COURSE MODULE Don Carlos Polytechnic College

Module week 13

Poblacion Norte, Don Carlos, Bukidnon

College of Education
EDUC 1: The Child and Adolescent Learners and Learning Principles
Semester of A.Y. 2020-2021

Introduction

This module will explore the Socio- Emotional development.

Intended Learning Outcomes

A. Understand the Socio- emotional development.

Activity

Brief Lecture: with the aid of a powerpoint with narration

Panel discussion via zoom on the topics

Discussion

SOCIO-EMOTIONAL DEVELOPMENT

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 interpersonal processes.

The core features of emotional development include the ability to identify and understand one’s own
feelings, to accurately read and comprehend emotional states in others, to manage strong emotions
and their expression in a constructive manner, to regulate one’s own behavior, to develop empathy
for others, and to establish and maintain relationships. (National Scientific Council on the
Developing Child 2004, 2)

Infants experience, express, and perceive emotions before they fully understand them. In learning to
recognize, label, manage, and communicate their emotions and to perceive and attempt to understand
the emotions of others, children build skills that connect them with family, peers, teachers, and the

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COURSE MODULE community. These growing capacities help young children to become competent in negotiating
Module week 13

increasingly complex social interactions, to participate effectively in relationships and group

activities, and to reap the benefits of social support crucial to healthy human development and
functioning.

Healthy social-emotional development for infants and toddlers unfolds in an interpersonal context,
namely that of positive ongoing relationships with familiar, nurturing adults. Young children are
particularly attuned to social and emotional stimulation. Even newborns appear to attend more to
stimuli that resemble faces (Johnson and others 1991). They also prefer their mothers’ voices to the
voices of other women (DeCasper and Fifer 1980). Through nurturance, adults support the infants’
earliest experiences of emotion regulation (Bronson 2000a; Thompson and Goodvin 2005).

Responsive caregiving supports infants in beginning to regulate their emotions and to develop a
sense of predictability, safety, and responsiveness in their social environments. Early relationships
are so important to developing infants that research experts have broadly concluded that, in the early
years, “nurturing, stable and consistent relationships are the key to healthy growth, development and
learning” (National Research Council and Institute of Medicine 2000, 412). In other words, high-
quality relationships increase the likelihood of positive outcomes for young children (Shonkoff
2004). Experiences with family members and teachers provide an opportunity for young children to
learn about social relationships and emotions through exploration and predictable interactions.
Professionals working in child care settings can support the social-emotional development of infants
and toddlers in various ways, including interacting directly with young children, communicating with
families, arranging the physical space in the care environment, and planning and implementing
curriculum.

Brain research indicates that emotion and cognition are profoundly interrelated processes.
Specifically, “recent cognitive neuroscience findings suggest that the neural mechanisms underlying
emotion regulation may be the same as those underlying cognitive processes” (Bell and Wolfe 2004,
366). Emotion and cognition work together, jointly informing the child’s impressions of situations
and influencing behavior. Most learning in the early years occurs in the context of emotional
supports (National Research Council and Institute of Medicine 2000). “The rich interpenetrations of
emotions and cognitions establish the major psychic scripts for each child’s life” (Panksepp 2001).
Together, emotion and cognition contribute to attentional processes, decision making, and learning
(Cacioppo and Berntson 1999). Furthermore, cognitive processes, such as decision making, are
affected by emotion (Barrett and others 2007). Brain structures involved in the neural circuitry of
cognition influence emotion and vice versa (Barrett and others 2007). Emotions and social behaviors
affect the young child’s ability to persist in goal-oriented activity, to seek help when it is needed, and
to participate in and benefit from relationships.

Young children who exhibit healthy social, emotional, and behavioral adjustment are more likely to
have good academic performance in elementary school (Cohen and others 2005; Zero to Three
2004). The sharp distinction between cognition and emotion that has historically been made may be
more of an artifact of scholarship than it is representative of the way these processes occur in the
brain (Barrett and others 2007). This recent research strengthens the view that early childhood
programs support later positive learning outcomes in all domains by maintaining a focus on the
promotion of healthy social emotional development (National Scientific Council on the Developing
Child 2004; Raver 2002; Shonkoff 2004).

