Growth of adolescents requires to be accompanied by other skills that are not necessarily taught in classrooms. Among them are personal capabilities. To start with, children should be able to communicate well amongst themselves and other society members.
The meaning of communication is that children should be able to understand what is going on around them as well as being able to express their feelings and thoughts. According to Piaget’s theory of development at the age of two years, children should be able to develop from sensor motor stage through being able to talk and using their thought to understand the universe.
It’s through these understanding of the universe that promotes creativity and the urge to make life better for each and every one. Through having understanding and usage of thoughts, children translate to the preoperational stage. The confidence of children also leads to positive social development. Through confidence, the self-esteem of children is improved, this also increases the self-worth and esteem of the children.
Confidence is an important factor to children in the future, as it makes them view themselves as important beings who are important to the society. Exhibiting team work is also important in the development of kids and adolescents. Children should be able to work as group as well as cooperate with each other in working out problems, hence team work (Williams, 2006). Cooperation with other children helps them learn.
The way the family relates to the society is an important quality to be learnt from by children. If the family has the tendency to care for other people in the society, the child will grow knowing the importance of care to other people in the society. In turn, these children will turn out to be caring children and adolescents. The creation of a positive social environment by the family can also lead to shaping of the children’s and adolescents’ capabilities for the future.
When the parents allow their children to play around with other children, or toys, they help shape the children’s teamwork capability. However, family can also inhibit the development of a child’s capabilities. Incorporating negative attributes may provoke unpleasant qualities in children, for example, the lowering of their self-esteem (Slavin, 2006). Low self esteem in children may also affect their growth in the real world in the future.
The classroom can be a good environment where some of the good qualities discussed earlier can be developed among children. Through measures like putting children in groups, children can be taught how to cooperate with other children and perform in harmony. Communication can also be taught in schools; teachers in classrooms can be of much help to the children by teaching them the proper way of communication as well as shaping their thoughts.
To children, learning is a slow process and it would take time to learn so much in the classroom. However, classrooms can also inhibit the qualities and capabilities of children. A classroom where the teacher is harsh on the children or does not allow them to make mistakes would certainly inhibit the children capabilities. A harsh climate would lead to the child’s self-esteem being crashed and it might take time to regain it (Brotherson, 2006).
According to Erik Erickson’s theory, at the age between eighteen months and two years the child needs to be taught on how to develop their self esteem. It is also notable that at this age, the parents are big contributors to their children’s development as they are very close to them. It is through the development of self-esteem that other undesired traits like shame and doubt are minimized.
For the Social-emotional development among children to take place, parents and teachers need to work together to be able to achieve this goal. Children are usually very creative in their young age, and it should be the initiative of their parents and teachers, who are close to them, to ensure they help them out to achieve this. It is therefore of utmost importance that care should be taken when dealing with these children to ensure positive qualities and capabilities are instilled.
References
Brotherson, S. ( 2006). Keys to Assisting Social Development in Young Children . Web.
Slavin, R. E. (2006). Educational Psychology: Theory and Practice. Massachusetts: Pearson.
Williams, S. (2010). The Social Development of Children. Web.
The article Emotional development in preschoolers discusses some aspects of the emotional development of a child in early childhood. In particular, the stages associated with the formation of imagination and sexuality are described, as well as recommendations for the correct behavior of the parent are given. The article describes the process of forming connections between the imagination and the real world in a child. Particular attention is paid to building a sense of independence in early childhood. Additionally, the process of the development of sexuality and the child’s behavior in this period are described.
Connection with Learning Materials
The article correlates with learning materials describing particular examples of three main theories of child development. First of all, the attachment theory is used, according to which the formation of a healthy attachment between the child and the caregiver is a key aspect. An example is how a caregiver should respond to a child’s emotional needs. The second presented concept is a social learning theory, according to which the child can learn by observing and modeling. An example is a recommendation for teaching a child to be independent. Finally, Freud’s psychosexual theory is presented according to which children go through several stages of the development of sexuality and the associated conflict. The article illustrates the theory with a description of the child’s behavior in a given period and recommendations for the behavior of caregivers.
