SOCIO-EMOTIONAL

CIK ZAINAB HJ NAWAB KHAN

EDUCATIONAL STUDIES
DEPARTMENT

DEFINITON
Socialization means the need to establish and
maintain relations with others and to regulate
behavior according to societys demands
Individuation refers to the fullest development
of ones self (self esteem & self control)

THEORY
Ericksons Psychosocial Stages
Erick Erickson Frankfurt Germany 1902

Erick explained..
Personality emerges from a series of inner and
outer conflicts
The conflicts should be resolved to get greater
sense of self
Personality develops according to ones ability to
interact with the environment.

AGE

STAGE

PSYCHOSOCIAL
CRISIS

PSYCHOSOCIAL
STRENGTH

ENVIRONMENTAL
INFLUENCE

1.INFANCY

Trust Vs. Mistrust

Hope

Maternal person

2-3

2.EARLY
CHILDHOOD

Autonomy Vs.
Shame(doubt)

Will power

Both parents or adult

substitutes

4-5

3.PRESCHOOL,
NURSERY

Initiative Vs. Guilt

Purpose

Parents, family &

friends

6-11

4.MIDDLE
CHILDHOOD

Industry Vs. Inferiority

Competence

School

12-18

5.ADOLESCENCE

Identity Vs. Identity

confusion

Fidelity

Peers

18-35

6.YOUNG
ADULTHOOD

Intimacy Vs. Stagnation

Care

Family, Society

35-65

7.MIDDLE AGE

Generativity Vs.
Stagnation

Love

Partners: spouse /
lover/ friends

Over 65

8.OLD AGE

Integrity Vs. Despair

Wisdom

All humans

STAGE 1 TRUST VERSUS MISTRUST

Every new born child need to feel secure and
comfort to develop
Children are born positive; they will seek
stimulation from their environment and
instantly interpret and react to how they are
being treated ( reciprocal interactions )

 If these needs not fulfilled ( e.g. rejection, lack of

attention) it will affect the childs personality
development ( fearful, unfamiliar behavior)
If the baby have a secure environment- e.g.
attachment - development/ behavior become
positive
e.g. when I told you a joke, you laugh sincerely. My
reaction is that I feel comfortable with our
relationship and it gives strength to our friendship

STAGE 2; AUTONOMY VS. SHAME/DOUBT

( 2- 3 YEARS)
A time for the child to balance between standing
on ones own feet and being protected self
control
( Eric, 1950)
Loss of self esteem because of parental over
control results in self doubt and shame.
Parents and caregivers must help child develop
self control, competence and maturity

 Protect child from any injury

Prevent them from harming others
Give child opportunity to develop their talent to
acquire sufficient self mastery
Never humiliate a child physically or verbally
Young children require consistent and
reasonable discipline reasonable punishment
Adults are the role model for the young child,
always listen , explain and show good example.

STAGE 3; INITIATIVE VS. GUILT

( 4 5 years)
Children are facing with new task in their life.
e.g. reading, writing, social interaction
Have the ability to cope with the environment
Continually maturing motor and language skills
Sometimes very aggressive.

 If child at this stage have to many restriction

they will develop guilt in life ( e.g. not able to
express their feelings )
Parents who severely punish childrens attempts
at initiative will make the children feel guilty
about their natural urges both during this stage
and later in life

At this level children should be encourage to play .

It can also be an opportunity to further
cognitive development an occasion of
social sharing, a means of working out
emotional problems ( Erikson,1950).

Educational Implications
Curriculum developmentally appropriate
curricula
the right and proper learning aids and
environment for their learning process.

INDUSTRY VS. INFERIORITY

( 6-11 YEARS)
Industry means children possess a sense of
being able to do things well, win recognition by
producing things and great productivity.
Schools / parents should encourage their child in
their productivity and creativity
Child who are restricted, criticized told not make
a nuisance of themselves or a mess may develop
feelings of inferiority.

Educational Implications
Children from diverse background in classroomteacher should encourage and help students to
enhance their self esteem by accepting their
identity as a member of groups
Teachers give best example to children
( Tiedt & Tiedt,1990)
Encourage children in activity and creativity.
(within their range)
Channel a childs energy and talent in positive
directions

 ICT should be promote effective social

interactions to produce better learning and
problem solving

IDENTITY VS. CONFUSION

(12-18 YEARS)
The young in our society are searching for
something , someone to be true to.
Identity crisis-Always ask Who am I?
face adult expectation and peer pressures
By end of adolescent, those who have resolved
their personal crises have achieved a sense of
identity.

