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SOCIAL EMOTIONAL DEVELOPMENT OF YOUNG CHILDREN / GSS 2023
INDIVIDUAL ASSIGNMENT

1. INTRODUCTION What is social and emotional development of young children ?
Social and Emotional Development means, how do children start to understand who they are,
what they are feeling, what they expect to receive from others? These concepts are at the heart of
their social-emotional wellness. They contribute to a childs self-confidence and empathy, her
ability to develop meaningful and lasting friendships and partnerships, and her sense of
importance and value to those around her. Childrens social-emotional development influences
all other areas of development: Cognitive, motor, and language development are all greatly
affected by how a child feels about herself and how she is able to express ideas and emotions.
Professionals sometimes define healthy social-emotional development in young children as early
childhood mental health. Healthy social-emotional development includes the ability to: Form and
sustain positive relationships.
2. What is prejudice and how to reduce ?
Definition:
Prejudice is a baseless and usually negative attitude toward members of a group. Common
features of prejudice include negative feelings, stereotyped beliefs, and a tendency to
discriminate against members of the group. While specific definitions of prejudice given by
social scientists often differ, most agree that it involves prejudgments (usually negative) about
members of a group.



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Types of Prejudice
Prejudice can be based upon a number of factors including sex, race, age, sexual orientations,
nationality, socioeconomic status and religion. Some of the most well-known types of prejudice
include:
Racism
Sexism
Classicism
Homophobia
Nationalism
Religious prejudice
Agism
Ways to Reduce Prejudice
In addition to looking at the reasons why prejudice occurs, researchers have also explored
different ways that prejudice can be reduced or even eliminated. Training people to become more
empathetic to members of other groups is one method that has shown considerable success. By
imaging themselves in the same situation, people are able to think about how they would react
and gain a greater understanding of other people's actions.
Other techniques that are used to reduce prejudice include:
Passing laws and regulations that require fair and equal treatment for all groups of
people.
Gaining public support and awareness for anti-prejudice social norms.
Making people aware of the inconsistencies in their own beliefs.
Increased contact with members of other social groups.

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3. Current issues relating to social and emotional development of young
children ( 3 issues)
1. Separation from parents or primary caregivers can sometimes be difficult, especially at school,
and can be the cause of emotional distress.
During the first days of kindergarten, there may be tears for some children. Some children are
sad to leave their mothers; others are afraid of the unknown situation. These tears, however, do
not last long. It is rare to have five-year-olds crying beyond the first month of school.
The social-emotional curriculum is an integral component of the preschool program. Teachers
create an environment that supports the social and emotional growth of each child. The child is
encouraged to trust her teachers and her peers while at the same time become self-reliant and
autonomous. She is given opportunities to speak out and express herself in socially acceptable
ways. The teachers value and support her ideas and feelings. During the course of her preschool
and kindergarten time, the child grows in her social and emotional capacities.

2. Challenging Behavior, there is an endless list of challenging (or hard-tomanage) behaviors,
which may include, but are no limited to, hitting, shoving, yelling, having tantrums, not sharing,
throwing and breaking toys, grabbing, biting, spitting and kicking. And at one time or another,
Every preschool teachers has dealt with a child with such behaviors

Challenging behavior is any disruptive or destructive behavior that does the
following:
Gets in the way of the childs learning, development and success at play.
Is harmful to the child, other children or adults, or causes damage to the environment.
Socially isolates the child because other children do not want to play with him or her.
Puts the child at high risk for later social problems or problems in school.

The focus of much of challenging behavior is on aggressive behavior, though children who have
shy behavior are often considered equally challenging. But because aggressive behavior is so
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determined and outward focused, it is very important to support these children to make sure that
they continue any improvements they have made.

3. Spirited child, all toddlers are busy, but the spirited child is much busier. If you care for a
spirited child you will have more on your hands. While a high-energy child is typical, some are
more intense, persistent and empathetic than other children. They likes to perform. She may be
charming, and among her peers she may be recognized as a charismatic leader. She may seem
always hungry for attention and loves being the center of attention. She may feed on external
stimulation including needing feedback from others.

4.SUMMARY
As a beginning preschooler, the child learns to make choices for herself and learns ways to
become part of a group. Separation from her parents is a significant element in gaining
independence. The teachers become an important link in this transition away from home and
parents as the child develops trust in adults other than her primary caregivers. As the child
becomes increasingly independent, she is also learning the rules, routines, and expectations of
the classroom. This includes waiting her turn, knowing the daily schedule, sitting in circle,
raising her hand to speak, and walking in line. She begins to discover that there are natural and
logical consequences if these expectations are not met.

5. RECOMMENDATION
The child also learns to take care of herself and the environment around her. Montessori believed
that when given the proper models and the correct tools, every child could and should do for
herself all that she is capable of doing. In the classroom, this manifests into being responsible for
self-care, such as hand washing and dressing oneself, and care of the environment, such as
sponging her table, mopping, sweeping, watering plants, and mirror washing. The child is also
expected to exhibit "grace and courtesy." For example, she is encouraged to push in her chair
when getting up from her table, walk while inside the classroom, put materials away when
finished working with them, and say please and thank you when appropriate.

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Making friends is an important social skill that the child begins to learn in preschool and all
throughout her life. She learns how to share materials and practice give and take. When there is a
conflict with a peer, she is given the tools to resolve those conflicts, at first with the guidance of
a teacher and later, without the intervention of an adult. The teachers use a variety of methods
such as role-playing and puppets to help the child identify the problem and find a solution that
satisfies all involved. As she becomes an older preschooler and kindergartener, she learns the
language of inclusion, which consists of inviting someone to play, asserting her interest in
joining a group, and including others in a group game. She is also provided with many occasions
to express her feelings and emotions. Teachers talk about their own feelings, read books about
emotions, and model vocabulary for expressing them. In turn, the child learns to read facial and
body expressions, talks about her feelings in terms of her own experiences and may make a book
of feelings.



















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6. REFERENCES

1. Young children's emotional development and school readiness
C Raver - Social policy report, 2003 - ceep.crc.uiuc.edu

2. A review and reformulation of social information-processing mechanisms
in children's social adjustment.

3. NR Crick, KA Dodge - Psychological bulletin, 1994 - psycnet.apa.or

4. Stereotypes and prejudice in conflict
D Bar-Tal, Y Teichman - 2005 - langtoninfo.co.uk

5. Racial attitudes of preschoolers: Age, race of examiner, and child-care
setting
RJ Glover, CA Smith - Psychological reports, 1997 - amsciepub.com
Social and Emotional Wellbeing
A Guide for Childrens Services Educators







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TABLE OF CONTENT

1. INTRODUCTION (pg. 1)
2. WHAT IS PREJUDICE AND HOW TO REDUCE ? (pg. 2 )
3. CURRENT ISSUES RELATING TO SOCIAL AND EMOTIONAL
DEVELOPMENT OF YOUNG CHILDREN (pg. 3 )
4. SUMMARY (pg. 4)
5. RECOMMENDATION (pg. 4-5)
6. REFERENCE (pg. 6)
7. RUBRICS