-
communicable disease like diabetes and some
cardiovascular at a much younger age.
Childhood Nutrition

Malnutrition remain a major health issue in the Philippines. This have been
proven to have serious effect on the physical and mental development of
children. For most Filipino children, poverty is the main reason why they do
not get the nutrition and energy required for their age. School-age children's
diet should include a good supply of vitamins, minerals and proteins found in
the most fruits and vegetables to combat the trend of eating out and eating too
much which puts at risk of increased consumption of soft drink, sugary and
salty snacks like crackers and chips.
Sleep

Primary school-age children 9 to 11 hours to sleep every day ( including daytime

naps).Sometimes due to their schedule in school, midday naps and siesta is not
possible anymore. Because of this, children may need to go to bed earlier rather than
nap. Children increased sport affiliation, extra-curricular activities, tv, internet,
computer and sometimes intake of caffeinated product could result difficulty in
falling asleep, disruption on their sleep and sometimes even nightmares. Poor and
inadequate sleep may result of mood swing behavioral problem such as hyperactivity and
cognitive problem which may impact their activity to concentrate in school.
"There is always one moment in
childhood when the door opens
and lets the future in"

-Deepak Chopia
Reference :
Corpuz, B.B ., Lucas, MR.D ., Borabo, HG.L .,
Lucido, P.I. (2018). The Child and Adolescent
Learners and LearningPrinciples. LORIMAR
PUBLISHING, INC ., Quezon City, Philippines.

Rance's.J.(2020)Module 18 : physical
development of primary
schoolers.https://www.slideshare.net/JesusRanc
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