Support Learning and Development. © 2012 Pearson Australia ISBN: 9781442541757 Social and Emotional Competence The periods from 6 to 12 years and 12 years.

Support Learning and Development

© 2012 Pearson Australia ISBN: 9781442541757

Social and Emotional Competence

• The periods from 6 to 12 years and 12 years to young adulthood are marked by significant development across all domains – physical, social, emotional, cognitive and language. The brain continues to develop throughout this period.


Transitions

• Middle childhood is a time when children begin to function as separate individuals outside of the family unit.


• Children’s emotional well-being and how they behave is learned within a social-cultural context - that is, from the experiences, interactions and relationships they have with other people.

Social and Emotional Well-being


• The family is at the heart of the socialisation process. The family socialise the child first as a member of the family unit (whatever this might be) and secondly as a member of the community.

The Role of the family


Support learning and development

While the family will remain a strong influencing factor in the socialisation process, other influences will begin to have a significant impact.


• The development of morality is based on

the ability to reflect, debate, question and

challenge rules, laws, actions and

situations.

• Moral development occurs over time and

is developed through experience,

guidance and modelling.

Moral Development


• By middle childhood, children begin

to appreciate how the actions of one

person might affect others.

• Adults can assist children to show

empathy by creating opportunities

to discuss caring and responsible

attitudes.

Empathy


• Temperament refers to the traits that each child is born with that determines how the child reacts, interacts and behaves.

• Personality refers to the traits that make each person unique. These traits can include sense of humour, empathy, social values, temper, sociability, attitudes, etc.

Temperament and Personality


• Emotional self-regulation is a process of managing one’s emotions in response to situations, people or events in order to function effectively.

Emotional Self-regulation


Emotional self-regulation is a

cognitive process that requires the

purposeful modification or

inhibition of one’s emotions.

Emotional self-regulation is a key

developmental task.

Emotional Self-regulation


Self-awareness

Self-management

Social awareness

Relationship skills

Responsible decision-making

Social and emotional competencies


• Self-concept is the measure of how much

children like or value the characteristics that

make up the image they have of themselves.

• Self-esteem reflects the judgments children

make about themselves when they compare

their self-concept with what they believe is their

ideal self.

Self-concept and Self-esteem


Anxiety – feeling bad about yourself interferes with

the way you deal with life’s stresses and problems

Anti-social behaviour

Focusing on failure instead of success, problems

instead of challenges, difficulties instead of

possibilities

Avoiding risks and avoiding situations which may

involve failure

Low Self-esteem


• Children become increasingly aware of how their own skills and abilities compare with those of their peers.

Influence of Peers on Self-concept and Self-esteem


• Resilience broadly refers to the individual’s ability to overcome setbacks and persevere in the presence of difficulty or hardship.

Resilience


• Social and emotional competence can be fostered by caring adults who build respectful and supportive relationships with children and young people.

Support Learning and Development

Support Learning and Development. © 2012 Pearson Australia ISBN: 9781442541757 Social and Emotional Competence The periods from 6 to 12 years and 12 years.

Documents