Personal and Professional Relation
The article is personally and professionally useful, as it includes practical recommendations and a detailed description of the child’s possible behavior. However, the article is not informative enough from a theoretical point of view. In my opinion, it would be useful to explain the presented aspects also through applicable theories for deeper understanding.
Questions
Questions which go beyond the scope of the article may be: What behaviors might children exhibit during these periods when interacting with strangers? What aspects most affect the socio-emotional development of the child? What are the consequences of responding incorrectly to a child’s emotional needs?
Quote
The most significant quote from an article might be: “can help her find new ways to express her emotions and even work through some problems” (“Emotional development in preschoolers,” 2009). In my opinion, it describes how important it is to pay attention to the socio-emotional development of the child. Moreover, it indicates a special play which caregivers occupy in a child’s development process.
The paper shall look at two problems i.e. perfectionism and feelings of low self-esteem among gifted children. Reasons behind such occurrences will be examined and possible solutions offered for coping with them.
Perfectionism among gifted children-healthy and unhealthy perfectionism
Perfectionism is a personality trait in which people strive for excellence rather than merely trying their personal best. While the latter trait is not synonymous with gifted children alone, statistics indicate that this group has a higher tendency towards displaying this trait compared to children with average ability. Healthy perfectionism is normally characterized by a high level of organization and high standards. This implies that such gifted children may possess intense self-drive thus leading them to greater levels of achievement in comparison to their respective counterparts. Also, healthy perfectionism causes such children to be passionate about their day-to-day endeavors thus causing them to always do their best. Perfectionism can be reflected in almost all spheres of life and may be depicted in both academic and non-academic realms.
On the other hand, unhealthy perfectionism is characterized by continual self-criticism that often culminates in the fear of failure. What this does is that it prevents gifted children from trying out new things because they may be afraid of producing flawed results. Unhealthy perfectionism often causes gifted children to base their entire self-worth on their achievement. This can be quite detrimental to them because life is not always predictable or faultless. Such unhealthy perfectionists tend to be obsessed or fixated on reaching the top. (Hamachek, 1978)
There are several strategies available to persons working with gifted children battling with the latter problems. Teachers need to help parents understand that they did not cause this problem. In fact, a number of researchers have asserted that parents do not actually drive gifted children to become perfectionists; instead, it is these very children who may misinterpret expectations from their parents. Consequently, parents need not refrain from encouraging their children to do well just because they may be afraid of causing unhealthy perfectionism.
It is a known fact that perfectionism is just another characteristic or tool that gifted children have at their disposal. They, therefore, have the potential to utilize it positively or negatively depending on the strategy adopted. In fact, great men and women in history have been known to be perfectionists. Examples here include Marie Curie and Michelangelo. Teachers, counselors, and psychologists working with gifted children must teach them how to make perfectionism favor them. This is possible through a range of possibilities. Counselors need to teach gifted children to accept making mistakes and thus construct models for coping with such skills. The latter solution can only work if it is done in a structured and calm environment. In this regard, it would help if teachers look for opportunities where gifted children can succeed thus enhancing their self-confidence. The constructive appraisal can go a long way in making such children appreciate their accomplishments. (Pyrt, 2004)
Sometimes teachers tend to make comparisons of gifted children and this may often lead them towards unhealthy perfectionism. In fact, the grading system has more or less the same effect as making comparisons. This is because grading tends to increase the amount of pressure experienced by such individuals. Since teachers have the capacity to determine how they assess their students, then it is a lot wiser to make assessment systems for gifted children less strenuous. Such children already place too much pressure on themselves without having to put up with it from external sources. Lastly, counselors and teachers need to facilitate communication between them and gifted children. They can do this by setting up meetings with the children and their parents but most importantly, communication can be enhanced by listening to the gifted children and involving them in setting standards for themselves. Their exaggerated beliefs ought to be challenged in a nonconfrontational but firm manner. All these approaches can go a long way in making perfectionism a virtue rather than a vice. (Callard, 2004)
Feelings of low self-esteem among gifted children
Low self-esteem among gifted children is a common trait because they tend to stand out from average peers. Contrary to popular perceptions, gifted children are not well adjusted, popular, or even happy. This usually arises because they tend to be quite isolated. They are highly multitalented and unique thus causing them to realize that they are different. In the end, they start developing feelings of loneliness that eventually create emotional vacuums. Developmental experts claim that one’s emotional growth is often possible by frequent interactions with peers. When this does not occur, then chances are that gifted children may have very poor social skills. They tend to be excellent in certain intellectual spheres but are clueless in reading social cues. This leads to situations where they do not fit in with the rest of their peers and they may begin feeling incompetent. In the end, such children develop very low self-esteem.
