Child Development, Socio-emotional Development

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Child Development

Principles of Child Development

Conclusion and suggestion

Concepts of Child Development

Factors that Influences Child Development

School Based Experience (SBE)

Implication of Socio-emotional

Development

Socio-emotional Development

Mind Map: Overall of the Assignment

Introduction

Introduction

Child development include the socio-emotional development is very important to

children to get the better life. Without the part of that development, the student or child

cannot gain the knowledge, movement, and communication and social interaction with

good and effectively.

Growth and development of a human is a focus on the research of the

developmental psychology. The psychologist search for the aspects of human growth

and development and try to find the connections with the factors that influence them.

They always questioned if nature or nurture influence the most in human growth and

development (nature versus nurture). For an example, if a child was abused, when he

grows up he also tend to abuse his child. Is this cause by the environment (he was

abused) or the nature from his father (an abuser)?

From my School Based Experiences (SBE) I collected the data about the socio-

emotional development. The students have involved to successfully my research from

the differential background and different class. It is easier to me to collect the cognitive

and physical development data when the students have different growth and

development.

Socio-emotional development is very important aspect in teaching and learning

process. Without it, the teaching and learning process is difficult for teachers to hanlde.

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1.0 Concepts and Principles of Child Development

1.1 Concepts of Child Development

Human development is changes that are in qualitative, not quantitative. These

changes cannot be measure, but we can see it clearly when we compare with an early

stage than the stage we are right now (Atan Long, 1980). For example, a new born

baby cannot say a word and ask for he wishes for, but eventually when he is one years

old, he started to talk one or two clauses like “ma…ma” or “pa…pa”. So, we can say

that this baby had developed himself.

These are the thoughts about what is human development:

“….the concept of development, the orderly, durable changes in a learner resulting from

a combination of learning, experience, and maturation.”

Eggan and Kauchak (1997)

Paul Eggan and Don Kauchak said that development is the changes that on-

going and permanent in our life resulting from learning, experience, and maturation.

“…. Orderly and lasting growth, adaptation, and change over the course of a lifetime.”

Slavin (1997)

Slavin (1997) feels that development is connect with why and how an individual

develop and grow, adapt himself into the environment and change over the course. He

stated that an individual will develop over lifetime, from physically, personality, socio-

emotional to cognitive and language.

Child development refers to the biological and psychological changes that occur

in human beings between conception and the end of adolescence, as the individual

progresses from dependency to increasing autonomy. Developmental change may

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occur as a result of genetically-controlled processes known as maturation, or as a result

of environmental factors and learning, but most commonly involves an interaction

between the two. Pediatrics is the branch of medicine relating to the care of children.

Age-related development terms are, newborn (ages 0–1 month), infant (ages 1 month –

1 year), toddler (ages 1–3 years), preschooler (ages 4–6 years), school-aged child

(ages 6–12 years) and adolescent (ages 12–18) (Kail, 2006). The optimal development

of children is vital to society. Therefore the social, cognitive, emotional, and educational

development of children is important to understand. Increased research and interest in

this field has resulted in new theories and strategies, with specific regard to practice that

promotes development within the school system. Along with all of these developments,

there are also some theories that seek to describe a sequence of states that comprise

child development.

These are several names that are well-known as their made their theories about

the concepts of child development:

Confucius

Confucius, a Chinese teacher and educator, believed that moral principles, virtues and

discipline should be the very first lessons taught to a child, and that children need to

practice them daily. It was most important to the ancient Chinese parents that their

children learned moral principles and virtues first - before any other subjects, because

without these as a foundation, the learning of all other subjects would be futile. Di Zi

Gui, an ancient book based on the teaching of Confucius, had been for thousand of

years, the recommended standards for child moral development. Di Zi Gui in English

means Standards for being a Good Student and Child. When a child is instilled with

those values outlined in the book at a very young age, he will develop into a respectful

and virtuous person.

