How is social learning linked to academic learning?

Our last forum will look at social development. Please answer the following three questions in your initial posting.

1-How is social learning linked to academic learning?

2-How are schools providing for social development for children?

3-What are notable issues on gender-role development in society today and how are we as a family and society reacting?

Emotional and Social Development in Early Childhood

The focus of this lesson is the emotional and social development in early childhood. It is critical that, during a child’s early years, he or she is exposed to great variety of experiences that contribute to healthy social and emotional growth. Furthermore, this lesson will focus on the ways in which children develop a sense of self. When children interact with peers, they also advance in their social skills and social development. Finally, being aware of the different roles that genetic and environmental influences play on gender-role development will lead to greater understanding of gender expectations for these young children.

TOPICS TO BE COVERED INCLUDE:

· The development of the aspects of the self

· Peer sociability

· Moral development

· Gender-role development

Development of Aspects of the Self

As children learn to talk and their language skills improve, they become more self-aware as seen in the ways in which they subjectively talk about themselves. As children become able to understand their self-concept ‒ their attributes, attitudes, abilities, and qualities that make them unique ‒ they truly begin to develop a sense of self-awareness. This self-awareness has a profound impact on a child’s emotional and social life. Additionally, self-esteem is also affected by children’s awareness of self.

Self-Awareness

· RECOGNIZING SELF AS SEPARATE

· SELF-AWARENESS GROWS

· REFERRING TO SELF BY NAME

· PREFERENCES AND EMOTIONS

In infancy children develop an awareness of their body. As children continue to age, they begin to understand that they are separate beings from others. For example, during late toddlerhood, children learn that they have different emotional states, different characteristics (physical and emotional) and different actions or responses from others.

Psychosocial Developmental Stages

This self-awareness development corresponds to the second stage of Erik Erikson’s Psychosocial Development. Click on the icons to read about the milestones for each stage.

 

Age

Erikson’s Stage

 

1 ½ to 3

Autonomy versus Shame and Doubt.

 

3 to 4

Initiative versus Guilt.

 

5

Superego

FREUD’S SUPEREGO

CONSCIOUS

PRIDE AND HAPPINESS

IF SUPEREGO IS OVERLY STRICT

SOME SHAME AND GUILT IS NEEDED

Self-Concept

Self-concept is the image that we hold about ourselves. These ideas or images stem from the beliefs that a child has about him or herself as well as how other individuals view that particular child. Self-concept is what children think about themselves, how they evaluate themselves, and perceives themselves.

1/4

· The child’s self-concept, or the ideas that a child has about himself or herself has a direct impact on emotional and social well-being. The categorical self emerges when a child becomes aware of himself or herself as a separate being from others, and that they are an object in the world. It is here that children continue to develop their self-concept.

Self-Esteem in Early Years

· SELF-ESTEEM

· PREOPERATIONAL STAGE

· EASY-GOING TEMPERAMENT

· DIFFICULT TEMPERAMENT

Self-esteem, the judgements we make about our own worth and the emotions that are associated with such judgements, is another aspect of self concept. Self-esteem directly affects emotional experiences, future behaviors, and long-term psychological adjustments.

Self Esteem in Older Preschoolers

By the age of four, preschoolers have developed self awareness and even self-judgements in several areas of their life, like learning, relationships, play, etc.

SELF-JUDGMENTS

NO INTERRELATIONS

NO ASSIMILATION OF JUDGEMENTS FROM DIFFERENT SOURCES

COMPETENCIES INCORRECTLY APPRAISED

Autobiographical Memory

1/4

· As children’s self-awareness matures, so does their autobiographical memory, which is their remembered self. The remembered self includes accounts of experiences as a child as well as memories that are shared with the children by adults. The autobiographical memory greatly influences a child’s self-concept and self-esteem.

Peer Sociability

· PEER SOCIABILITY

· PROSOCIAL EVENTS

· COMMUNICATION ABILITY AND PEER RELATIONSHIPS

· TEACHING SOCIAL SKILLS

There are several areas in a child’s life that greatly affect the ways in which they interact socially with their peers. As children age, their relationships with their peers and their sociability advance. Peers play a critically important role in children’s well-being, because as their sociability develops, so does the children’s understanding of self and of others. Peer sociability is the interactions and friendships with others. Peer relationships in early childhood have a long-term impact on children. Positive peer relationships especially impact children because they serve as a protective factor against later psychological issues. On the other hand, negative peer relationships, such as peer rejection, are connected to poorer psychological and educational outcomes for children.

Levels of Peer Sociability

Peer sociability in the context of play affects children’s emotional and social development. Since play is the major activity of young children, much of what is known about children is in this context. For example, Mildred Parten is one of the first to study children in the context of play in 1930s. She identified that peer sociability proceeds in four levels.

NON-SOCIAL ACTIVITY

PARALLEL

ASSOCIATIVE

COOPERATIVE

CHILDREN ENGAGE IN DIFFERENT LEVELS OF PLAY

Sociodramatic Play

1/4

· Sociodramatic play, which is a type of Parten’s cooperative level of play, is a more cognitively advanced form of play. This play becomes more common in preschool years. This type of play supports cognitive, social, and emotional development.

Gender and Cultural Differences in Play

· GENDER DIFFERENCES

· PLAY IN INDIA

· PLAY IN CHINA

· RURAL AND URBAN DIFFERENCES

Girls engage in more sociodramatic play and boys engage in more rough and tumble types of interactions. Regardless of the type, play requires children to understand the emotions of themselves and others, exercise self-control, and respond to others’ verbal and nonverbal cues.

Friendships

Friendships for toddlers and preschoolers differs greatly from the components that make up a friendship for adult. Older toddlers and preschoolers have friendships, but they do not have the long-term enduring quality based on mutual trust, as adult friendships and relationships do. Children’s friendships are primarily based on pleasurable play and sharing toys, which lasts approximately until the age of seven, which is also the end of the psychosocial stage that Freud identified. Friendships are typically related to proximity. Children form friendships with other children at their daycare or preschool.

"Order a similar paper and get 15% discount on your first order with us
Use the following coupon
"FIRST15"

Order Now