The latter condition (low self-esteem) also arises because of the burden of being gifted. These children often feel an immense sense of responsibility to live up to other’s expectations. They tend to grow up under the perception that they must not fail in their endeavors. When this occurs, then it becomes excessively difficult for them to cope. With time, the negative emotions associated with failure may cause them to develop a low self-image. Low self-esteem may also emanate from conflicting messages that gifted children frequently receive. In certain circumstances, they may be encouraged to stay as they are or to be ‘real’ but in other situations, these children may be told to conform and be like other children. Such messages confuse them and may increase their feelings of isolation; in the end, their self-esteem may be impeded.
Counselors and teachers can utilize a number of strategies that can help in improving gifted children’s self-esteem. First of all, counselors need to allow gifted children to form their own identities. Too frequently, teachers are hasty in placing gifted children within certain subject areas (normally science-related). This prevents them, from growing their self-confidence. Teachers ought to give gifted children a chance to develop social and emotional characteristics like self-concept, self-motivation, and the like. Also, teachers can curb low self-esteem brought on by poor social skills by encouraging gifted children not to impose their own standards on other people. These children need to be taught how to engage in positive self-talk but most importantly, they need to embrace the fact that they may frequently be criticized by others and they need to learn how to cope with this. (Winner, 1996)
As stated earlier, low self-esteem may stem from the need to excel all the time; counselors and teachers should offer them tangible solutions on how to deal with this pressure. For instance, the children can record their feelings in diaries or they can be taught how to give other peers positive comments. By releasing their emotions and focusing on other people, gifted children may eventually boost their self-confidence.
Conclusion
The problems examined above are perfectionism and low self-esteem. These issues are caused by internal judgments from gifted children themselves as well as external pressures. The key to coping with them is by unraveling the exaggerations associated with inborn tendencies and reduction of external pressures exerted by one’s teachers, friends, and family.
References
Pyrt, M. (2004). Helping gifted children cope with perfectionism. Parenting for High potential, 4
Hamachek, D. (1978). Psychodynamics of neurotic and normal perfectionism. Psychology journal 15(3), 28.
Callard, R. (2004). Perfection and gifted children. Lanham: Scarecrow Education publishers.
Winner, E. (1996). Gifted children – realities and myths. New York: basic books.
The confusion associated by the changing emotional development in teens always brings about some imbalance as they swing from dependence to interdependence. Sometimes they want to be treated as children at times as adults making it difficult for parents to decide on how to treat them. Hence parents should be overconfident and be there for their teenagers. There should be a support system developed to enable the highly venerable teen to grow well as he/ she is undergoing emotional changes. This can be done through parents at home, the family unit, the church and the teachers through the school system. As far as the teen gets appreciation and respect, his emotional well being will be at rest. The art of making responsible decisions rather than erratic comes with time, patience and practice. In all aspects on emotional development, whether its drug abuse, romantic /sex, suicide, bullying, teens should be taught about being responsible by taking well thought out decisions and consequences of irresponsible behavior. And as they identify them selves let them be accountable for their individualism and not quorum (peer pressure) (Dennis and John, 2007).
Introduction
Adolescence
This can be defined as the period between the ages of twelve years to twenty years. It is characterized by the self identity factor an age of identifying oneself. All human beings have to pass through this controversial period that depicts their character and their future relations with the society. It is associated with various changes which are classified as follows: physical changes, psychological changes, emotional changes. All three changes tend to inter-relate in one way or another affecting the growth of a child during this period that can also be termed as puberty (Dennis and John, 77-93).
