Report on Children's Social, Emotional, and Psychological Well-being

This report provides a comprehensive overview of children's social, emotional, and psychological well-being, focusing on the developmental stages from 0 to 5 years old. It explores the emotional and social aspects of development, including how children develop self-identity, with a specific focus on ...Read More

Children’s Social, Emotional And
Psychological Well-being

Table of Contents
INTRODUCTION...........................................................................................................................1
.1. Describing the social, emotional and psychological aspects of development for children
aged 0-5 years.........................................................................................................................1
2. Discuss current theory about how infants and young children develop self-identity.........3
3. Discuss ways in which early childhood settings and educators can affect children’s social,
emotional and psychological well-being................................................................................4
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................6

INTRODUCTION
Acknowledging strengths as well as ability and supporting them in increasing their
learning capabilities. It is very important for parents as well as teacher to assist children in
developing the emotional and social skills. Parent should taught children about the techniques
which they should implement in order to manage their own emotions or behaviour. Children
feelings have direct as well as significant effect on their routine activities as well as behaviour
with other people in the society.
The present report have focus on analysing psychological, emotional and social of
children belonging to the age of 0-5 years. It also has emphasizes on analysing the way
children’s develop their self identity.
.1. Describing the social, emotional and psychological aspects of development for children aged
0-5 years.
Emotional development in childhood is considered to be as a mixture of two hypotheses
these are dynamic system as well as functionalist theory. Child interaction with external
environment can be considered to be as dynamic transactions which includes multi emotions :
For instance, actions tendencies, experiential feeling which changes with the passage of time, as
child get matures and become able to provide an appropriate response to changes in
environment. In addition to this, emotional development is considered to be as important factor
which represents social experience, in context of culture (Rucinski, Brown & Downer, 2017). It
is very much important for an individual to considered the emotional development of child from
the point of view of bio- ecological framework which consider human beings as dynamic
systems embedded within a community context.
Infancy (0-12 months) : Self-soothing and learning to modulate reactivity. Behavior synchronism
with others in some expressive channels. Child use symbols such as crying for gaining the
attention of parents or care givers Toddler hood:12 mos.-2½ years- In addition to this, child
belonging to the age of twelve to two and half months are very much conscious about their own
emotional expression. petulance due to restriction imposed on spread out liberty and exploration
needs. Children belonging to this age are conscious about their expressive behaviour. Increase in
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favouritism of others’ expressions. It involves development of basic cognitive procedure Child
develop ability to speak only few words.
Preschool:2-5 years : Children belonging to the age of two to five years have ability to control
their expressive behaviour. But symbols can lead to high level of stress for them which might
have negative effect on their behaviour. Wrong or unreal facial expressions can mislead another
about one’s feelings. At this stage, children interact with other people and they develop
understanding about social expectation as well as transactions. Children at this stage have
awareness about their own feelings. Adoption of unreal expressive behaviour in play as well as
teasing. Dependence on Parents or caregivers for supportive staging during stressful conditions.
Behaviour synchronism with others in some communicative channels. Children belonging to this
age has sympathetic feeling for their friends, family members, colleagues etc.
` In addition to this, development of competence abilities is considered to be as a growth
procedure such as specific abilities or core competencies originate differently at different stages
of development. For instance, young children have knowledge about the emotions as well as they
have ability to control their behaviour. Other example is, children belonging to the age of twelve
to two months attract care givers utilising social symbols such as crying. Young children’s
emotion expression and emotion regulation are less well-developed, requiring more support and
reinforcement from the social environment (Knight, 2017.). School going children has the
potential to evaluate their own behaviour and they have communication skills using which
children explain the full situations.
Autonomy and shame: This types of feelings occurs in the children at the age of 18 to three
years. At this stage, children generally develop the sense of autonomy as well as independence,
They become able to perform their own routine functions.
Initiative Verses guilt : At the age of two years of age children starts communicating with other
people. If given a chance, children develop a sense of initiative and feel assured in their ability to
lead others.
Industries verses Inferiority :At the age of five to twelve years, Children have ability to read
and write. At this stage, parents and teacher motivates children to take initiative for development
of additional skills. If in case, if the child fails to gain those abilities, Then they might feel the
world in demanding.
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Identify vs. Role confusion : At the age of adolescence that is twelve to eighteen years. During
this age, children have focus on searching personal identity. Adolescence is considered to be as
psychosocial stage between childhood and adulthood.
Generative vs. Stagnation :if Children belonging to the age of adolescence achieve success then
they have feeling of accomplishment (Junge, Garthus-Niegel & Eberhard-Gran, 2017.). If they
get fail children feel demotivated and their do not prefer to participate in other activities.
2. Discuss current theory about how infants and young children develop self-identity.
Self identity refers to a way in which an individual views themselves and their role in the
world. People living in this world have their own sense of self identity that has been formed by
their own life experiences. May it feels like more of a loner as a child, sitting in back of the class
and just being quiet. But hen when a child hit the stage of puberty, an infant becomes an athlete
and make more friends. It has been identified that self identity of children is specifically very
tricky. As children grow and learn, they continuously pushing the boundaries of what they feel
they can do. There are various philosophers and psychologists who have introduced concept of
self-identity, but theory of Erik Erikson has done an excellent work by introducing stages,