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http://en.wikipedia.org/wiki/Di_Zi_Gui

http://en.wikipedia.org/wiki/Di_Zi_Gui

http://en.wikipedia.org/wiki/Confucius

Sigmund Freud

Sigmund Freud's psychosexual theory delineated development from infancy onward into

five stages which centered on the particular area of the body which the libido was

gratified by at a given time. He further argued that, as humans develop, they become

fixated on different and specific objects through their stages of development—first in the

oral stage (exemplified by an infant's pleasure in nursing), then in the anal stage

(exemplified by a toddler's pleasure in evacuating his or her bowels), then in the phallic

stage. Freud argued that children then passed through a stage in which they fixated on

the mother as a sexual object (known as the Oedipus Complex) but that the child

eventually overcame and repressed this desire because of its taboo nature. (The lesser

known Electra complex refers to such a fixation on the father.) The repressive or

dormant latency stage of psychosexual development preceded the sexually mature

genital stage of psychosexual development. In addition to Freud, other noted childhood

development theorists include Erik Erikson, Jean Piaget and Lev Vygotsky. Erikson, a

follower of Freud's, synthesized both Freud's and his own to create what is known as

the "Psychosocial" stages of human development, which spans from birth to death, and

focuses on "tasks" at each stage that must be accomplished to successfully navigate

life's challenges.

Jean Piaget

Piaget was a French speaking Swiss theorist who posited that children learn through

actively constructing knowledge through hands-on experience. He suggested that the

adult's role in helping the child learn was to provide appropriate materials for the child to

interact and construct. He would use Socratic questing to get the children to reflect on

what they were doing. He would try to get them to see contradictions in their

explanations. He also developed stages of development. His approach can be seen in

how the curriculum is sequenced in schools, and in the pedagogy of preschool centers

across the United States.

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http://en.wikipedia.org/wiki/Stages

http://en.wikipedia.org/wiki/Lev_Vygotsky

http://en.wikipedia.org/wiki/Jean_Piaget

http://en.wikipedia.org/wiki/Erik_Erikson

http://en.wikipedia.org/wiki/Sigmund_Freud

Lev Vygotsky

Probably least well-known is Vygotsky, a theorist whose ideas only recently emerged

from behind what was known as the Iron Curtain, in the former Soviet Union. He

believed children learn through hands-on experience, as Piaget suggested. However,

unlike Piaget, he claimed that timely and sensitive intervention by adults when a child is

on the edge of learning a new task (called the Zone of Proximal Development) could

help children learn to do new tasks. This technique is called "scaffolding," because it

builds upon knowledge children already have with new knowledge that adults can help

the child learn. An example of this might be when a parent "helps" an infant clap or roll

his hands to the Pat-a-Cake rhyme, until he can clap and roll his hands himself.

Vygotsky (1978) was strongly focused on the role of culture in determining the child's

pattern of development. In 1978, he argued "Every function in the child's cultural

development appears twice: first, on the social level, and later, on the individual level;

first, between people (inter-psychological) and then inside the child (intra-

psychological). This applies equally to voluntary attention, to logical memory, and to the

formation of concepts. All the higher functions originate as actual relationships between

individuals. An interesting point to note is that all but one theorist believed in stages of

development. Not many agreed on how these stages worked. Were there large jumps

from one stage to another, where a child at first did not know how to do something, and

then was suddenly able to do it? Or was it more like a continuous incline of knowledge a

child walked up gradually to adulthood, understanding more with every step? Vygotsky

did not believe in stages at all, but asserted that development was a process.

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1.2 Principles of Child Development

There is a set of principles that characterizes the pattern and process of growth

and development. These describe typical development as a predictable and orderly

process that is, we can predict how most children will develop and that they will develop

at the same rate and at about the same time as other children. Although there are

individual differences in children's personalities, activity levels, and timing of

developmental milestones, such as ages and stages, the principles and characteristics

of development are universal patterns.

1.2.1 Development proceeds from the head downward.

This is called the cephalocaudle principle. This principle describes the direction

of growth and development. According to this principle, the child gains control of

the head first, then the arms, and then the legs. Infants develop control of the

head and face movements within the first two months after birth. In the next few

months, they are able to lift themselves up by using their arms. By 6 to 12

months of age, infants start to gain leg control and may be able to crawl, stand,

or walk. Coordination of arms always precedes coordination of legs.

1.2.2 Development proceeds from the center of the body outward.

This is the principle of proximodistal development that also describes the

direction of development. This means that the spinal cord develops before outer

parts of the body. The child's arms develop before the hands and the hands and

feet develop before the fingers and toes. Finger and toe muscles (used in fine

motor dexterity) are the last to develop in physical development.

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1.2.3 Development depends on maturation and learning.

