DESCRIBE THESE EMOTIONS
Draw anything that will represent this
emotional situation?
Anger
Happiness
Chaos
Peace
Analysis
How do different individuals interpret and
represent emotional situations such as anger,
happiness, chaos, and peace through their artistic
expressions?
How does cultural backgrounds, personal
experiences, and societal influences shape these
interpretations.
Social and
Emotional
Development
Main Topic 4
Mrs. Rhodoria M. Guillo
College of Teacher Education
Topics
A. Socio-emotional Development
B. Development of Self and Social Understandings
C. Development of Motivation and Self-Regulation
D. Moral Development Theories
E. Current Research and Pedagogical Applications
Topic Outcomes
a. Discuss the concepts and theories related to the
socio-emotional development of children and
adolescents;
b. Make connections, using knowledge on current
research literature, between socio-emotional
development theories and developmentally
appropriate teaching approaches suited to learners’
gender, needs, strengths, interests and experiences.
“Educating the mind
without educating the
heart is no education
at all.”
—Aristotle
A. Socio-emotional
Development
Social-emotional development
in early childhood is a gradual
process where children acquire
the ability to understand,
express, and manage emotions,
as well as develop meaningful
relationships with others.
A. Socio-emotional
Development
This development is crucial as it
influences various aspects of a child's
life, including cognitive, motor, and
language development. Positive
social-emotional skills enable
children to form and sustain positive
relationships, manage and express
emotions, explore their
environment, and engage
effectively.
Socioemotional development and
emotional intelligence are
interconnected aspects of human Emotional intelligence, often referred to as EQ,
encompasses the ability to identify, understand,
growth and behavior. and manage one's own emotions, as well as the
Socioemotional development emotions of others. It involves skills such as
refers to how individuals, emotional awareness, harnessing emotions for
problem-solving, and managing emotions
especially children, learn to effectively. The concept was introduced by Peter
express their feelings, develop Salovey and John D. Mayer in the 1990s and
popularized by Daniel Goleman.
relationships, and practice social
skills. It involves understanding
and managing emotions, forming
relationships, and navigating
social interactions effectively.
B. Development of Self
and Social Understanding
1. Psychoanalytic Theory (Freud)
Psychoanalytic Theory, as developed by
Sigmund Freud, is a foundational
psychological framework that emphasizes the
role of unconscious forces in shaping human
behavior. Freud believed that personality
development occurs during early childhood
and is heavily influenced by childhood
experiences.
B. Development of Self
and Social Understanding
1. Psychoanalytic Theory (Freud)
Concepts
id - operates on the pleasure
principle, seeking immediate
gratification of desires
ego - mediates between the id's
impulses and the external world,
following the reality principle
Superego - represents internalized
moral standards, guides behavior
based on societal norms and values.
B. Development of Self
and Social Understanding
2. Psychosocial Theory (Erikson)
Psychosocial theory,
also known as Erik Erikson's psychosocial
development theory, is a well-known
framework in developmental psychology.
It outlines eight stages of psychosocial
development that individuals go through
from infancy to old age. Each stage is
characterized by a specific conflict or
challenge that individuals must resolve to
achieve healthy psychological and social
development.
B. Development of Self
and Social Understanding
2. Psychosocial Theory (Erikson)
B. Development of Self
and Social Understanding
3. Social Learning Theory (Bandura)
Social Learning Theory, proposed by
Albert Bandura, emphasizes the role
of observational learning, imitation,
and modeling in human behavior.
Bandura's theory suggests that
individuals learn by observing others'
behaviors, attitudes, and outcomes,
and then imitating those behaviors if
they are reinforced or rewarded
The Bobo doll experiment was conducted by psychologist
Albert Bandura in 1961 to study observational learning and
aggression in children. In the experiment, children observed
adults behaving aggressively towards an inflatable doll
called Bobo. The children were then placed in a room with
toys, including the Bobo doll, and their behavior was
observed.
Bandura found that children who witnessed the aggressive
behavior were more likely to imitate it themselves, even
when the adult model was no longer present. This
demonstrated that children learn through observation and
modeling, and that exposure to aggressive behavior can
increase the likelihood of aggressive behavior in children.
The experiment highlighted the role of social learning
theory in shaping behavior, emphasizing that behavior is
learned through observation, imitation, and reinforcement.
It also raised ethical concerns regarding the potential
influence of media violence on children.
