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EDU111-LESSON.20 (2)

The document discusses the socio-emotional development of primary school children, focusing on Erik Erikson's psychosocial stage of Industry vs. Inferiority. It highlights the importance of self-concept, peer relationships, and the role of parents and educators in fostering a child's emotional growth. Additionally, it provides strategies for addressing children's social difficulties and promoting positive interactions among peers.

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13 views29 pages

EDU111-LESSON.20 (2)

The document discusses the socio-emotional development of primary school children, focusing on Erik Erikson's psychosocial stage of Industry vs. Inferiority. It highlights the importance of self-concept, peer relationships, and the role of parents and educators in fostering a child's emotional growth. Additionally, it provides strategies for addressing children's social difficulties and promoting positive interactions among peers.

Uploaded by

raymondpenaverde380
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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MOTIVATIONAL

ACTIVITY

JUMBLED WORDS
TNEMPOLEVE
D
SYPCHSOOCAI
L CIRISS
BNGUILDI
RIFEDNHISP
NTAISCOAIL
ROIVAHEB
LFSE
ONCRLOT
SOCIO-EMOTIONAL
DEVELOPMENT OF
PRIMARY SCHOOLERS

LESSON 20 :

Prepared by: ANILAO, LERILYN L.


LEARNING OUTCOMES:

At the end of this Module, you should be able to:

• identify the different characteristics of primary school-aged


children in this stage of development.

• discuss the different factors that affect the socio-emotional


growth of the primary- schoolers.
INTRODUCTION

The development theorist, Erick Erikson, formulated eight


stages of man’s psychosocial development. each stage is
regarded as a “psychosocial crisis” which arises and
demands resolution before the next stage can be
achieved.
Preschool children belong to the fourth stage of Erikson’s
Psychosocial Stages. Here, children have to resolve the
issue on Industry vs. Inferiority
The following are all eight of Erikson's psychosocial stages:

Birth to 18 months: Trust vs. mistrust


18 months to 3 years: Autonomy vs. shame and doubt
3 years to 5 years: Initiative vs. guilt
6 years to 11 years: Industry vs. inferiority
12 to 18 years: Identity vs. confusion
19 to 40 years: Intimacy vs. isolation
40 to 65 years: Generativity vs. stagnation
65 years to death: Integrity vs. despair
Industry - Refers to the sense of competense and
accomplishment that individuals develop in their skill and
abilities. it is a concept introduced by Erik Erikson in his
theory of psychosocial development.

Inferiority - Refers to a sense of inadequacy,


incompetence, and low self- esteem that individuals may
develop when they are unable to meet the challenges and
expectations set for them.
ABSTRACTION

Industry vs. inferiority is the psychosocial crisis that


children will have to resolve in this stage. Industry
refers to a child's involvement in situations where long,
patient work is demanded of them, while inferiority is
the feeling created when a child gets a feeling of failure
when they cannot finish or master their school work.
In this stage, children, will most likely, have begun going
to school. School experiences become the priority, with
children so busy doing school work. The encouragement
of parents and caring educators helps to build a child's
sense of self-esteem, confidence and ability to interact
positively in the world.
UNDERSTANDING THE SELF

One's self-concept is the knowledge about the self, such as beliefs


regarding personality traits, physical characteristics, abilities,
values, goals and roles.

It also involves a sense of belonging and acceptance, a sense of


good and a sense of being capable of doing good.

Having a healthy self-concept does not mean that a child thinks


he/ she is better than others. It means that he/she likes himself
herself, feels accepted by his/her family and friends and believes
that he she can do well.
Primary school children's self-concept is influence not only
by their parents, but also by growing number of people they
are interacting with, including teachers and classmates.
Children have a growing understanding of their place in the
world. They already know that they are comfortable and
confidence in doing things they are good at, but also show
frustration things that they find difficult.
School Years

In the transition from pre-elementary to primary school,


children tend to become increasingly self-confident and able
to cope well with social interactions. They are not focused on
themselves anymore but are also aware of the needs and
desires of others. The issues of fairness and equality become
important to them as they learn to care for people whe are
not part of their families. Characteristics like loyalty and
reliability are being considered as well as responsibility and
kindness.
Building Friendships

"What is a FRIEND? A single soul dwelling in two bodies."

- Aristotle
Making friends is a crucial but
very important part of
children's social and
emotional growth. As soon as
they are able to walk and
talk. they will tend to show
natural inclination to be
around other children.
Children, during this stage, most likely belong to a peer
group. Peer groups are characterized by children who
belong approximately to the same age group. It is found
along the stages of childhood through adolescence. But
for children, until the age of seven or eight, they think of
themselves more than others. They may play well with
groups but may need some time to play alone.
Primary school children prefer to belong to peer groups
of the same gender. Many children will use their
surroundings to observe and mingle with other children.
Some will see this as an opportunity to make friends
while others remain a bit of a loner.
Antisocial Behavior

Some adults may perceive that some children's behavior


towards other children as antisocial. When children poke,
pull, hit or kick other children when they are first
introduced, it is fairly normal. Remember that children at
this stage are still forming their own world views and other
children may seem like a curiosity that they need to
explore. Parents and teachers can help children make
friends. You can consider the following:
• Expose the children to kid-rich environments (e.g., playgrounds,
park),

• Create a play group in your class and let the children mingle with
their classmates.

• When your children hit other children, remind them that their
behavior hurts others.

• Coordinate with the parents and other teachers so that the


children will have greater opportunity to interact with other
children.
Self Control

Once children reach school age, they begin to take pride


in their ability to do things and their capacity to exert
effort. They like receiving positive feedback from their
parents and teachers. This becomes a great opportunity
for parents and teachers to encourage positive
emotional responses from children by acknowledging
their mature, compassionate behaviors.
Implications to Child Care, Education and Parenting

Primary school children's socio-emotional competency should


be viewed in the context of the child's developmental age.
Health-care providers, teachers and parents should be able to:

• gain understanding of their child's socio-emotional


strengths and weaknesses by observing the child's behavior
at home.
• work collaboratively with the child's parents and health-
care provider to expand one's insights on the child's
development,
• provide a supportive setting where children have
opportunities to practice emotional regulation and social
skills with peers.

• give children activities when they can practice taking turns,


sharing and playing cooperatively.

• be a role model of healthy emotions and expressing these


emotions appropriately.

• demonstrate calmness and staying in control of one's own


feelings.
APPLICATION: Short Essay
Study the situations given below. If you were the teacher, how will you help these learners
cope with their socio-emotional difficulties?

Dear Teacher,

I am really heart-broken. My 8-year old daughter is feeling lonely, isolated and friendless. It
seems that she has felt this way for quite a while. She says that she mostly spends time
alone that she has no friends because no one wants to play with her.

She tags along, but is usually left out eventually. She can become angry if things don't
always go her way and also teary. I don't know where to turn to help her the thought that
she finds school so painful is heartbreaking.

Sincerely, Worried Mother


THANK YOU

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