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COURSE MODULE Module week 13

Interactions with Adults

Interactions with adults are a frequent and regular part of infants’ daily lives. Infants as young as
three months of age have been shown to be able to discriminate between the faces of unfamiliar
adults (Barrera and Maurer 1981). The foundations that describe Interactions with Adults and
Relationships with Adults are interrelated. They jointly give a picture of healthy social-emotional
development that is based in a supportive social environment established by adults. Children develop
the ability to both respond to adults and engage with them first through predictable interactions in
close relationships with parents or other caring adults at home and outside the home. Children use
and build upon the skills learned through close relationships to interact with less familiar adults in
their lives. In interacting with adults, children engage in a wide variety of social exchanges such as
establishing contact with a relative or engaging in storytelling with an infant care teacher.  

Quality in early childhood programs is, in large part, a function of the interactions that take place
between the adults and children in those programs. These interactions form the basis for the
relationships that are established between teachers and children in the classroom or home and are
related to children’s developmental status. How teachers interact with children is at the very heart of
early childhood education (Kontos and Wilcox-Herzog 1997, 11).

Foundation: Interactions with Adults

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Relationships with Adults

Close relationships with adults who provide consistent nurturance strengthen children’s capacity to
learn and develop. Moreover, relationships with parents, other family members, caregivers, and
teachers provide the key context for infants’ social-emotional development. These special
relationships influence the infant’s emerging sense of self and understanding of others. Infants use
relationships with adults in many ways: for reassurance that they are safe, for assistance in
alleviating distress, for help with emotion regulation, and for social approval or encouragement.
Establishing close relationships with adults is related to children’s emotional security, sense of self,
and evolving understanding of the world around them. Concepts from the literature on attachment
may be applied to early childhood settings, in considering the infant care teacher’s role in separations
and reunions during the day in care, facilitating the child’s exploration, providing comfort, meeting
physical needs, modeling positive relationships, and providing support during stressful times (Raikes
1996).

Foundation: Relationships with Adults

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Interactions with Peers

In early infancy children interact with each other using simple behaviors such as looking at or
touching another child. Infants’ social interactions with peers increase in complexity from engaging
in repetitive or routine back-and-forth interactions with peers (for example, rolling a ball back and
forth) to engaging in cooperative activities such as building a tower of blocks together or acting out
different roles during pretend play. Through interactions with peers, infants explore their interest in
others and learn about social behavior/social interaction. Interactions with peers provide the context

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COURSE MODULE Module week 13
for social learning and problem solving, including the experience of social exchanges, cooperation,
turn-taking, and the demonstration of the beginning of empathy. Social interactions with peers also
allow older infants to experiment with different roles in small groups and in different situations such
as relating to familiar versus unfamiliar children. As noted, the foundations called Interactions with
Adults, Relationships with Adults, Interactions with Peers, and Relationships with Peers are
interrelated. Interactions are stepping-stones to relationships. Burk (1996, 285) writes:

We, as teachers, need to facilitate the development of a psychologically safe environment that
promotes positive social interaction. As children interact openly with their peers, they learn more
about each other as individuals, and they begin building a history of interactions.

Foundation: Interaction with Peers

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Relationships with Peers

Infants develop close relationships with children they know over a period of time, such as other
children in the family child care setting or neighborhood. Relationships with peers provide young
children with the opportunity to develop strong social connections. Infants often show a preference
for playing and being with friends, as compared with peers with whom they do not have a
relationship. Howes’ (1983) research suggests that there are distinctive patterns of friendship for the
infant, toddler, and preschooler age groups. The three groups vary in the number of friendships, the
stability of friendships, and the nature of interaction between friends (for example, the extent to
which they involve object exchange or verbal communication).

