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Emotional and Psychological Development in early childhood
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By EKRAMUL HAQUEUnder the guidance of Dr. M.K.JINDAL
Emotional and Psychological Development
Emotion is a state of mental excitement characterized by physiological, behavioral changes and alteration of feelings
Physiology- depends on maturation in nervous system and the endocrinal system
Social development depends on child instincts and responses of those around him
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Influences on Social, Emotional and Psychological Development
Culture and child rearing practices
Disposition/temperament
Gender/sex role
Family circumstances/Socio-economic background
Physical health
Ordinal position (place in the family)
Social opportunities/ self concept/self esteem
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Erikson’s Psychosocial Stage Trust Versus Mistrust
Psychosocial Stage Period of Development Description
Basic trust versus mistrust
Infancy From warm, responsive care, infants gain a sense of trust, or confidence that the world is safe and predictable.
Mistrust occurs when children are neglected or caregivers do not respond promptly or consistently to children’s cues. 4
Infant Emotions
Infants learn emotional responses from those around them.
Social referencing – refers to infants using the emotional signals of others to guide their behaviour.
Stranger anxiety – begins to appear around 6 to 9 months when a fear of unfamiliar adults develops.
Separation anxiety – once infants have developed attachment to their primary caregivers, they become distressed when they are separated from their attachment figure. This is usually seen around 8-9 months.
Caregivers need to respond to children’s individual cues as stranger and separation anxiety will vary from infant to infant and situation to situation.
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Erikson’s Psychosocial Stage Autonomy Versus Shame and Doubt
Psychosocial Stage Period of Development Description
Autonomy versus shame and doubt
Toddlerhood Using new cognitive and motor skills, toddlers begin to assert themselves. Autonomy is fostered when caregivers allow limited choices and time for toddlers to practice their skills.
If the child is not allowed to make decisions or if they undertake actions beyond their abilities shame or doubt could occur.
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Cultural Differences in the Development of Autonomy
Cultural beliefs and practices may affect the degree to which children will seek autonomy.
Parental expectations will have an affect on the development of autonomy, as will methods of discipline and children’s personality.
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Cultural Differences in the Development of Autonomy
When parents foster independence they will be supportive of the development of autonomy in young children.
When dependence and obedience is valued, behaviour management strategies may be put into place to encourage children to develop autonomy at a different pace.
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Self concept/Self-esteem
Self concept refers to the picture we have of ourselves.
Self-esteem is the value we place upon those qualities, skills and attributes – how positive we feel about those characteristics.
Toddlers who develop a sense of autonomy or some control over their lives are likely to develop positive self-esteem.
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Self concept/Self-esteem
Much of this is dependent on the feedback they receive from others.
It is important that we have realistic expectations of children and match this with the support and recognition we give them.
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Toddler’s Emotions - Temper Tantrums
Expected behaviour in toddlersOccur for a variety of reasons, primarily frustration or fatigueFrustration can arise because of the toddlers’ developing sense
of self and limits to their physical and language abilities. Frustration can also occur if unrealistic expectations are placed
on toddlersFatigue can occur if toddlers do not receive adequate rest and
nutritionToddlers need a balance of active and quiet times through the
day
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Toddler’s Emotions - Aggression
Not uncommon in social interactions in toddlers
Linked to limited language abilities and inability to control their emotions
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Toddler’s Emotions - Fears
Stem from toddlers’ difficulty in distinguishing between fantasy and reality
Common fears include: the dark, going down the plughole in the bath, monster and loud noises.