Maturation refers to the sequential characteristic of biological growth and

development. The biological changes occur in sequential order and give children

new abilities. Changes in the brain and nervous system account largely for

maturation. These changes in the brain and nervous system help children to

improve in thinking (cognitive) and motor (physical) skills. Also, children must

mature to a certain point before they can progress to new skills (Readiness). For

example, a four-month-old cannot use language because the infant's brain has

not matured enough to allow the child to talk. By two years old, the brain has

developed further and with help from others, the child will have the capacity to

say and understand words. Also, a child can't write or draw until he has

developed the motor control to hold a pencil or crayon. Maturational patterns are

innate, that is, genetically programmed. The child's environment and the learning

that occurs as a result of the child's experiences largely determine whether the

child will reach optimal development. A stimulating environment and varied

experiences allow a child to develop to his or her potential.

1.2.4 Development proceeds from the simple (concrete) to the more complex.

Children use their cognitive and language skills to reason and solve problems.

For example, learning relationships between things (how things are similar), or

classification, is an important ability in cognitive development. The cognitive

process of learning how an apple and orange are alike begins with the most

simplistic or concrete thought of describing the two. Seeing no relationship, a

preschool child will describe the objects according to some property of the object,

such as color. Such a response would be, "An apple is red (or green) and an

orange is orange." The first level of thinking about how objects are alike is to give

a description or functional relationship (both concrete thoughts) between the two

objects. "An apple and orange are round" and "An apple and orange are alike

because you eat them" are typical responses of three, four and five year olds. As

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children develop further in cognitive skills, they are able to understand a higher

and more complex relationship between objects and things; that is, that an apple

and orange exist in a class called fruit. The child cognitively is then capable of

classification.

1.2.5 Growth and development is a continuous process.

As a child develops, he or she adds to the skills already acquired and the new

skills become the basis for further achievement and mastery of skills. Most

children follow a similar pattern. Also, one stage of development lays the

foundation for the next stage of development. For example, in motor

development, there is a predictable sequence of developments that occur before

walking. The infant lifts and turns the head before he or she can turn over. Infants

can move their limbs (arms and legs) before grasping an object. Mastery of

climbing stairs involves increasing skills from holding on to walking alone. By the

age of four, most children can walk up and down stairs with alternating feet. As in

maturation, in order for children to write or draw, they must have developed the

manual (hand) control to hold a pencil and crayon.

1.2.6 Growth and development proceed from the general to specific.

In motor development, the infant will be able to grasp an object with the whole

hand before using only the thumb and forefinger. The infant's first motor

movements are very generalized, undirected, and reflexive, waving arms or

kicking before being able to reach or creep toward an object. Growth occurs from

large muscle movements to more refined (smaller) muscle movements.

1.2.7 There are individual rates of growth and development.

Each child is different and the rates at which individual children grow are

different. Although the patterns and sequences for growth and development are

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usually the same for all children, the rates at which individual children reach

developmental stages will be different. Understanding this fact of individual

differences in rates of development should cause us to be careful about using

and relying on age and stage characteristics to describe or label children. There

is a range of ages for any developmental task to take place. This dismisses the

notion of the "average child". Some children will walk at ten months while others

walk a few months older at eighteen months of age. Some children are more

active while others are more passive. This does not mean that the passive child

will be less intelligent as an adult. There is no validity to comparing one child's

progress with or against another child. Rates of development also are not

uniform within an individual child. For example, a child's intellectual development

may progress faster than his emotional or social development.

An understanding of the principles of development helps us to plan appropriate

activities and stimulating and enriching experiences for children, and provides a

basis for understanding how to encourage and support young children's learning.

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Principle of Child Development

Development proceeds from the head downward

Development proceeds from the center of the body outward

Growth and development is a continuous process

Growth and development proceed from the general to specific

Development depends on maturation and learning

Development proceeds from the simple (concrete) to the more complex

There are individual rates of growth and development

Mind Map 1.1 Principle of Child Development

2.0 Factors that Influence Child Development

There are two factors that influence a child development, which is endogen and

exogen.

2.1 Endogen

Endogen is a factor that carried since in the womb of a mother until birth.

Endogen is an inherited factor or carriage factor.

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Nature

Nutrition

Mother’s Health

Drugs & Alcohol

Mother’s Emotion

Blood Rh

X-Ray

Smoking

Mother’s Age

Mind Map 2.1 The factor of endogen in child development

2.1.1 Nature

Physically, an individual inherited the physical of the parents such as height,

shape of body, skin colour, hair colour, eye colour, and many more (Buss & Plomin,

1997)

Some research said that most of the mental disorder is inherited. For example

the Tay-Sachs disease where children those posses this disease always die at the age

of 3 or 4 years old because of the malfunction of their enzymes in fat disposal.