Physical Changes
This process takes rapid changes in the body can be termed as puberty. Its onset is gradual and it varies from girls to boys. For boys its onset can be gauged from thirteen years while that for the girls starts from the age of eleven. Although the onset can vary from one child to another, depending on the following factors:-nutrition, hereditary factors and environmental settings. The physical changes are brought about by hormonal changes that affect the body of the young growing adults. These changes include: – The girls will start their menstrual periods, this is where they start to ovulate and their capability to give birth is instilled, hence fertility starts. Pubic hair and underarm hair growth also develop, their breasts also start to develop and hips broaden as their level of maturity increases. Compared to boys girls mature faster in growth and reasoning capacity. The boys will start breaking their voices, their shoulders will broaden, pubic hair growth, facial hair growth, onset of wet dreams and erections.
These changes bring a lot of confusion which may lead to a rebellious nature that leads the teenagers into a road of self discovery that they usually take alone in solidarity. From this point their emotional development takes full throttle in their lives. Emotional development has a direct link to physical changes. Emotional development is characterized by moodiness, teens tend to acquire don’t care and know it all attitudes, and also their creativity level is enhanced. They are able to recognize what they are best in either in sports, the arts, or culinary arts. Hence talents are unearthed in this complex stage of life. These new talents should be used by parents to avert teens from drugs, sex, and other social evils that they may be prone to in this delicate stage. The adolescents tend to acquire a few changes in the way they think, the way they view them selves, the way society views them and the way they carry them selves. It tends to define their emotional well being as they upgrade themselves as individuals rather than children who need to be under the care of their parents. From this point henceforth they tend to gain the route to independence that identifies with whom they are in the society (Dennis and John, 77-93).
Parent Teenage Relationship
From birth of a child, the relationship of a child to its parent is strong and the parents assume the role of care giver while the child seems helpless the parents become everything to them from advice facilitators to decision on what’s best for the young child. During puberty this trend takes a downhill trend. From the dependant children they used to be to rebellious ones, they usually tend to have their own opinion about life. Parents always don’t understand their children as they make their decision which seems to be always off the mark. Parents also make the mistake of viewing them as the little children they have always been. The teens tend to augur well with their peers outside the family circle. This presents the problem of peer pressure which inclines one to do what the rest of the group is doing. Peer pressure can be defined as an inclination of following a set of rules inscribed by a group of the same age set. This group in adolescents can be said to have a culture which can be described as pop, meaning they listen to certain kind of music, the mobile technology culture they text one another when it come to sharing information. They also have mastered the art of internet technology where they surf for information and also expose them to cyber crimes as underage sex and cyber sex. With this kind of information in their hands they tend to be up-to-date with fashion and what’s in, in the social arena (Dennis and John, 77-93).
Problems Associated with Emotional Development
One of the problems facing the teenagers is obesity/overweight. Due to hormonal changes inclined to growth teenagers tend to eat more than usual. Hence they become overweight, a problem associated with appearance. Depending on the kind of group they are hanging out with they will tend to feel out of the group basing it on the current fad of being slim. Thus most teenagers will tend to start starving themselves which may lead to bulimia or anorexia nervosa. Most teenagers who are overweight get problems when hanging out with their peers hence they are either alienated or bullied. As they are alienated they either become more obese or they try to alleviate the problem and become anorexic(this is the act of starving oneself hence becoming frail and weak leading to being sick with anorexia).Bulling and teasing due to overweight problems will always lead to stress which ends up to depression. As the child fights the battle alone, with no support neither at school nor at home (David, 19-43)
On Set of Depression and Its Symptoms
In medical terms it’s termed as schizophrenia and delusional disorder. It can be defined as a feeling of intense sadness that brings about mood swings. These dieses occur due to chemical imbalances in the brain in response to troubling situations facing the child. In this situation it will be based in the difficult situation of making friends due to obesity. A child with depression will feel alienated in the sense that he/ she become withdrawn by losing interest in activities around them. When they are alone they trend to start thinking in a diverted and distorted way, which influences them into negative perception. Depression in children progresses gradually as in the case in adults and they may experience hallucinations and delusions.
