SOCIOEMOTIONAL

DEVELOPMENT
ZAINAB HJ NAWAB KHAN
JABATAN ILMU PENDIDIKAN

HOW DO YOU FEEL RIGHT NOW?

CONTENT
EMOTIONAL DEVELOPMENT

INFANCY
EARLY CHILDHOOD
ADOLESCENCE

Socio emotional Spiritual, social,

emotional and moral

ATTACHMENT
TEMPERAMENT
Theory Kohlbergs theory, Banduras
theory, Ericksons theory

DEFINITION
Feeling or affect that can involve

physiological arousal
( e.g. a fast heart beat ), conscious
experience ( e.g. thinking about being in
love with someone),and behavioral
expression ( e.g. a smile or grimace).
(Santrock,2004)
Debate : which is the most important
aspects of emotion?

Psychologist classify emotions in many

different ways, but one characteristics of

almost all classifications is the designation
of an emotion as positive or negative.
a) Positive affectively (PA) the range of

positive emotions from high energy,

enthusiasm and excitement of being
calm, quiet and withdrawn
b) Negative affectively (NA) the range
emotions that are negatively toned, such
as anxiety, anger, guilt and sadness.

FUNCTIONALISM IN EMOTION
A number of developmentalists view the nature of

emotion differently today then their predecessors did

( Compos,1994,2001).
New view- emotions arise from individuals attempts to
adapt to specific contextual demands with the result that
a persons emotional responses cannot be separated
from the situations in which they are evoked
( Halle,2003)
Emotions are viewed as relational rather than as strictly
intrapsychic phenomena- emotions are elicited in
interpersonal contexts. Emotional expressions serve the
important function of signaling to others how one feels,
regulating ones own behavior and playing pivotal roles
in social exchange

INFANCY
Two broad types of emotions
a) Primary emotions ( 6 8 months)

present in humans e.g. surprise, interest

, joy, anger, sadness, fear and disgust.
b) Self- conscious emotions ( 1-
years)
require cognitive and consciousness
e.g. empathy , jealousy and
embarrassing
c) Evaluative emotions (2- years )
e.g. pride, shame, and guilt.

INFANT
Expressions of emotion are the first

language with which parents and infants

communicate before the infant acquires
speech (Maccoby,1992)
Babies action what is the respond
(caregiver)
Infants react to their parents facial
expressions and tone of voice
When a positive mood is been induced in
the child, the child is more likely to comply
with a parents reactions

Infant modify their affective displays and

behaviors on the basis of their appreciation

of their parents affective displays and
behaviors.
Emotional coaching parents monitor
child emotion
- parents teach / assist and coach their
child emotion
- less rejecting
- more scaffolding
- more praise

Infant various emotions

( Lewis,2002)
CRYING
Basic cry rhythmic pattern follow by a
briefer silence e.g. hunger
Anger cry loud crying
Pain cry sudden appearance of loud
crying

SMILING - 2 types

a) Reflexive Smile appears first month

after birth, usually during irregular patterns
of sleep not when the infant is alert
b) Social Smile occurs in response to an
external stimulus, 6 to 10 weeks of age
( Emde, Gaensbauer, & Harmon, 1976).

FEAR

a) Stranger anxiety infant shows a fear and

wariness of strangers, appears gradually first appearing
at about 6 months of age . By 9 months the fear of
strangers is often more intense and continues to
escalate through the infants first birthday ( Emde,
Gaensbauer & Harmon, 1976)
When infants have a sense of security, they are less
likely to show stranger anxiety
b) Separation protest - is a reflection of the infants
fear of being separated from his/her caregiver. Tends to
peak about 13 to 15 months. Varied across cultures

SOCIAL REFERENCING reading emotional

cues in others to help determine how to act
in a particular situation.
Help infants to interpret ambiguous
situations more accurately as when they
encounter stranger and need to know
whether to fear the person.
( Mumme,fernald & Herrera,1996)
Infants become better at social referencing
in the second year of life.

EARLY CHILDHOOD
Able to talk about emotions and increased

understanding of emotion ( Kuebli,1994)

Age

Description

2 4 years

Increase emotion vocabulary

Can use emotion language in
pretend play
can talk about emotions at
different situations and time

MIDDLE & LATE CHILDHOOD

Age

Description

5 to 10 years

Show increased capacity to reflect verbally on

emotions and to consider more complex
relations between emotions and situations
Demonstrate awareness about controlling and
managing emotions in accord with social
standards
Increased understanding that more than one
emotion can be experienced in a particular
situations

ADOLESCENCE
Aware of their emotional cycles e.g. feeling

guilty of being angry

More skillful at self-presentation of their
emotions to impress others e.g. cover up
anger in front of others
Understand the importance of being able to
communicate their emotions to improve
the quality of a relationship
(Saarni,1999)

Emotional Problems
1. Depression
2. Suicide
3. Stress

ATTACHMENT

TERMS
DEPRIVATION
occurs when something is taken away , when

a child has experienced attachment

separated for a period of time from their
primary attachment
SEPARATION
Occurs when a child is physically separated

from his/her primary caregivers. E.g.

attending nursery.
PRIVATION
Occurs when a child has never been able to

form any attachment.

DEFINITION
A relationship between particular social

figures and a particular phenomenon that is

thought to reflect unique characteristics of
the relationships
For infant- close emotional bond between
an infant and a care giver
( Bowlby,1969,1989)
Erick Erikson (1968), believed that the first
year of life is the key time frame fro
development of attachment.
Weizmann (2000), newborn is biologically
equipped to elicit ( reaction) attachment
behavior

Schaffer,1996
Phase 1

Birth to 2 months

Direct their
attachment to
human figures

Phase 2

2 to 7 months

Focused on one
figure, the primary
caregiver. Baby able
to distinguished
familiar and
unfamiliar people

Phase 3

7 to 24 months

Specific attachment
develop
Baby actively seeks
contact with familiar
figures

Phase 4

24 months onward

Partnership is form
Children became
aware of others
feelings and actions.

TEMPERAMENT

DEFINITION
Is an individuals behavioral style and characteristics

way of emotionally responding. Personality

aspects
A number of scholars conceive of temperament as a
stable characteristics of new born which comes to
shaped and modified by the childs later experiences.
Theories of temperament also agree that
temperament reflects both heredity, experience
and cultural influences
Research on twins; identical twins are more alike in
most aspects of temperament then fraternal twins
( Braungart et al.)

The influence of experience is shown by

studies of mother child interaction

When mothers interact easily and
confidently with infants, their infants are
less likely to develop intense, difficult
temperament ( Belsky, Fish &
Isabella,1991)
Research : all babies cry when having a
shot. In stressful situations like getting a
shot Japanese and Chinese babies are less
likely to become upset ( Kagan et. Al,1994)

There are four dimension of temperament

( Baron et. al., 1998)
a) Extroversion: the tendency to be outgoing,
assertive, and active
b)Agreeableness: the tendency to be kind, helpful,
and easygoing
c)Conscientiousness: the tendency to be
organized, deliberate, and conforming
d)Neuroticism: the tendency to be anxious, moody,
and self-punishing
e) Openness: the tendency to be imaginative,
curious, artistic and welcoming of new experiences .

ISL
In groups carry out a library research on

the socioemotional development of the

child at the prenatal and infant stage.
Students summaries main point in graphic
organizers and keep in portfolio.
TUTORIAL
ERIC ERICKSONS & KOHLBERHSTHEORY