Alfred Binet, Theodore and Guiford believe that intellectual was inherited and

cannot be improve by learning (Borich & Tombari, 1997). However, Howard Gardner et

al. (1996) do not agree with their thoughts and he said that inherited intellectual can be

improve by learning and giving the conducive environment for learning.

2.1.2 Nutrition

A balanced nutrition is a must for the mother and the fetus. If the nutritious are

not enough, the effect will takes where the brain cell development decrease.

2.1.3 Mother’s Health

A pregnant mother has to take a good care of her health by eating nutritious food

and less of sugar and salt usage in order to prevent disease such as high blood

pressure and preaklamsia (Shryock, 1991)

2.1.4 Drugs and Alcohol

A pregnant mother cannot take drugs and alcohol. If not, the born baby will suffer

mental disorder. Drugs such as heroin, cocaine, and methadone will cause physical

disorder to the fetus.

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2.1.5 Smoking

If a pregnant mother smokes, the fetus will alami lack of oxygen because the blood

vessels shrink. Carbon monoxides that are inhale will increase the carbon in the

mother’s hemoglobin. This will cause brain damage (Miller, 1986)

2.1.6 Blood Rh

When a woman with negative Rh married a man with positive Rh, normally the born

child is positive Rh. During pregnancy, mother who possesses negative Rh will produce

antibody that can destruct the fetus blood cells that flows. For the first pregnancy,

nothing will happen. But, for the second and third pregnancy, maybe there will be

enough antibodies in mother’s blood cells that will destruct the fetus blood cells that will

cause anemia.

2.1.7 X-Ray

Research said that x-ray effect on pregnant mother can cause disorder for the fetus.

2.1.8 Mother’s Emotion

Emotions such as angry, worried, and anxiety can stimulate a hormone call adrenalin

and the effect is blood from the uterus will flow to other parts of body.

2.1.9 Mother’s Age

The pregnant mother’s age related to the risk of the fetus (Kessner, 1973). The younger

they are, the more risk for them to abolitions, early born baby, and the death of baby.

The age that most suitable for a mother to pregnant is in between 20 to 35 year old (Jas

Laile Suzana Jaafar, 1996)

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2.2 Exogen

Exogen is a factor that came outside an individual. Examples such as experiences,

family, environment and school.

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Nutrition

Family

Friends

School Religious House

Mind Map 2.2 The factor of exogen in child development

2.2.1 Nutrition

A balance and nutritious food is penting in children’s’ growth. the most suitable for

newborn baby is the mother’s breast feeding milk.

2.2.2 Family

Family also plays the role in children’s growth and development. Parents influence their

attitude. According to Baumrid (1995), the best way to educate children is authoritative,

which means giving the freedom for children to develop with limitations.

2.2.3 Friends

Friends are the most common factors that influence an individual since he started his

social lifestyle outside the house. According to Berk (1989), friends are they who are in

the same age of about the same age with the individual. An individual learns the skills

by stages and through games with friends (Ramlah Jantan & Mahani Razali, 2002)

2.2.4 School

School is the agent of socialization that has more scope such as friends, teachers and

many more. In school, an individual can learn about the norms and rules in big group,

similarly to the community. An individual can learn more about moral esthetics and how

to mingle wit them.

2.2.5 Religious House

Children who stay near the religious house are exposed with philosophy, moral

esthetics, and many more.

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3.0 Socio-emotional Development (Discussions)

Social development is a two-sided process in which children simultaneously

become integrated into the larger social community and differentiated as distinctive

individuals. One side of social development is socialization, the process by which

children acquire the standards, values, and knowledge of their society. The other side of

social development is personality formation, the process through which children develop

their own unique patterns of feelings, thinking, and behaving in a wide variety of

circumstances.

Emotions or sometimes referred as affect are the feelings, both physiological and

psychological, that people have in response to events that are personally relevant to

their needs and goals. Emotional states energize thinking and acting in ways that are

often adaptive to the circumstances (Goleman, 1995; Saar et al., 1998). Happiness,

anger, fear, anxiety, and other emotional responses focus children’s attention on

important aspects of their lives; they also help children develop new ideas, goals, and

plans. Emotions are not just a means for venting excess energy; rather, they help

youngsters redirect their actions and relationship. The ways in which children express

deeply held emotions – and to some degree the emotions themselves – change the

development.

