SOCIO-EMOTIONAL

DEVELOPMENT
GROUP 4
 FREUD’S
PSYCHOSEXUAL
STAGES
 According to the famous psychoanalyst
Sigmund Freud, children go through a
series of psychosexual stages that lead to
the development of the adult personality.
Freud's stages of human development,
which consisted of five psychosexual stages
of development, described how personality
developed over the course of childhood.
Overview of Freud's Psychosexual Stages
of Development
The Oral Stage

During the oral stage, the infant's primary

source of interaction occurs through the mouth,
so the rooting and sucking reflex is especially
important. The mouth is vital for eating, and
the infant derives pleasure from oral
stimulation through gratifying activities such as
tasting and sucking.
The Anal Stage

During the anal stage, Freud believed that the

primary focus of the libido was on controlling
bladder and bowel movements. The major
conflict at this stage is toilet training—the
child has to learn to control their bodily needs.
Developing this control leads to a sense of
accomplishment and independence.
The Phallic Stage

Freud suggested that during

the phallic stage, the
primary focus of the libido is
on the genitals. At this age,
children also begin to
discover the differences
between males and females.​
The Latent Period

During this stage, the superego

continues to develop while the
id's energies are suppressed.
Children develop social skills,
values, and relationships with
peers and adults outside of the
family.
The Genital Stage

The onset of puberty causes the libido to

become active once again. During the
final stage of psychosexual development,
the individual develops a strong sexual
interest in the opposite sex. This stage
begins during puberty but last throughout
the rest of a person's life.
 ERIKSON’S

PSYCHOSOCIAL
STAGES
 The German psychologist Erik
Erikson proposed a psychosocial
theory demonstrating that people pass
through eight stages of psychosocial
struggle in their lifetime. These
psychosocial struggles contribute to
people’s personalities all throughout
their development.
Erik Erikson’s theory of 8 Stages of Development suggests that
people’s ego identity grows all through their life during the
following specific stages:
Infancy – Mistrust vs Basic trust;
Toddler – Doubt and shame vs Autonomy;
Preschool-age – Guilt vs Initiative;
School-age – Inferiority vs Industry;
Adolescence – Identity confusion vs Identity;
Young adulthood – Isolation vs Intimacy;
Middle age – Stagnation vs Generativity;
Older adulthood – Despair vs Integrity.
Stage 1 — Infancy
Trust Formation: Infancy is the stage where trust or
mistrust is formed, shaping the child's worldview.

Dependence on Caregivers: The child's complete

dependence on caregivers makes their role pivotal in the
child's psychosocial development.

Long-lasting Impact: Success or failure in building

trust during infancy has long-lasting impacts on
subsequent stages of development.
Stage 2 — Toddlerhood

Autonomy Building: Toddlerhood is the stage where a

child learns to do things independently, fostering self-
belief and autonomy.

Role of Encouragement: Praise and encouragement

from caregivers play a crucial role in building a child's
confidence and sense of ability.

Lasting Impact: Discouragement or lack of autonomy

support during this stage can lead to persistent feelings
of doubt and shame in later life.
Stage 3 — Preschool

Initiative Building: The Preschool stage is focused on fostering

a sense of initiative, allowing children to explore and
accomplish tasks autonomously.

Role of Encouragement: Support and encouragement from

caregivers are crucial in building a child's sense of purpose and
preventing feelings of guilt and despair.

Lasting Impact: The feelings of initiative or guilt developed

during this stage have long-term effects on a child's willingness
to explore and learn in subsequent stages of life.
Stage 4 — Early School Years

Industry Building: The Early School Years stage is focused on

fostering a sense of industry, allowing children to recognize
their individuality and seek validation for their achievements.

Role of Encouragement: Support and praise from peers,

caregivers, and teachers are crucial in building a child's sense of
accomplishment and preventing feelings of inferiority.