Foundation: Relationships with Peers

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Identity of Self in Relation to Others

Infants’ social-emotional development includes an emerging awareness of self and others. Infants
demonstrate this foundation in a number of ways. For example, they can respond to their names,
point to their body parts when asked, or name members of their families. Through an emerging
understanding of other people in their social environment, children gain an understanding of their
roles within their families and communities. They also become aware of their own preferences and
characteristics and those of others.

Foundation: Identity of Self in Relation to Others

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Recognition of Ability
Infants’ developing sense of self-efficacy includes an emerging understanding that they can make
things happen and that they have particular abilities. Self-efficacy is related to a sense of
competency, which has been identified as a basic human need (Connell 1990). The development of
children’s sense of self-efficacy may be seen in play or exploratory behaviors when they act on an
object to produce a result. For example, they pat a musical toy to make sounds come out. Older
infants may demonstrate recognition of ability through “I” statements, such as “I did it” or “I’m good

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COURSE MODULE at drawing.”
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Foundation: Recognition of Ability

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Expression of Emotion
Even early in infancy, children express their emotions through facial expressions, vocalizations, and
body language. The later ability to use words to express emotions gives young children a valuable
tool in gaining the assistance or social support of others (Saarni and others 2006). Temperament may
play a role in children’s expression of emotion. Tronick (1989, 112) described how expression of
emotion is related to emotion regulation and communication between the mother and infant: “the
emotional expressions of the infant and the caretaker function to allow them to mutually regulate
their interactions . . . the infant and the adult are participants in an affective communication system.”

Both the understanding and expression of emotion are influenced by culture. Cultural factors affect
children’s growing understanding of the meaning of emotions, the developing knowledge of which
situations lead to which emotional outcomes, and their learning about which emotions are
appropriate to display in which situations (Thompson and Goodvin 2005). Some cultural groups
appear to express certain emotions more often than other cultural groups (Tsai, Levenson, and
McCoy 2006). In addition, cultural groups vary by which particular emotions or emotional states
they value (Tsai, Knutson, and Fung 2006). One study suggests that cultural differences in exposure
to particular emotions through storybooks may contribute to young children’s preferences for
particular emotional states (for example, excited or calm) (Tsai and others 2007).

Young children’s expression of positive and negative emotions may play a significant role in their
development of social relationships. Positive emotions appeal to social partners and seem to enable
relationships to form, while problematic management or expression of negative emotions leads to
difficulty in social relationships (Denham and Weissberg 2004). The use of emotion-related words
appears to be associated with how likable preschoolers are considered by their peers. Children who
use emotion-related words were found to be better-liked by their classmates (Fabes and others 2001).
Infants respond more positively to adult vocalizations that have a positive affective tone (Fernald
1993). Social smiling is a developmental process in which neurophysiology and cognitive, social,
and emotional factors play a part, seen as a “reflection and constituent of an interactive relationship”
(Messinger and Fogel 2007, 329). It appears likely that the experience of positive emotions is a
particularly important contributor to emotional well-being and psychological health (Fredrickson
2000, 2003; Panksepp 2001).

Foundation: Expression of Emotion

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Empathy
During the first three years of life, children begin to develop the capacity to experience the emotional
or psychological state of another person (Zahn-Waxler and Radke-Yarrow 1990). The following
definitions of empathy are found in the research literature: “knowing what another person is feeling,”
“feeling what another person is feeling,” and “responding compassionately to another’s distress”
(Levenson and Ruef 1992, 234). The concept of empathy reflects the social nature of emotion, as it

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links the feelings of two or more people (Levenson and Ruef 1992). Since human life is relationship-
based, one vitally important function of empathy over the life span is to strengthen social bonds
(Anderson and Keltner 2002). Research has shown a correlation between empathy and prosocial
behavior (Eisenberg 2000). In particular, prosocial behaviors, such as helping, sharing, and
comforting or showing concern for others, illustrate the development of empathy (Zahn-Waxler and
others 1992) and how the experience of empathy is thought to be related to the development of moral
behavior (Eisenberg 2000). Adults model prosocial/empathic behaviors for infants in various ways.
For example, those behaviors are modeled through caring interactions with others or through
providing nurturance to the infant. Quann and Wien (2006, 28) suggest that one way to support the
development of empathy in young children is to create a culture of caring in the early childhood
environment: “Helping children understand the feelings of others is an integral aspect of the
curriculum of living together. The relationships among teachers, between children and teachers, and
among children are fostered with warm and caring interactions.”