Having blatant emotion is another problem which can be observed when emotional things happen and the child doesn’t respond to any of them. Although sometimes use of illicit drugs may exhibit symptoms of depression. During depression the child experiences insomnia this is where by the child tends to loose sleep at night. They become overactive and aggressive which might be associated to anti social behavior. Suicidal effects and loss of interest in school becomes a major hurdle in the teen’s life. Childhood schizophrenia unfortunately can not be cured though its symptoms can be averted by use of drugs. Although depression is a common problem in teenagers at time its effect doesn’t take strong roots in certain individuals. It all depends on how the teen perceive these emotions positively or negatively. Incase of family history in depression it has to be taken seriously before the child’s mentality becomes an issue (David, 19-43).
Drug Abuse
Due to the problem of peer pressure most teens make big mistakes in their day to day decision. Drug abuse comes into play out of curiosity and adventure. As the problem of depression persists it may lead one to drug abuse to reduce stress level. Drugs can be used by teenagers to feel grown up and to fit in their social groupings. Drugs can be classified as hard or soft depending on the after effects and side effects. Alcohol, cigarettes, marijuana, khat, are just some of the drugs that teens experiment in. most of the teens who mess with drugs are the ones who are depressed ,who want to fit in their group and those with a history of drug abuse from their homes. Behavioral changes in teens experimenting in drugs include alienation, antisocial and deviant characteristics, rebellious nature unkemptness’ and not keeping time. Drug abuse can be contained in teens by counseling and rehabilitation. Most of these drugs are addictive hence prolonged usage brings effects to the after life of the person involved (David, 19-43).
Bullying
Bullying is an abusive behavior that occurs during adolescent developmental stages. This happens when certain children tend to grow physically faster than the others of the same age group. The fast maturing group tends to overpower the little ones. Bullying can be categorized in various groups; it can take the direct line where it is characterized by teasing taunting, name calling, stealing, blackmail, gossip, intentional exclusion, and spread of rumors. The result of bullying is the victims are subjected to isolation and rejection. Boys take the physical threats and intimidation as way of bullying while girls take the route of verbal abuse. Bullying can either be direct or indirect in either case it leads to physical or psychological intimidation. Bullies are those children that tend to feel in control hence deriving satisfaction in hurting others.
Apparently most bullies come from homes that tend to portray violence and confrontation as ways of solving problems. Most bullies are antisocial that want to form gangs on which they can spread fear and be able to practice their awesome power. Most bullies have a problem with self-esteem, this is a problem that tends to follow them to their adult hood most of them becoming criminals and not being able to hold positive relationships in future. Bullish behavior can lead to depression and suicide, most children who are bullied at school tend to fear going to school, and they become socially in active and develop anger. When anger is left to grow in a long time it tends to explode presenting an uglier scene than the bullying act. This is why shootings takes place in schools, the victims decide to take the bullies at their own mercies. Parents have a role to play in safeguarding their children’s well being. By knowing what kind of policies schools offer in detecting bullish behavior in students. The society should also come in and condemn it. When one meets young adults in the neighborhood and suspect bullish behavior, they should take the upper hand to stop it forthwith without favoritism (Dennis and John, 77-93).
Suicide
Due to confusion, depression, bullying, effects of prolonged use of drugs this can lead to suicidal thoughts which if not controlled can lead to the actual act of suicide. Most teen feel lost in their environment by feeling different and viewing the society as their enemy. And after experimenting with drugs, drown in depression the ultimate decisions to their self discovery leads to suicide. This happens especially when the emotional changes take an escalation and lack of comprehension between the society, family, churches and young teenage is experienced.
Anger in teenagers is also a raising factor that can lead to suicide. Anger can be described as an emotion that is brought about by a disagreement that tends to favor one party than the other. This ends up in the feeling of being vengeful by being shortchanged by events that have taken place and for instance if the offended party doesn’t get his fair share then anger is natured. If it grows to uncontrolled levels then it explodes into a bad scene. A small provocation can lead to a massive blowing out of the situation. This can be avoided if communication lines can be opened; let the teens be able to speak out their opinions without fear of being ridiculed, looked down upon or subjected to questions. Most teens see suicide as the answer to escape reality. Which most of the time they view as impossible situations or thoughts hence suicide becomes a form of escapism (Dennis and John, 77-93).