Lasting Impact: The feelings of industry or inferiority

developed during this stage have long-term effects on a child's
self-esteem and willingness to engage in future challenges.
 Stage 5 — Adolescence

Identity Exploration: Adolescence is a time of active exploration and experimentation to

develop a personal identity and understand one's place in the world.

Potential for Crisis: Excessive responsibilities or lack of guidance can lead to a

psychosocial crisis, resulting in confusion and a lack of direction.

Lasting Influence: The success or failure in forming a clear identity during adolescence
has profound implications for an individual's future goals, relationships, and overall well-
being.
Stage 6 — Young Adulthood

Pursuit of Intimacy: Young Adulthood is a time of seeking

deep connections and meaningful relationships, reflecting a
universal human need.

Risk of Isolation: Struggles with relationships can lead to

feelings of loneliness and detachment, impacting overall well-
being.

Complex Influences: Intimacy development is influenced by

various factors, including childhood relationships and individual
identity, underscoring the multifaceted nature of this stage.
Stage 7 — Middle Adulthood

Emphasis on Generativity: Middle Adulthood is characterized

by a focus on mentoring and sharing wisdom, reflecting a
universal human desire to nurture growth in others.

Risk of Stagnation: Failure to fulfill this mentoring role can

lead to feelings of inadequacy and disconnect from the
community.

Influence on Well-Being: Generativity has a substantial impact

on well-being during this stage, emphasizing the importance of
connection and guidance.
 Stage 8 — Late Adulthood

Reflection and Contentment: Late Adulthood is characterized by reflection on life's

achievements and a sense of contentment or despair, depending on the individual's
perception of their life journey.

Ego Integrity: A sense of pride and fulfillment in one's achievements leads to aging
gracefully and a willingness to share wisdom.

Influence of Cultural and Environmental Factors: Ego integrity in late adulthood is

shaped by a complex interplay of cultural and psycho-social environmental influences,
emphasizing the multifaceted nature of this stage.
 BANDURA’S

Social Learning Theory

 Albert Bandura’s
Developed a social learning theory which
proposes three regulatory systems to control
behaviour. His research analysed the roots of
human learning and noted the importance of
observation in the learning process.

Bandura believes observation, imitation, and

modelling are central components of the
learning process, and that behaviourism alone
can't account for every kind of learning .
 Basic Social Learning
1.Observational
Concept
2.Intrinsic 3.The Modelling
Learning Reinforcement Process
 Observational Learning
A live model A verbal A symbolic
instructional model model
Taking inspiration from the
Imitating a real person’s Following descriptive exploits of real or fictional
behavior accounts of behavior media characters.
Involves an actual Involves descriptions Which involves real or
individual and explanations of fictional characters
demonstrating or acting behavior. displaying behaviors in
out a behavior. books, films, televisions
programs, or online media.
Intrinsic Reinforcement
The Modeling Process
 Attention

● Non-engagement or
distraction impairs learnings.
● Mental focus or
concentration
● Willingness of the child
to observe and mimic
the behavior of model
 Retention
● What is learned must also be
retrievably stored.
● To encode the behavior in the
memory
● Ability to store information
 Reproduction
● Practising the learning is
essential to refine and
advance any new learning.
● To actually perform the
behavior observed
 Motivation
● The quality of motivation
will influence the quality of
learning, seeing others
experience reinforcement
and punishment can be as
effective as personal
experience.
● Force that drives one to act
 BRONFENBRENNER’S

ECOLOGICAL THEORY
 Bronfenbrenner’s
Urie Bronfenbrenner- An
American psychologist who
formulated the Ecological
Systems Theory to explain
how the inherent qualities of a
child and his environment
interact to influence how he
will grow and develop.
MICROSYSTEM