Foundation: Empathy

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Emotion Regulation
The developing ability to regulate emotions has received increasing attention in the research
literature (Eisenberg, Champion, and Ma 2004). Researchers have generated various definitions of
emotion regulation, and debate continues as to the most useful and appropriate way to define this
concept (Eisenberg and Spinrad 2004). As a construct, emotion regulation reflects the
interrelationship of emotions, cognitions, and behaviors (Bell and Wolfe 2004). Young children’s
increasing understanding and skill in the use of language is of vital importance in their emotional
development, opening new avenues for communicating about and regulating emotions (Campos,
Frankel, and Camras 2004) and helping children to negotiate acceptable outcomes to emotionally
charged situations in more effective ways. Emotion regulation is influenced by culture and the
historical era in which a person lives: cultural variability in regulation processes is significant
(Mesquita and Frijda 1992). “Cultures vary in terms of what one is expected to feel, and when,
where, and with whom one may express different feelings” (Cheah and Rubin 2003, 3). Adults can
provide positive role models of emotion regulation through their behavior and through the verbal and
emotional support they offer children in managing their emotions. Responsiveness to infants’ signals
contributes to the development of emotion regulation. Adults support infants’ development of
emotion regulation by minimizing exposure to excessive stress, chaotic environments, or over- or
understimulation.

Emotion regulation skills are important in part because they play a role in how well children are liked
by peers and teachers and how socially competent they are perceived to be (National Scientific
Council on the Developing Child 2004). Children’s ability to regulate their emotions appropriately
can contribute to perceptions of their overall social skills as well as to the extent to which they are
liked by peers (Eisenberg and others 1993). Poor emotion regulation can impair children’s thinking,
thereby compromising their judgment and decision making (National Scientific Council on the
Developing Child 2004). At kindergarten entry, children demonstrate broad variability in their ability
to self-regulate (National Research Council and Institute of Medicine 2000).

Foundation: Emotion Regulation

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COURSE MODULE Return to Top
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Impulse Control
Children’s developing capacity to control impulses helps them adapt to social situations and follow
rules. As infants grow, they become increasingly able to exercise voluntary control over behavior
such as waiting for needs to be met, inhibiting potentially hurtful behavior, and acting according to
social expectations, including safety rules. Group care settings provide many opportunities for
children to practice their impulse-control skills. Peer interactions often offer natural opportunities for
young children to practice impulse control, as they make progress in learning about cooperative play
and sharing. Young children’s understanding or lack of understanding of requests made of them may
be one factor contributing to their responses (Kaler and Kopp 1990).

Foundation: Impulse Control

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Social Understanding
During the infant/toddler years, children begin to develop an understanding of the responses,
communication, emotional expression, and actions of other people. This development includes
infants’ understanding of what to expect from others, how to engage in back-and-forth social
interactions, and which social scripts are to be used for which social situations. “At each age, social
cognitive understanding contributes to social competence, interpersonal sensitivity, and an awareness
of how the self relates to other individuals and groups in a complex social world” (Thompson 2006,
26). Social understanding is particularly important because of the social nature of humans and human
life, even in early infancy (Wellman and Lagattuta 2000). Recent research suggests that infants’ and
toddlers’ social understanding is related to how often they experience adult communication about the
thoughts and emotions of others (Taumoepeau and Ruffman 2008).

When do kids gain social and emotional skills?

Children start developing them as babies, and new
skills emerge as they get older.

Not all kids develop at the same pace. But there are
some milestones you can expect kids to meet around
roughly the same age. See this list of social and
emotional milestones at different ages.

