Socio Emotional Development of Late Childhood

Socio Emotional Development of Late Childhood

• 1.
  Socio-emotional development for late childhood
• 2.
  • at thisperiod of socio-emotional development children are spending less time in the home. The bulk of their time is spent outside the home, either alone or with other children, rather than with adults.
• 3.
  SOCIO-EMOTIONAL DEVELOPMENT • One ofthe most widely recognized characteristics of this period is the acquisition of feelings of self competence. • Erickson’s Industry VS. Inferiority • They most likely employ more social comparison – distinguishing themselves from others. • In dealing with other children, they show increase in perspective-taking. • Perspective taking enables the child to: a) judge others’ intentions, purposes and actions, b) give importance to social attitudes and behaviors and to c) increase skepticism of others’ claims.
• 4.
  • Another milestonein this stage is the development of the children’s emotional intelligence (EQ), which involves the ability to monitor feelings of oneself and others use this to guide and motivate behavior. • Emotional Intelligence has four main areas: Developing emotional self-awareness Managing emotions ( self-control) Reading emotions (perspective-taking) Handling emotions (resolve problem)
• 5.
  Emotional Development • Positivity • Caringenvironment • Praise and encouragement • All experience success • Use of role models • Success in meeting challenges • Feeling of self-worth, mood swings.
• 6.
  Building friendships • Aschildren go through their late childhood, the time they spend in peer interaction increases. For them, good peer relationships are very important. The approval and belongingness they receive contribute to the stability and security of their emotional development. • At this stage, children prefer to belong to same-sex peer groups.
• 7.
  There are fivetypes of Peer Status: 1. Popular – frequently nominated as the best friend and one who is rarely disliked by peers. 2. Average – receives an average number of positive and negative nominations from peers. 3. Neglected – very seldom nominated as best friend but is not really disliked. 4. Rejected – infrequently nominated as a best friend but one who is also disliked by peers. 5. Controversial – frequently nominated as a best friend but at the same time is disliked by peers.
• 8.
  Family • Family supportis crucial at this stage which characterized by success and failure. If children do not find a supportive family when they find their interest (e.g. in hobbies like riding a bike or playing a musical instrument) they can easily gets frustrated. A high-quality adult relationship, specifically, family relationship enables them to successfully go through this stage of development.
• 9.
  Social Development • Enjoyment •Individual work • Rotation of roles • Cooperative work • Independent responsibility • Problem solving activities • Leadership opportunities • Fair play • Shared expectations • Team culture
• 10.
  Thank you for not sleeping!