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3.1 Analysis of the Socio-emotional development

Year 1

Student 1 Student 2 Student 3Communication 1 2 4Attitude 3 2 4Confident 2 2 4Leadership 1 3 4Discipline 3 3 3Involvement 3 2 4Co-operation 2 2 3Personality 3 3 3

Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0

1

2

3

4

5

6

7

8

9

10

Year 1: Analysis

Student 1Student 2Student 3

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Table 3.1.1 Socio-emotional development: Year 1

Graph 3.1.1 Socio-emotional development: Year 1 Analysis

Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0123456789

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Year 1: Average

Table above shows that the average of the aspects in socio-emotional

development for Year 1 students. The data was collected by observing 3 students in

Year 1.

As we can see, the highest average marks given to Year 1 is only 3 and the least

average marks given is only 2.333333333. Why?

As Erik Erikson said that during school age is the stage of competence. In the

age of 7 (Year 1), children begin to exposed themselves in the school community which

comes the meaning of meeting more friends, teachers, and the school staff. During this

age, they are still in pre-mature stage where some of them do not the ethics in class.

That is why their given marks are in the range of 2 until 3.

Based on the graph also, we can clearly see that these children are starting to

learn how the school community is, and try to adapt themselves in school. Most of the

children eventually will cry when their parents left them behind for school. That is

because by the emotional development that does not develop well enough in order for

them to control their feelings.

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Graph 3.1.2 Socio-emotional development: Year 1 Average

Year 2


Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0

1

2

3

4

5

6

7

8

9

10

Year 2: Analysis


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Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0123456789

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Year 2: Average



Year 2.

As we can see, the highest average marks given to Year 2 is only 4 and the least

average marks given is only 2.333333333. Why?

Some of the students still wandering around in finding their way in school. Year 2

is only older 1 year that the Year 1 students. So, the social and emotional developments

of theirs are still not in control. In other words, most of the Year 2 students cannot

control their emotions.

Basically, the do not have their own identity. That is why most of the Year 2

students cannot be a leader or something that hardly for them to carry out.

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Year 3


Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0

1

2

3

4

5

6

7

8

9

10

Year 3: Analysis


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Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0123456789

10

Year 3 : Average



Year 3.

As we can see, the highest average marks given to Year 3 is about 6.333333333

and the least average marks given is only 4.666666667. Why?

Year 3 is the most crucial time where some of the students are able to control

their emotions, but not 100%. This is the time where students know themselves, how

strong they are, what courage they have, which personality they in and many more.

That explain why the data had increased a little bit comparing to Year 1 where

they started to expose themselves. Students in Year 3 are starting to follow the foreign

culture and started to build their own personality.

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Year 4


Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0

1

2

3

4

5

6

7

8

9

10

Year 4: Analysis


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Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0123456789

10

Year 4: Average



Year 4.



Year 4 is the second most crucial time because of the factors that influences their

personality. Some of the male students are beginning to flirting around. But, in social

and emotional development they are able to build themselves such as confident, their

attitude and many more. This is the year where they had their own personality and

trying hard to develop it. That is why their marks are higher compared to Year 1.

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Year 5


Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0

1

2

3

4

5

6

7

8

9

10

Year 5: Analysis

Darjah 5 Student 1Darjah 5 Student 2Darjah 5 Student 3

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Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0123456789

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Year 5: Average



Year 5.

As we can see, the highest average marks given to Year 5 is only 8.333333333


As we know, Year 5 is older 1 year than Year 4, which means the development in

Year 4 is extend to Year 5. In Year 5, most of the students know how to control

themselves in emotions, their personalities, their attitude, how to behave in class and

many more. According to Erik Erikson, at the age of 11 students are able to master the

social studies.

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Year 6


Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0

1

2

3

4

5

6

7

8

9

10

Year 6: Analysis


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Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0123456789

10

Year 6: Average



Year 6.



As we can see, students in Year 6 got higher marks than Year 1. This means that

students in Year 6 have developed a lot since they were in Year 1. Students in Year 6

know what they wanted to, that is why they can behave well during class and outside

the class. We can see the differences thinking if we compared a student in Year 6 with

himself back at Year 1. If he always biting his friends over mistaken pencil or ruler, in

Year 6 he will not bit any of his friends anymore because of the thinking and the feeling

of shame. Plus, their cognitive thinking shows that Year 6 can think a solution for a

simple problem.