Infants and Babies

By 2 months

 Cry to get needs met

 Occasionally self-soothe by sucking on hands and fingers
 Start to smile and look directly at you
By 4 months

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COURSE MODULE  Cry in different ways to show hunger, pain, or being tired
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 Smile in response to caregiver’s smile

 Play with toys by shaking them
By 6 months

 Are more aware of which people are familiar and which are strangers
 Can respond to other people’s emotions by crying, smiling, or laughing
 Enjoy looking at themselves in the mirror
By 9 months

 Start to show stranger anxiety

 May cry when familiar faces aren’t around
 Start to prefer some toys over others
By 12 months

 Play favorites with familiar people

 Are more interactive (like handing over a toy or a book or making a specific noise to get a
caregiver’s attention)
 Enjoy simple interactive games, like patty-cake and peekaboo

Toddlers and Preschoolers

Ages 18 months–2 years

 Have more temper tantrums and become more defiant as they try to communicate and be
independent
 Start simple pretend play, like imitating what adults or other kids are doing
 Become interested in having other kids around, but are more likely to play alongside them
(parallel play) than with them (cooperative play)
Ages 3–4 years

 Start to show and verbalize a wider range of emotion

 Are interested in pretend play, but may confuse real and “make believe”
 Are spontaneously kind and caring
 Start playing with other kids and separate from caregivers more easily
 May still have tantrums because of changes in routine or not getting what they want

Grade-Schoolers

Ages 5–6 years

 Enjoy playing with other kids and are more conversational and independent
 Test boundaries but are still eager to please and help out
 Begin to understand what it means to feel embarrassed
Ages 7–8 years

 Are more aware of others’ perceptions

 May complain about friendships and other kids’ reactions

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COURSE MODULE  Want to behave well, but aren’t as attentive to directions
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 Try to express feelings with words, but may resort to aggression when upset
Ages 9–10 years

 Share secrets and jokes with friends

 May start to develop own identity by withdrawing from family activities and conversations
 Are affectionate, silly, and curious, but can also be selfish, rude, and argumentative

Middle-Schoolers and High-Schoolers

Ages 11–15 years

 Start thinking more logically

 Are introspective and moody and need privacy
 Value friends’ and others’ opinions more and more
 May test out new ideas, clothing styles, and mannerisms while figuring out where/how to fit
in
Ages 16–18 years

 Strive to be independent and may start emotionally distancing from caregivers

 Start trying to discover strengths and weaknesses, at times seeming self-centered, impulsive,
or moody
 Show pride in successes
 Spend a lot of time with friends and may be interested in dating
Remember that all kids develop social and emotional
skills differently. If kids don’t meet every milestone
for their age right away, that’s OK.

If your child isn’t hitting many of these milestones,

learn more about trouble with social skills. Keep track
of what you’re seeing and share your concerns with
your child’s health care provider. Together you can
come up with a plan to help your child build social and
emotional skills.

Exercise

Create a reflection employing CERA.

Assessment

Reflection employing Content, Experience, Reaction and Application ( CERA) with rubrics

Critical essay ( Rubrics will be provided in the Platform- Google Classroom)

Reflection

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Resources and Additional Resources

https://www.understood.org/en/learning-thinking-differences/signs-symptoms/age-by-age-learning-
skills/social-and-emotional-skills-what-to-expect-at-different-ages

https://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp#:~:text=Social%2Demotional%20development
%20includes%20the,both%20intra%2D%20and%20interpersonal%20processes.
Additional Resources

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Attachment 1

Rubrics for critical essay

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 Fair Good Excellent
(N/A) (N/A) (N/A)
COURSE MODULE Module week 13

Opening Statement Fair Good Excellent

0-19 20-24 25-30

30 points maximum Opening Good Strong opening statement.
statement opening
lacked in statement. Topical and substantive
substance. arguments.
Some strong
Opening arguments Well organized and presented
statement presented. arguments.
lacked in
clarity. Needed High level of analytical rigor.
more
Opening organization.
statement
needed Needed a
significant higher level
increase in of analysis.
analytical
rigor. Needed
more
substance.
Clarity Fair Good Excellent

0-5 6-7 8-10

10 points Maximum Arguments Could have Excellent job in this area.
lacked better
clarity. clarified Clear and intelligible arguments.
your
Many points arguments Excellent clarification of your
were for the points within the discussion.
inconsistent. group.