Romanticism/sex
Adolescence from of the same age group tends to do things in the same manner. Young teenagers tend to develop attraction among them. They start to experience romantic emotions towards each other. This becomes a problem because for one they are not experienced in this area and everything they do becomes an experiment. With the influence of drugs the sexual experiences sometimes turns out to be nasty for example exposure of sexually transmitted dieses, HIV (AIDS) or early pregnancy. Early pregnancies can lead to abortion which has its own physiological effects to the growing teen. Romantic development among teenagers is usually ignored.
They occur inform of crushes and are normally brushed of by the society as non lasting, they term it as a passing attraction that has no basis, but they should be taken with great emphasis by guiding the teens step by step on their emotional changes related to biological changes. They should be taught o how to react to sexual thoughts. Ignored teens left on their own without guidance in pursuit of understanding themselves (their sexuality) may turn to masturbation which is healthy but if it’s overdone it can turn tragic. For instance the teen can become selfish and egocentric when it comes to emotional situations. They should be taught that is not an evil act but only an act that should be done by two mature adults in expression of their love towards each other. It is also an act done by two people who are ready to take responsibility of the afterward consequences (Ann and Alan, 65-81).
Factors Affecting Emotional Development
Factors affecting adolescence emotional development may include the following: – environmental, hereditary, family. This are categorized as factors that may escalate the emotional changes to be either too much too handle or bearable. The environment can be defined as habitat which supports a group of people to live together. The kind of environment setting that a child is bred in is a determinant factor on what kind of teen he will become. For instance if he grows in an environment where people don’t communicate he will tend to be too much absolved in his own world and thoughts. This is because he hasn’t been taught, the art of expressing, his thoughts and fears. This also implies in cases where people don’t share problems it may lead him to think that he can solve his problem on his own hence alienation (Neil, 59-90). Due to genetics each teen tends to has, a unique way of reacting to emotional factors.
Teens that come from families that have a history of depression will easily fall prey into it. Meaning they are more inclined to face problems like suicide when they get bullied. The family comes into play because if it is aware of such instances as family history in suicides and depression or obesity in the family they should exercise extra care when it comes to handling their teenagers. The kind of family set up a teen comes from is also a factor. Take for example a nuclear family unit tends to have authority from the father and mother, while that of a single family it has less authority, hence the level of rebelliousness in each family set up is different. A family that experiences instability brings the issue of teenage runaways; while a family that is joined by an understanding such as religion tends to raise children with less emotional changes on the negative side of it. Each child in a family should be given his or her own pace of growth. It takes a big challenge for parents who have a big family whom tend to delegate duties of responsibilities to older children this becomes a problem to the young teen (Ann and Alan, 45-57).
Conclusion
The main issue of adolescence is all about understanding one self, hence the need for the society to be able to accord the young adults respect as they become their own person. Through this journey they are able to make their own choices, commitments and stands hence developing individualism (Neil, 59-90). Adolescence provides a challenging step that is complicated and needs courageous actions.
Parents should therefore know that good child upbringing means that children are well equipped with the necessary skills that are eventually able to bring up their own families in future. It will also help them to stand on their own when they grow up. Parents are required to grip with the fact that they have a responsibility to keep their children healthy, educated and character oriented. Whatever the circumstances, children live by example and parents need to demonstrate high levels of commitment first to themselves and then to their children in order that they become the role models for their children. Respect, humility and honest should be the driving forces in the family, schools and the institutions
References
Ann and Alan: Adolescent Development, Psychology Press, 2005, Pp 45-57.
Ann, C. Alan, B: Parenting and Families- Routledge, U.S.A Press, 2005 Pp 65-81.
David M: Adolescent Psychological Development: Rationality, Morality, and Identity: Lawrence Erlbaum Associates, 1999 Pp 19-43.
Dennis and John: Introduction to Psychology:-Gateways to Mind and Behavior, 11th Edition, Wadsworth Publishing Company, 2007 Pp 77-93.