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Erikson’s Psychosocial Stages Initiative versus Guilt
Psychosocial Stage Period of Development DescriptionInitiative versus guilt Preschool years Preschoolers
develop an increasing sense of their own ability and a desire to plan and make things happen. If encouraged this leads to a sense of initiative and supports the development of high self-esteem. 14
Erikson’s Psychosocial Stages Initiative versus Guilt
Psychosocial Stage Period of Development Description
Initiative versus guilt
Preschool years If preschoolers receive negative feedback or are punished for planning or trying to make things happen a sense of guilt may develop and thus low self esteem
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Preschoolers’ Social, Emotional and Psychological Development
Self concept
Preschoolers are aware of themselves as individuals
They start to compare their characteristics and abilities to those of others
They begin to take notice of what skills and behaviour are valued by their family and social groups
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Preschoolers’ Social DevelopmentPreschoolers’ friendships
Three years olds tend to see friendships in a concrete way (a friend is someone to play with and talk to)
Five year olds tend to develop a sense of loyalty towards particular friends
Pro-social behaviours develop through the preschool years
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Moral Development
Moral development relates to how children learn to decide if a behaviour is right or wrong.
Preschoolers begin to develop a conscience and start to feel “uncomfortable” or “guilty” if they do something they know is wrong.
At this stage moral standards are inconsistent. Rules may be applied in one situation but not in other similar situations.
Preschoolers show egocentric behaviour and are often unable to take another person’s point of view into consideration.
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Preschoolers’ Emotional Development
Aggression:
Anger and frustration in preschoolers may result in aggressive behaviour which can include punching, breaking items, name calling etc.
Educators need to stop the behaviour, remain calm and help support the child in developing more positive ways to express his/her feelings.
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Erikson’s Psychosocial Stages Industry versus Inferiority
Psychosocial Stage Period of Development Description
Industry versus Inferiority
Middle Childhood The child is now faced with the need to win approval through specific skills demanded by his /her culture. If the child develops the expected skills, he/she will develop a sense of industry and experience high self-esteem. 20
Erikson’s Psychosocial Stages Industry versus Inferiority
Psychosocial Stage Period of Development
Description
Industry versus Inferiority
Middle Childhood If the child receives negative feedback and has trouble developing these skills he/she will develop a sense of inferiority and experience low self-esteem.
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Self-concept and Self-esteem in Middle Childhood
Children, in middle childhood, begin to compare themselves against others, judging their skills, abilities and qualities against those of their peers.
They become more skilled at “reading” the messages (facial expression, tone of voice, body language) they gain from others. The feedback they receive can have either a positive or negative affect on their self-esteem.
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Self-concept and Self-esteem in Middle Childhood
Self-concept is the picture we have of ourselves in terms of our skills and abilities.
Self-esteem is how we feel others value us in terms of our skills and abilities.
In middle childhood there is a significant shift in children’s self-concept. Self-concept is no longer based purely on physical characteristics and skills. Children now start to describe themselves in terms of qualities (kind, thoughtful etc).
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Emotional Development during Middle Childhood
Emotions become more complex, and children become more skilled at hiding how they feel, during middle childhood.Stress or anxiety
Occurs when events overwhelm us and seem out of our control.
Can interfere with positive social relationships, the development of social skills and self-esteem.
Much of the child’s stress is related to fears.
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Emotional Development during Middle Childhood
Fears As children are now less egocentric, have broader social
experiences and more effective memory and thinking skills they now have new concerns.
They are now more aware of media events, school
expectations, family and peer relationships, hospitalisation and death.
This awareness may lead to worry and fearfulness, which
they may try to hide from others.
Adults need to be sensitive to children’s moods and develop positive relationships, to encourage children to talk about their fears.
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Emotional Development during Middle Childhood
Bullying More boys than girls are exposed to bullying and boys tend
to be more physical in their bullying behaviour.
Girls tend to use verbal bullying and isolate their “victims”.
“Victims” of bullying are likely to develop poor social skills, poor self-concept and low self-esteem.
Adults need to discourage bullying, by setting firm limits for unacceptable behaviour, monitoring indoor and outdoor play spaces and rewarding consistent positive behaviour.
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Emotional Development during Middle Childhood
Crisis Events both traumatic and unexpected cause
stress and anxiety.
Crisis situations in middle childhood include separation, divorce, domestic violence, hospitalisation, moving house etc.
A crisis can affect all areas of development.
It is important adults listen to children and comfort them. Caregivers need to offer practical support to both children and families in crisis situations.
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