This involves the interaction of the child

and other people in the immediate setting,
such as the home, school, or peer group.
Initially, the microsystem is small,
involving care-giving interactions with
parents, usually at home. As children get
older, they do more, with more people, in
more places.
MESOSYSTEM
This involves the interactions of the various
settings within the microsystem. For
instance, the home and school interact
during parent-teacher conferences. The
school and the larger community interact
when children are taken out on field trips or
when the school system is trying to pass a
school levy.
 EXOSYSTEM
This layer refers to the bigger social system in which the
child does not function directly. This includes the city
government, the workplace, and, the mass media. The
structures in this layer may influence the child's
development by somehow affecting some structure in
the child's microsystem.
 MACROSYSTEM

This layer is found in the outermost part in the child’s

environment. The macrosystem includes the cultural
values, customs, and laws. The beliefs system contained
in one's macrosystem permeates all the interactions in the
other layers and reaches the individual.
 CHRONOSYSTEM
The chronosystem covers the element of the time as it relates
to a child's environments. This involves ''patterns of
stability and change'' in the child's life. This involves
whether the child's day is characterized by an orderly
predictable pattern, or whether the child is subjected to
sudden changes in routine.
 Bell’s Reciprocating Influences

Ricard Q. Bell
He focused on the mutually
interactions effects of the mother
and child.
 What is reciprocal Influences?
It means that child behavior influenced by others
and others influenced their behavior.

Law Of Reciprocity
States that every positive action can get Mars
positive reaction.
 (Cairns, 1972) says one way is to see reciprocal influences as “evocative” and to
examine children’s antecedents (social behavior, temperament, or emotional tone.)
as contributors to attachment, parental socialization, teacher- student
interaction, or peer relationship.
• Relationship with Parents

( Bell and Harper, 1977) Children who are more active, less responsive, and less
compliant tend to evoke negative parenting behavior as well as negative affect.
• Relationship with Teachers
( Skinner and Belmont, 1993) Similar to relationships
with parents, children’s reciprocal effects on teacher
behavior appear to magnify, rather than minimize,
earlier interindividual differences.

● Relationship with Peers

High relationship quality is also expected to increase
the reciprocal influences a child can have his or her
friend.
 Types of Reciprocity

Balanced Negative
Generalized
Reciprocity Reciprocal
Reciprocity
When at least two When one party receives
This type of reciprocity
entities take part in an more in the exchange
occurs when there is no
exchange and there is and it is perceived as
expectation of there
an immediate and equal being unfair.
being an immediate
reciprocal action.
reciprocal action.
 Minuchin’s Family System Model
Salvador Minuchin
- He developed a type of therapy that included in the children’s
family. He put the spotlight on a such dynamic system.

Minuchin Family Stress Model

- It is emphasized that the model is built on an ecological perspective
which focuses on a systems approach for understanding the impact of
stress on children and the family system.
 -Minuchin model is the position that all families are system in
transaction, and the stress is the part of the process of the family
adapting and accommodating the new situation.

(Pearlin and Schoolar, 1978) have identified three psychological

resources that may help family members deal with the extrafamilial
stress.
• The self esteem of each family member
• Attitudes about the world by family members( beliefs in mastery)
• Interpersonal skills ( communication skills)
 Minuchin(1974) sees stress as a phenomenon
flowing from four major sources:

Extrafamilial Focuses on one family Extrafamilial focuses on the whole

member family

When one family member is under Family systems are at times overloaded
stress the member’s interactions and by external pressures that affects the
transactions with other may affect the family system.
entire family system.
 Transitional Points for all family Stress around the Idiosyncratic
systems problems

If a family member becomes

seriously ill, that member's
This kind of stress is normal and related functions and power must be
to the evolution of the family system. allocated to other family
members.
( Mederer and Hill.1983) Point out that family must accommodate and
adapt of a relatively predictable life cylcle that includes the following
stages:

• Establishment ( childless, newly married)

• First Parenthood ( infant to 3 years. Old)
• Family with pre-school child( 3-6 years old)
• Family with school aged child ( 6-12 years old)
• Family with adolescent child ( 13-20 years old)
• Family as launching center( leave taking care of children)
• Family in Middle Years( empty nest)
• Family in Retirement ( breadwinner 65 above)
Emotional Intelligence
 Emotional intelligence

refers to the ability to perceive, understand, and manage

one’s own emotions and relationships. It involves being
aware of emotions in oneself and others and using this
awareness to guide thinking and behavior.
The four pillar of emotional intelligence:
 Factors Influencing Emotional Intelligence Development:

Parenting Style: The quality of parent-child interactions plays a significant

role in shaping children's emotional intelligence.