Did not Some

effectively arguments
clarify were not
points/argum consistent.
ents during
the Good
discussion. clarification
of your
points during
the
discussion.
Argumentation/Style Fair Good Excellent

0-5 6-7 8-10

10
12 |points
P a g emaximum Need more Good job in Excellent job in this area.
engagement this area.
with the Persuasive argumentation.
larger Argumentati
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Attachment 2

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COURSE MODULE Reflection Evaluation Criteria (the rubric)
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Example of one Type of Rubric for a paper

Criteria Superior (54-60 Sufficient (48-53 Minimal (1-47 Unacceptable (0

points) points) points) points)

Depth of Response Response Response Response

Reflection demonstrates an in- demonstrates a demonstrates a demonstrates a
depth reflection on, general reflection on, minimal lack of reflection
and personalization and personalization reflection on, and on, or
of, the theories, of, the theories, personalization personalization of,
(25% of concepts, and/or concepts, and/or of, the theories, the theories,
TTL Points) strategies presented strategies presented in concepts, and/or concepts, and/or
in the course the course materials strategies strategies
materials to date. to date. Viewpoints presented in the presented in the
Viewpoints and and interpretations are course materials course materials to
___/15 interpretations are supported. to date. date. Viewpoints
insightful and well Appropriate examples Viewpoints and and interpretations
supported. Clear, are provided, as interpretations are are missing,
detailed examples applicable. unsupported or inappropriate,
are provided, as supported with and/or
applicable. flawed unsupported.
arguments. Examples, when
Examples, when applicable, are not
applicable, are not provided.
provided or are
irrelevant to the
assignment.
Required Response includes Response includes all Response is Response excludes
Components all components and components and missing some essential
meets or exceeds all meets all components components and/or
requirements requirements and/or does not does not address
indicated in the indicated in the fully meet the the requirements
(25% of instructions. Each instructions. Each requirements indicated in the
TTL Points) question or part of question or part of the indicated in the instructions. Many
the assignment is assignment is instructions. parts of the
addressed addressed. All Some questions assignment are
thoroughly. All attachments and/or or parts of the addressed
___/15 attachments and/or additional documents assignment are minimally,
additional documents are included, as not addressed. inadequately,
are included, as required. Some attachments and/or not at all.
required. and additional
documents, if
required, are
missing or

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COURSE MODULE Module week 13
unsuitable for the
purpose of the
assignment.
Structure Writing is clear, Writing is mostly Writing is unclear Writing is unclear
concise, and well clear, concise, and and/or and disorganized.
organized with well organized with disorganized. Thoughts ramble
excellent good Thoughts are not and make little
(25% of sentence/paragraph sentence/paragraph expressed in a sense. There are
TTL Points) construction. construction. logical manner. numerous spelling,
Thoughts are Thoughts are There are more grammar, or
expressed in a expressed in a than five spelling, syntax errors
coherent and logical coherent and logical grammar, or throughout the
___/15 manner. There are no manner. There are no syntax errors per response.
more than three more than five page of writing.
spelling, grammar, or spelling, grammar, or
syntax errors per syntax errors per page
page of writing. of writing.
Evidence Response shows Response shows Response shows Response shows
and Practice strong evidence of evidence of synthesis little evidence of no evidence of
synthesis of ideas of ideas presented and synthesis of ideas synthesis of ideas
presented and insights gained presented and presented and
insights gained throughout the entire insights gained insights gained
(25% of throughout the entire course. The throughout the throughout the
TTL Points) course. The implications of these entire course. Few entire course. No
implications of these insights for the implications of implications for
insights for the respondent's overall these insights for the respondent's
respondent's overall teaching practice are the respondent's overall teaching
___/15 teaching practice are presented, as overall teaching practice are
thoroughly detailed, applicable. practice are presented, as
as applicable. presented, as applicable.
applicable.

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