Unit4 Social Development Social Development from Infancy to

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Unit#4 Social Development

Unit#4 Social Development

 • Social Development from Infancy to Adolescence • Erikson provided another important theory

• Social Development from Infancy to Adolescence • Erikson provided another important theory related to social development. • Erikson emphasized the relationship between the social and emotional domains. • Erkison’s theory have eight stages of social development

 • Trust vs. Mistrust • Birth to 12 -18 months • An infant

• Trust vs. Mistrust • Birth to 12 -18 months • An infant needs consistent caregivers who provide for their basic needs in a nurturing and caring environment. • Infants need loving and trusting relationships with parents and other caregivers to develop a sense of trust. • Infants who do not receive consistent and nurturing care, nurturing care at risk for developing a sense of mistrust of others.

Autonomy vs. shame and doubt • Age (18 months to 3 year) • During

Autonomy vs. shame and doubt • Age (18 months to 3 year) • During this stage the child becomes more independent, learning to walk, run, climb, build, draw and talk. • Parents who provide a supervised, safe, environment that provides the child with opportunities to learn new physical skills. • Children who are supported and supervised by parents as they develop new skills and independence feel responsible. • Children who receive negative messages from parents may begin to doubt their abilities and lose self confidence.

Initiative vs. Guilt • Age (3 to 6 years) • Preschool children need a

Initiative vs. Guilt • Age (3 to 6 years) • Preschool children need a safe environment that encourages making choices • At this age children become more independent • Teachers and parents need to provide an environment that supports the child’s hard work but also helps guide their activities to avoid “unhappy” endings that may create feelings of guilt.

 • Industry vs Inferiority • During the elementary school stage (ages 6– 12

• Industry vs Inferiority • During the elementary school stage (ages 6– 12 years), children face the task of industry vs. inferiority. • Children start to compare themselves with their peers to see how they measure up. • Interacting with peers giving to rules. • They also grow a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and insufficient because they feel that they don’t measure up.

Social Characteristics of Learners

Social Characteristics of Learners

 • Preschool and Playgroup q. Age: 3 -5 years. q Friendships change speedily,

• Preschool and Playgroup q. Age: 3 -5 years. q Friendships change speedily, usually one to two friends. q. Play activities contribute to social, emotional, and intellectual development, and should be encouraged. q Preferences for gender of play peers and for pair vs. group play, and awareness of gender roles.

 • Primary Level • Age: 6 -8 years. • Children become more selective

• Primary Level • Age: 6 -8 years. • Children become more selective in their choice of friends and are likely to have permanent best friend. • Children like organized games but may become too concerned with rules. • Arguments are still frequent. • Security in gender identification

 • Elementary Level • Age: 9 -10 years. • The peer group becomes

• Elementary Level • Age: 9 -10 years. • The peer group becomes powerful and starts to replace adult as the major source of behavior standards. • Friendships become more selective and gender based. • Organized play continues to contribute to social, emotional, and intellectual development.

Secondary Level • Age: 11 -13 years. • Interpersonal reasoning develops to understand the

Secondary Level • Age: 11 -13 years. • Interpersonal reasoning develops to understand the feelings of others. • The desire to conform reaches a peak at this age.

Higher Secondary Level • Age: 14 -17 years. • Parents and other adult influence

Higher Secondary Level • Age: 14 -17 years. • Parents and other adult influence long-range plans and immediate status with peers • Girls seem to experience greater unease about friendships than boys do. • Many high school students are working after school and have positive and negative effects.

 • Role of Teacher in Social Development • Improve relationship with and among

• Role of Teacher in Social Development • Improve relationship with and among children. • Teaching children to problem solving and decision making. • Make rules in the form of observable behavior • Use different modal for learning. • Involves parents in learning.

Teaching Children to Problem solving and decision making • The teacher is teaching the

Teaching Children to Problem solving and decision making • The teacher is teaching the students proper problem solving schemes without realizing it. • Teacher can develop a script taking any one problem suppose “Amna getting teased” so there can be conversations between “Amna” and “teacher” in the script and that can be obtainable over puppets in a role play; the scripts should be such that it makes the children think. • The students can also be explained about the conflict situations which they face in the classroom.

 • Improves relationship with and among Children • Teacher should improve relationship individually

• Improves relationship with and among Children • Teacher should improve relationship individually with every child. • To develop social relationship and social learning, group tasks should be given to them so that they learn helping and believing each other, sharing, cooperation etc. • In this way every time they come in contact with new person and make new friends.

Make rules in the form of observable behavior • Classroom rules should be clearly

Make rules in the form of observable behavior • Classroom rules should be clearly indicated out, posted in the classroom, and reinforced when students follow them. • There should be no more than five to seven rules that are stated in positive terms. For e. g. , a rule such as “stay in your seat” is clear, whereas “no fooling around” is unclear and focuses on something negative. • • Rules such as “be responsible” or “be a good citizen” are ineffective because they are ambiguous and it is unclear what behaviors are being asked for?

§ Use different modals for learning The teacher should be passionate and creative and

§ Use different modals for learning The teacher should be passionate and creative and should use different modals every day for learning. • For example role-play, dramatics, poems, art and crafts . Thus the interest of children is maintained in the academics. • Various play materials are required like drops of different colour to make different shapes, building blocks, different geometric shapes, coloured paper, scissors, tapes. to make learning fun

Involve Parents in Learning • The teacher should be aware of the personal conditions

Involve Parents in Learning • The teacher should be aware of the personal conditions or home environment of each child. Then only she will be able to do better with children. • The teachers should inform the parents about the skills being taught to their children so that they can take care of it at their respective homes. • Daily routines of children should be informed to the parents so that they are aware of their learning. • The parents can be called at schools to get involved in certain role plays and activities. • The teacher can make use of the professions of the parents and ask them to take a class when the topic "public helpers" goes on. • The teacher can even pay home visit if she feels she should.