Peer Relationships: Interactions with peers provide opportunities for

children to practice and develop their emotional intelligence.

School Environment: School-based programs that promote social-

emotional learning (SEL) contribute to the development of emotional
intelligence in children.
WHAT IS LOVE?
 The Triangular theory of love was
developed in 1986 by Robert Sternberg, a
psychologist. Sternberg's triangular theory
of love is an approach that posits that love
can be comprehended through the
application of three components that, when
combined, are seen as forming triangular
vertices.
physical attraction, closeness,
romance, and connectedness, and
sexual bondedness.
consummation.

that lead a person

to remain with
someone and
move toward
shared goals.
Sternberg's 7
Types of Love
 Types of love

Friendship Infatuation
This type of love is when the Infatuation is characterized by
intimacy or liking component is feelings of lust and physical passion
without liking and commitment.
present, but feelings of passion
There has not been enough time for
or commitment in the romantic a deeper sense of intimacy,
sense are missing. romantic love, or consummate love
to develop.
 Types of love

Empty Love Romantic Love

Romantic love bonds people
is characterized by
emotionally through intimacy and
commitment without physical passion. Partners in this
passion or intimacy. At type of relationship have deep
times, a strong love conversations that help them know
deteriorates into empty intimate details about each other.
love.
 Types of love

Companionate love Fatuous Love

is an intimate, but non- In this type of love,
passionate sort of love. It commitment and passion are
includes the intimacy or liking present while intimacy or
component and the commitment liking is absent.
component of the triangle.
 Consummate Love

Consummate love is made up of all three components and

is the total form of love. It represents an ideal relationship.
PARENTING
IMPLICATIONS TO CHILD CARE, EDUCATION, AND
PARENTING

Children have varying intelligence profiles.

These profiles maybe based on influences
on learning and achievements. Parents,
child-care providers and teachers should be
able to recognize these through:
 PARENTING

• being an eager participant in children’s growth and

development
• understanding how to use children’s natural curiosity to help
make the appropriate developmental leaps in their skills and
abilities
• creating an atmosphere where risk can be taken and
discoveries made while children remain safe
 PARENTING
Primary school children’s socio-
emotional should be viewed in the
context of the child’s developmental
stage. Parents, child-care providers
and teachers should be able to
recognize these through:
 PARENTING
• gain understanding of their child’s socio-
emotional strengths and weaknesses by;
• encouraging children to talk about their
feelings without doing it forcefully
• provide opportunities for children to build
relationships with teachers and fellow
classmates
 PARENTING

• remind children that friendship have their ups and downs

and that occasional conflicts and arguments can be
healthy
• design activities that allow children to work on their own
and discover activities and hobbies that they enjoy
• model healthy relationship
Effective
discipline
 Consistency

Set clear rules and expectations for your

children, and enforce them consistently.
This promotes a sense of fairness and
helps children understand what behavior
is acceptable.
 Positive Reinforcement

Acknowledge and praise your children for

their good behavior. Rewarding positive
choices and actions can motivate them to
continue making positive choices in the
future.
 Appropriate Consequences

When children misbehave, it's important to

give them consequences that are logical
and related to their actions.
Consequences should be age-appropriate
and help children understand the impact
of their behavior.
 Teaching Opportunities

Instead of just punishing children, view

discipline as a chance to teach them
about the consequences of their actions
and help them make better choices in
the future
Thank you