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Average of socio-emotional development between Year 1 to Year 6

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6Communication 2.33333333 2.33333333 5 6.33333333 7.66666667 9.33333333

Attitude 3 3.66666667 4.66666667 7.33333333 6.66666667 7.33333333

Confident 2.66666667 3 5 6.33333333 7.33333333 8.66666667

Leadership 2.66666667 2.66666667 5 7.66666667 7.66666667 8

Discipline 3 3.33333333 5 7.33333333 7.33333333 8

Involvement 3 3 5 6.33333333 7.33333333 8.66666667

Co-operation 2.33333333 3.33333333 5 6.33333333 8.33333333 8.33333333

Personality 3 4 6.33333333 7.33333333 6.66666667 9

Communication

Attitude

Confident

Leaders

hip

Disciplin

e

Involve

ment

Co-operation

Personali

ty0

1

2

3

4

5

6

7

8

9

10

Socio-emotional development: Year 1 to Year 6

Year 1Year 2Year 3Year 4Year 5Year 6

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Graph 3.1.13 Socio-emotional development: Average of Year 1 – Year 6

Based on the graph 3.1.13, we can see how the students develop during their

first entrance in school (Year 1) until Year 6. We can see that these students are really

developing themselves by using aids for observing social and emotional development.

We can see that students in Year 1 maybe will bit some of his friends if they take

pencils or rulers that he do not want to give. But, comparing to Year 6, the student can

think rationally and will came out a solutions for the problems.

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4.0 Five Activities and Examples

There are several activities that can be suggested when observing students’

socio-emotional development.

4.1 Group discussion.

In this activity, students are divided into 6 groups and will be given a topic. This

activity can only be done from Year 4 to Year 6 only because of their cognitive

development. In this activity, I observed 3 students in order to get their level of socio-

emotional development. Time given is 15 minutes in order to give some space for the

students to calm down.

Example, a group is given a topic about “My Dream House”. I will give order to

discuss about the topic, and eventually they will write a simple essay on the topic. In this

discussion, the student that I observed gives lots of idea during the discussion. He also

gives chances to other students for sharing some ideas. In the nut shell, the student has

a very good common sense on the topic because his emotion had giving him ideas and

he also dream on having a real dream house. He also has a good social sense because

he can interact with the other students.

In the other hand, another observes student is really a quiet person. He does not

talk much in the group discussion because he feels uneasy with the activity. When I

asked her why, she simply answered, “I’m not in the mood,” where I know she had a

little problem at her house. So, environment in house influences her emotion and social

development.

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4.2 The crazy train

The purpose of this game is for the students to recognize words involving simple

directions. Arrange the student as if they were a long train: one child standing behind

another. Each child keeps his arms on the shoulders of the one standing in front.

While the children move around give rhythm to their motion by saying:

Go slowly choo-choo train, go slowly choo-choo train.

Let them say: ‘Choo-choo train, choo-choo train’ while they moving around.

Speed up the rhythm little by little and say:

Go faster choo-choo train, go faster choo-choo train, and go faster choo-choo train.

Say it faster and faster. The children speed up their motion and say: ‘choo-choo train,

choo-choo train’ faster, too.

Lastly, teacher will said the train falls down.

The children fall on the floor and lie there for a few moments. Then the game starts

again.

When the children get ready for production, let them, in turn, take your role and give the

commands to the train.

If the train does not follow the order, meaning that the student do not have very

good social interaction with the students in the classroom. Emotions that indicate that

they do not like this activity are sulking, boring and many more.

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4.3 Face

The main purpose of this activity is to introduce children with normal human feeling and

emotional reaction. The steps of this activity are:

Step 1:

Teacher will show an angry face.

‘Everybody look at my face…’ (Show an angry face).

Step 2:

Students try to guessing the teacher’s feeling.

‘Can you guess what is my feeling now?’

Try with different kind of expressions. Try to attract them with story base on your

experience. Pick one of the children and ask him to make any expression. And other

students try to guest it.

Students who can show good expressions meaning that they know how to

express themselves when they are in bad mood. But, if they cannot show good

expressions, meaning that they cannot express themselves well enough. So, parents,

teachers and other students do not know when this type of students happy, angry, or

sulky in order to make them happy.

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4.4First day at school

The main purpose of the activity is encouraging children to think of their first

school day and learn how to persuade.

First, tell the children to think about their first school day at school. Encourage them to

think and talk about it. What did they say? Who took them there: mothers, fathers,

grandparents, nannies? What did mothers, fathers, grandparents; nannies say when they had to

leave? What did the teachers say? Note down these expression. Tell them that, like them, L2

children do not always like to go to school the very first time.