Neil G: The California School of Professional Psychology: – Handbook of Juvenile Forensic Psychology- Jossey-Bass- San Francisco, 2002 Pp 59-90.
Personal development of every child is as important as acquisition of scientific facts and learning of the basic laws of the universe. Ability of a person to apply social-emotional skills in adulthood can be considered as a positive contribution of the system of education to it. Positive social development in a wider range of social roles and responsibilities of an individual can be reached through such personal skills and capabilities as leadership, respect to others, non-abusive behavior, and ability to negotiate.
An individual should respect others, be able to negotiate over certain issues, avoid verbal and physical abuse to persuade a person or display his/her emotions or ideas, and try to succeed in all activities he/she participates in. as such, all abovementioned skills can be analyzed in complex with regard to their close connection to each other.
Family environment can be as encouraging as discouraging in terms of development of social-emotional skills of children. As such, the best qualities of the family environment that can positively contribute to the development of social-emotional skills in children include the following:
Encouragement of initiatives and leadership skills in children can make them be more independent and active in their activities;
Respect for decisions of children as well as other adults in the family is the key quality to developing of respect and non-abusive behavior in children;
Discussion of problems openly is aimed at making children not afraid of having their own ideas and making decisions in accordance with the viewpoints of other members of the family. If parents notice some changes in the behavior of their children, they should be ready to discuss it openly within the family and with the teacher.
At the same time, family environment can have negative effect on development of social-emotional skills. In this respect, the qualities that can inhibit the child’s development for a range of roles and responsibilities in society include lack of respect in the family to the opinion of other members.
This can be seen through prohibitions and denial of a child’s own will when parents tend to decide what is ‘better’ for their children. Existence of this quality in the family may prevent a child from obtaining such social –emotional skills as leadership and ability to negotiate because he/she is taught at home to have no personal viewpoints.
On the other hand, such quality as verbal or physical abuse can prevent a child from respective adults in general and those who can resemble the one who makes the child suffer from abusing. Moreover, a child can treat abusing as a norm of behavior and use it as an argument when he/she can see no chance for peaceful negotiation. In addition, physical and verbal abuse can be the reason for a number of other problems in a child’s development.
Classroom environment can be really encouraging for students in terms of development of their social-emotional skills that can be further applied to a wider range of roles and responsibilities. For instance, a teacher can introduce group activities so that children could practice their leadership skills and show respect in reaching an agreement while working on the assignments.
As suggested by Slaving et al. (2003), “cooperative learning activities can be planned with groups of children at different levels who can help each other learn” (cited in Slavin, 2009, p. 46). Besides, a teacher can “create rules in the classroom that recognize positive behavior, such as co-operation, caring, helping, encouragement and support” (Elias, 2003, p. 8).
At the same time, another positive quality of the classroom environment that can contribute to development of social-emotional skills is relationship between students and attitude of the teacher toward interest groups and encouraging students to make friends.
Classroom environment can become the reason for problems a child encounters in terms of social-emotional development. For instance, if a teacher does not care about the relationship between classmates, children can behave in a negative manner affecting others and preventing each other from making progress.
Besides, a teacher can negatively affect children in case he/she show disrespect for one of student or another teacher thus showing a vivid example. Probably, students would follow such an example and disrespecting people with no reason and abusing them verbally or physically to show them superiority would become a norm.
Such theorists as Erik Erickson and Maurice Elias have contributed greatly to understanding the necessity of developing social-emotional skills of children.
For instance, Erik Erickson introduced a number of virtues that can be developed in a specific age; as such, competence is one of the virtues that can be developed in the age of 6-11 years and a teacher should make sure that no child feels inferior when comparing himself/herself to other children in class. At the same time, Maurice Elias presented explanation of emotional intelligence, a concept that can be seen when people try to respect each other and negotiate to reach and agreement.
References
Elias, M. J. (2003). Academic and social learning. Brussels, Belgium: International Academy of Education. Web.
Slavin, R. E. (2009). Educational psychology theory and practice (9th ed.). Upper Saddle River, NJ: Pearson.