 Identity Confusion- Those who experience doubt

and uncertainty about who they are.
e,g. ( Marcia,1966,1980)
a) Identity diffusion inability to commit oneself,
lack of a sense of directions
b) Identity foreclosure- making a commitment only
because someone else has prescribed a particular
choice.
c) Identity moratorium- the desire to make a choice
at some time in the future but being unable to do so
d) Identity achievement- the ability to commit
oneself to choices about identity and maintaining
that commitment under all conditions

Educational implications
Treat them as an adult
Challenging them with realistic goals that
coordinate classroom activities with career
choice
Using material that challenge, not defeat and
biologically and psychologically appropriate
Help students to discover their strengths and
weaknesses through their classroom work

Intimacy Vs. Isolation

( 18 35 years)

A sense of intimacy goes beyond being sexual

and involves the capacity to develop a true and
mutual intimacy with friends, care for others
without fearing a loss self identity
If fails to acquire a sense of intimacy with others
a sense of isolation may appear refusal

Generativity Vs. Stagnation

( 35 65 years)
Generativity become concerned, care for the
future of the world and the younger generations
( sense of responsibility)
Is generativity is lacking individuals may
stagnate, suffering self concern

Integrity Vs. Despair (lose hope)

( over 65 years)
Integrity- the older individuals who look upon
lifes journey as an adventure of self discovery, in
which positive and negative experiences have
been melded into a personality with which the
individual is content

MORAL DEVELOPMENT

Definition
MORAL
Sense of right and wrong conduct
MORAL DEVELOPMENT
Changes in thoughts, feelings and behaviors
regarding standards of right or wrong

KOHLBERGS THEORY
MORAL DEVELOPMENT
6 STAGES
Each level of moral judgment must be attained
before the individual can perform at higher level
Is an active process with children generating
moral structures through interaction with other
persons and through role taking in social
situations

 Clinical interview moral dilemmas e.g.

A woman was near death from cancer and
needed a miracle to save her life. A druggist in
the town had discovered a drug that worked
on this particular form of cancer but was
charging an outrageous price for it-ten times
what I cost. The woman husband , Heinz didnt
have the necessary money and could borrow
only half of it. He returned to the druggist to
give him the money he had collected and
promised to pay the rest later. The druggist
refused. Later that night a desperate Heinz
broke into the drug store and stole the drug

Kohlberg Questions
If Heinz didnt really love his wife ,
should he still steal and break the law?
Why? Why not?
Should you do everything you can to save
another persons life? Why? Why not?
Heinz stole and we know thats against
the law. Is that morally wrong even in
trying to save someones life? Why ? Why
not?

KOHLBERGS STAGES OF MORAL

DEVELOPMENT
LEVEL 1 PRECONVENTIONAL
4 10 years
STAGE 1 Punishment and
obedience
e.g. If you steal the police put
you in jail

Actions are considered in terms of

physical consequences such as to
avoid punishment and obtain
rewards. Authority have superior
power and should be obey .
Punishment should be avoided by
staying out of trouble

STAGE 2- Individualism,
instrumentality and exchange
e.g. you can ride my bike if you
let me play with your baseball
cards.

Aware that everybody has

interests to pursue and that these
can conflict, so integrates
conflicting demands through
instrumental exchange of service

LEVEL 2 CONVENTIONAL
10 13 years
Stage 3; Mutual interpersonal
expectations, relationships and
conformity
e.g. Heinz couldnt look himself in the
mirror if he didnt try to help his wife.

Aware of shared feelings ,

agreements and expectations
which take primacy ( rank) over
individual interests.
Putting oneself in other peoples
shoes. Behavior conforms
strictly to the fixed conventions
of society in which one lives

Stage 4: Social system and

conscience
e.g. Of course Heinz wants to save his
wifes life but stealing is wrong for
everybody, he should find some other
way of getting the drug

Individual is willing to go against

social convention and the desire
to be one the crowd and please
others in order to uphold laws
that are seen as important for the
stability of the community

LEVEL 3
Stage 5 :POSTCONVENTIONAL
OR PRINCIPLED
e.g. Sure, theres a law against
stealing, but saving some ones life is
more important. Either change the
law for situations like this or be
certain judges interpret is humanely
Stage 6: Universal ethical
principles
e.g. Heinz doesnt have any choice.
Saving someones life is more
important than a profit on a drug, its
more important than any property

Aware of value and rights prior

to social attachments and
contracts.
Norm of right and wrong are
defined in terms of laws or
institutionalized rules.
Laws are viewed as human
inventions as such can be
modified.
Although law is important, moral
conflict is resolved in terms of
broader moral principles, at in
times it may be moral to disobey
laws.

 Kohlberg argued that advances in childrens

cognitive development did not ensure
development of moral reasoning
Moral reasoning reflects individual / childrens
experiences in dealing with moral questions and
moral conflict

Educational implications
Create an atmosphere of trust and fairness in
which students are willing to reveal their feelings
and ideas about dilemmas
Respect their students and valuing their
opinions
Teachers should handle sensitive discussions
properly and do not humiliate students
Be sensitive to what students are experiencing

ISL
In groups, carry out a library research related to
socio-emotional theories and moral resoning:
a) Kohlbergs theory
b) Banduras theory
c) Ericksons psycho-analysis theory
Search for an article on socio emotional
problems of children and early adolescents for
tutorial discussions

TUTORIAL
Present the socioemotional problems mentioned
in the article.
Discussion on the causes and ways of
overcoming the problem raised.