Second, select some sample expressions that the children have mentioned. Say the

expression. Let them repeat. Write on the board:

Me Mother/Father/Nanny Teacher

Write the expressions that they have learned under the appropriate. Columns (e.g. the

children’s expressions under ‘Me’, the mothers’ expressions under ‘mother’, etc.). Help them

read the expressions.

Thirdly, divide the children into three groups. One group plays the role of ‘children’,

another plays the role of ‘mothers or fathers’, and the third group plays the role of ‘teachers’.

The three groups should know what expressions to use by now. The plays starts and it should

be a confusion of crying children who run away from their mothers, angry mothers pushing

them, smiling teachers who try to encourage the children to go to school.

Students who are capable of remembering those feelings had developed their

emotions while studying in school. Then, students are also building their personalities in

this game by using their thinking to express the feelings.

4.5Families

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The main purpose of this game is to becoming more familiar with the word

related to the ‘family’. The game will be carrying out with a large set of papers and a set

of pictures of family.

Firstly, hang the sheet of paper on the wall. List your name and all the children

on the left side of it. Draw a rectangular box to each name. Draw the members of your

family in the box next to your name.

Teacher says:

This is my mother, this is my father, this is my husband, these are my two children and

this is me. (Obviously, change it according to your family situation.)

Invite the children-one after the other- to make drawings of all the members of their

families. Each child does a drawing and tells the relationship following your model. Ask

them question like:

Is this your brother? Brother? Yes, your brother. Say “this is my (touch your

chest) brother.

Make the children count the members of each family and write the number next to

each drawing under the heading ‘how many?’

This activity is fun because they can develop their feelings toward their family. In

the nut shell, they will overcome their feelings which sometimes sadness of being away

from their family.

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5.0 Implication of Socio-emotional Development

Physical development is important to the student. It is the symbol to the child in

healthy condition. If the physical is good may be their cognitive is also good, when both

of the developments are in good condition their socio-emotional development is also in

good condition. Refer to the data; we can see the differences of socio-emotional

development in the children at every stage or age. The development of socio-emotional

was influences by many factors such as environment, food and genetic. Socio-

emotional development is very important to the child in learning and teaching process.

As we know, the child has the different social and emotional level.

Student which has unstable emotion and social will give the implication in

teaching and learning process. In this situation, we can see the changes in the student

behavior. For example in the emotional scope, the student that has the higher cognitive

cannot give the fully attention in teaching and learning process. It is because the

method to teach them is different than normal student. So in emotionally, the student

feels very uneasy about the teacher’s teaching and learning for the day.

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B

C

A

Picture 5.1 Socio-emotional development

Student B is a passive student in the class. He likes to bit his classmate in

classroom while teaching and learning process. The B’s victim was his classmate. Is

this the problem that can give the implication in teaching and learning process? Student

B that was biting his friend has a problem with his social and emotional development.

The teaching and learning process will be affected by the student behaviour. Student B

was biting his classmate because of his social development was not good for his age.

His emotions are not being well control for age like him. In this incident, student B will

disturb other children in the learning and teaching process.

The factor that influences the student for biting his friend is maybe his classmate

had taken something that he do not want to give. For example, if his friend takes a

pencil from him the B student may felt angry and began to act as his feelings tell them

so. In this case, his feeling said “bit him” and he began to bit his friend. This is the result

where the student cannot control his emotion. Teachers must take this example issue

seriously because it can give the implication to teaching and learning process,

classroom and the students’ social and emotional development.

Furthermore the implication of socio-emotional development will make students

more hyper-active in classroom. So, it will give the problem to the teacher in transferring

the information. Students which have emotional problem will get the full attention from

the teacher, so it gives the implication in the class teaching and learning because the

teacher only gives the attention to the problem students only. So, the teaching and

learning process will be affected. In this situation, may be other classmate will jealous

with the problem student. Also, it will effect the environment in the classroom.

In the emotional scope, the implication of cognitive development in teaching and

learning process is different with others. We can see it be able to influences the student

and teacher behaviour. May be in the teaching and learning process, the students are

not give the fully attention because the emotion is not stable. So they cannot control the

situation in the classroom.

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6.0 Conclusion and Suggestion

The development in child is happen with slowly without problem. The process

that can help the students in socio-emotional development must be happening with full

of balance and repeating. The socio-emotional are very important to the students in

teaching and learning process. From this assignment, I can conclude that the socio-

emotional development can be improved if the students take the initiative to change it

from weak to good.