challenges and techniques for constructing positive self identity (Breeman, Wubbels & Tick,
2015).
One known psychologist namely Erik Erikson is most popular for developing his
psychological theory of identity development. He also argued that development takes place in
stages and is greatly affected y one's interactions with their surroundings. It has been determined
that every person has its own unique quality, further, this identity is composed of the various
personality traits that can be considered positively and negatively (Eisenberg, Spinrad &
Valiente, 2016).
Stages Psychosocial crisis Basic virtue Age
1 Trust vs. Mistrust Hope 0 to 1.5
2 Autonomy vs. Shame Will 1.5 to 3
3 Initiative vs. Guilt Purpose 3 to 5
4 Industry vs. Inferiority Competency 5 to 12
5 Identify vs. Role confusion Fidelity 12 to 18
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6 Intimacy vs. Isolation Love 18 to 40
7 Generativity vs. Stagnation Care 40 to 65
8 Ego integrity vs. Despair Wisdom 65
3. Discuss ways in which early childhood settings and educators can affect children’s social,
emotional and psychological well-being.
Social and well being comes from children feeling safe, secure and valued. It has been
notices that the sense of well-being makes them free to explore and learn. They learn various
ways to interact their needs, knowing that they can get support and help when they need it.
Further, they step-by-step recognise and learn to express their feelings and attain skills &
understandings about relating to others (Cherry,2017). Further, are various ways through which
educators can affect children’s social, emotional and psychological well-being:
 Being a good emotional role model :- infants model their behaviour and attitude from
people they admire, such as; parents and teachers. So, when care providers model a
numerous of emotions, children learn and coping strategies to control their emotions, also
they learn right ways to response in similar circumstances.
 Implementing social and emotional skills :- further, it seems that in schools there is a
need to apply high quality social and emotional skills based interventions within the
context of an entire school approach. Comprehensive application of tools and guidelines
are needed to support schools in adopting a whole school approach to social and
emotional learning (Saarni, 2011).
 Create appropriate environment :- there is an evidence that school environment is the
largest determinant of the degree of emotional and social competence and welfare in
children and teachers. For instance, an environment that encourages competence and
well-being is one that fosters warm relationships, inspires participation, develops
autonomy, etc.
 Read books with social-emotional content :- teachers can read books related to social
emotional plots, can provide opportunities to learn and discuss social and emotional
topics, such as turn taking and cooperation (Craig, Brown & DeRosier, 2016).
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 Give choices :- providing infants with choices and the independence to create them are
connected to higher degree of social-emotional learning. Further, a parent child
relationship that includes performing together to resolve problems teaches infants about
how to negotiate and solve issues with parents.
 Make use of positive discipline strategies :- making rules and expectations for
behaviours, giving warnings of potential consequences, offering approval and motivation
for positive attitude and neglecting unwanted behaviour that are related with high level of
social and emotional skills (Healy Sanders & Iyer, 2015).
 Culture and self concept :- this is another way that can influence children's well-being
which states that having a strong cultural raise children's self-confidence and promotes a
sense of connectedness and happiness. Apart from this, teaching infants to respect and
appreciate variations and differences between various cultures is hence very crucial for
all children's social development.
 Ask questions :- teachers can ask various questions to children that encourage them to
place themselves in someone else's shoes. Questions such as; how would you feel if.... ?,
assist infants to learn skills for perspective taking (Davis, 2018).
CONCLUSION
The entire report on children's social, emotional and psychological well-being described
that development in children socially involves learning values, knowledge and skills that allows
them to relate to others effectively and to contribute in positive way to family, school &
community. Also, promoting children's social competence is termed as the one of the founding
principles of the Office of Head Start. Between age of 0 to 5 years, children adopt to pretend
expressive behaviour in play and testing and raise their verbal comprehensive and creation of
words to express themselves. Later, the report also described Erik Erikson's theory as
psychological development. In last I added various ways through which teachers can affect
children's social, emotional and psychological well-being.
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REFERENCES
Books & Journal
Breeman, L. D., Wubbels, T. & Tick, N. T., (2015). Teacher characteristics, social classroom
relationships, and children's social, emotional, and behavioral classroom adjustment in
special education. Journal of School Psychology. 53(1). pp.87-103.
Cherry, K., (2017). Erik Erikson's Stages of Psychosocial Development. Psychology.
Psychosocial Theories. Päivitetty. 14. p.2017.
Craig, A. B., Brown, E. R. & DeRosier, M. E., (2016). Enhancing children’s social emotional
functioning through virtual game-based delivery of social skills training. Journal of Child
and Family Studies. 25(3). pp.959-968.
Davis, M. H., 2018. Empathy: A social psychological approach. Routledge.
Eisenberg, N., Spinrad, T. L. & Valiente, C., (2016). Emotion-related selfregulation, and
children’s social, psychological, and academic functioning. Child psychology: A Handbook
of Contemporary Issues, 3rd Edn, eds C. Balter and CS Tamis-LeMonda (New York, NY:
Routledge), pp.219-244.
Healy, K. L., Sanders, M. R. & Iyer, A., (2015). Facilitative parenting and children’s social,
emotional and behavioral adjustment. Journal of Child and Family Studies. 24(6).
pp.1762-1779.
Junge, C., Garthus-Niegel, S. & Eberhard-Gran, M., (2017). The impact of perinatal depression
on children’s social-emotional development: a longitudinal study. Maternal and child
health journal. 21(3). pp.607-615.
Kim, J. & Kim, J. M., (2017). Fathers' indirect contribution to children's social-emotional
development via mothers' psychological parenting environments. Social Behavior and
Personality: an international journal. 45(5). pp.833-844.
Knight, Z. G., (2017). A proposed model of psychodynamic psychotherapy linked to Erik
Erikson's eight stages of psychosocial development. Clinical psychology &
psychotherapy,. 24(5). pp.1047-1058.
Rucinski, C. L., Brown, J. L. & Downer, J. T., (2017). Teacher–child relationships, classroom
climate, and children’s social-emotional and academic development.
Online
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Saarni, C., 2011. Emotional Development in Childhood. [Online]. Available on:
<http://www.child-encyclopedia.com/emotions/according-experts/emotional-development-
childhood>
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