To improve the students’ social and emotional development, several

communities have to put lots of effort such as the teachers, parents, students, and

school management.

Students have to eats nutritious food in order to make them healthy. When they

healthy, they are able to control their emotion and study in term of socially. If one of the

students is in bad mood, other students have to acknowledge the moody student in

order to make him regain his feelings. When the student has regained his emotion back,

he will feel the teaching and learning for the day is very fun.

For parents at home, they must know when their children in bad mood. If this

happen, parents have to cheer them. Parents have to be friends with their children.

When parents make friends with their children, children are tend to tell their problems

which had interrupt their feelings and social lifestyle. Then, the parents should give

advices to their children and give some moralities in order for them to regain

themselves. Then, if parents suspect that their children are in pain or some kind of

illness, they should bring to the clinic or the hospital for medical check-up. Parents are

also advices to discuss with the class teacher in order to know how their children doing

well in the class.

When teacher give some moral values to the student, the students will do not

take it for grated more than their parent. In this situation, we can see that teachers can

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influence their emotions and social lifestyle. So, teacher is an agent that can change the

students’ lifestyle in order to make them feel happy in school.

Based on the SBE, the discipline problem in rural are school is less than the city

school. In rural are school, students are only tend to smoking and skipping class. So the

teacher must have the initiative to control the discipline problem like having the seminar

how to change the student personality becoming better person. From the seminar,

students are able to get the stimulus how to change their lifestyle.

To develop emotional and social of the students, teacher and school must take

the way how to prevent the discipline issue. Teacher must give the attention to the

problem of the students in order to make students become more independent to build

their emotional, social and cognitive to be the good. Based on the research, the

undisciplined students become like that because more attention from their parent and

society.

In the nut shell, teachers, parents, and students themselves must have the

initiative to change and influences the student’s personality, hence to gain the students

social and emotional development.

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Suggestion

Parents

be friends with children

give moralities

medical checkup

Students

eat nutrituos food

support other students

participate in school acticities

Teachers

become role model

give support to students

hear the students problems

Mind Map 6.1 Suggestion

Reflection

On the 6th March of the year 2008, our class received an assignment from the

Education Department. Our lecturer, Miss Guan had handed us an assignment based

on the Child Development. It requires us to do some research during the School Based

Experience (SBE) that held by the Unit Praktikum after the Mid Term Holiday.

At my first thought this assignment was easy as it looks. After Miss Guan handed

the assignment, I gather all the data wanted by the question and I also do some

collaboration with my friends in searching the data. During the holiday, I spend most of

my time surfing the internet searching for any related ideas on the Child Development. I

also searched for the socio-emotional development that can be observed in school.

Then I found out that this assignment was a lot tougher that I thought before. At

my first day during the SBE, I had to do some collaboration with the teachers, panel

heads, the headmaster, and senior assistant. I had to make a lot of question in order to

answer the topic, Socio-emotional Development. I also did many researches on the

topic.

At last, I finally completed this assignment with a lot of joyful moment of the

school. I had finished this assignment with the help of my friends and also the lecturer.

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Bibliography

Reference Books

Berk, E.L. (1989) Child Development, Boston: Allyn and Bacon

Mohd. Ali Albar (1992) Perkembangan Manusia Menurut Ilmu Perubahan dan Al-Quran.

Kuala Lumpur: Crescent News Sdn. Bhd.

Morrison S. Morrison, 1995. Early Childhood Education Today. Merrill Prentice Hall, United

States of America.

Poh Swee Hiang, 2005. Pedagogy Science volume 1. Kumpulan Budiman Sdn Bhd. Kuala

Lumpur.

V. Gregory Payne, Larry D. Isaacs, 2002. Human Motor Development A Lifespan

Approach. The McGraw, Hill Companies, Inc.

Internet

http://social.jrank.org/pages/336/Infancy-Socioemotional-Development.html

http://www.learningandteaching.info/learning/piaget.htm.

http://www.cognitive.wikipedia.com.

http://physicaldevelopment.wikipedia.com.

http://www.physicalcognitive.com.

http://www.phycicalpsychology/developmen.htm.

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http://www.phycicalpsychology/developmen.htm

http://www.physicalcognitive.com/

http://physicaldevelopment.wikipedia.com/

http://www.cognitive.wikipedia.com/

http://www.learningandteaching.info/learning/piaget.htm

http://social.jrank.org/pages/336/Infancy-Socioemotional-Development.html

ATTACHMENT

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Documents

Child Development, Socio-emotional Development