C. Development of Motivation
and Self-Regulation
1. Content Theories
-Hierarchy of Needs (Maslow)
Maslow's Hierarchy of Needs is a psychological
theory proposed by Abraham Maslow in 1943.
It categorizes human needs into a hierarchy
ranging from basic physiological needs like food
and water to higher-level needs such as self-
actualization. The hierarchy consists of five
categories: physiological, safety, love, esteem,
and self-actualization. According to Maslow,
individuals progress through these needs, with
each level needing to be satisfied before
moving to the next.
C. Development of Motivation
and Self-Regulation
1. Content Theories
-Hierarchy of Needs (Maslow)
The theory suggests that meeting these
needs is essential for personal growth and
fulfillment, culminating in self-actualization,
the realization of one's full potential. While
widely used in various fields like education,
healthcare, and management, Maslow's
Hierarchy of Needs has faced criticism for its
hierarchical structure and the assumption
that needs must be fully satisfied before
progressing to higher levels.
C. Development of Motivation
and Self-Regulation
1. Content Theories
- ERG Theory (Alderfer)
The ERG Theory, proposed by Clayton Alderfer,
redefines Maslow's Hierarchy of Needs into three
broader categories: Existence, Relatedness, and
Growth. Existence needs encompass basic material
necessities, relatedness needs involve interpersonal
relationships and recognition, while growth needs
focus on self-development and personal
advancement. Alderfer's theory allows for the
simultaneous operation of multiple needs and
emphasizes that frustration in higher-level needs
can lead to a regression to lower-level needs.
C. Development of Motivation
and Self-Regulation
1. Content Theories
- Theory of Needs (McClelland)
McClelland's Theory of Needs, proposed by
psychologist David McClelland, identifies three
primary motivations: achievement, affiliation, and
power, which influence behavior across cultures and
demographics. The need for achievement drives
individuals to succeed and compete, while affiliation
focuses on social relationships, and power on
influencing others and controlling situations.
McClelland's research highlights how individuals vary
in their dominance of these motivations, with
implications for effective management, employee
motivation, and decision-making in organizational
contexts.
C. Development of Motivation
and Self-Regulation
1. Content Theories
- Two Factors Theory (Herzberg)
The Two-Factor Theory, also known as Herzberg's
Motivation-Hygiene Theory, was developed by
psychologist Frederick Herzberg. This theory
distinguishes between factors that lead to job
satisfaction (motivators) and factors that prevent job
dissatisfaction (hygiene factors). Motivators are intrinsic
factors related to the job itself, such as recognition,
achievement, growth opportunities, responsibility, and
meaningful work. On the other hand, hygiene factors are
extrinsic factors necessary for a satisfactory work
environment, including pay, company policies, working
conditions, job security, and interpersonal relationships.
C. Development of Motivation
and Self-Regulation
2. Process Theories
- Reinforcement Theory (Skinner)
Reinforcement Theory, as proposed by B.F. Skinner, is a
psychological theory based on operant conditioning. This
theory emphasizes the role of consequences in shaping
and reinforcing behavior. According to Skinner, behavior
that is reinforced tends to be repeated, while behavior
that is not reinforced tends to diminish. The theory
focuses on the relationship between a behavior and its
consequences, highlighting that positive reinforcement,
negative reinforcement, punishment, and extinction play
crucial roles in influencing behavior.
C. Development of Motivation
and Self-Regulation
2. Process Theories
- Expectancy Theory (Vroom)
The Expectancy Theory, developed by Victor H. Vroom,
is a motivational theory that focuses on how individuals
make choices based on the expected outcomes of their
behaviors. It comprises three elements: expectancy
(belief in effort leading to performance),
instrumentality (belief in performance leading to
outcomes), and valence (value of outcomes). According
to this theory, individuals are driven to act when they
believe their efforts will lead to better performance
and desirable rewards, emphasizing the importance of
linking rewards directly to performance for effective
motivation.
C. Development of Motivation
and Self-Regulation
2. Process Theories
- Goal Setting Theory (Locke)
Locke's Goal-Setting Theory, developed by
Dr. Edwin Locke, is a motivational theory
that emphasizes the importance of setting
specific and challenging goals to enhance
performance and motivation. Locke's theory
highlights that setting meaningful and
challenging goals can lead to increased
motivation, performance, and productivity in
both individual and organizational settings.
C. Development of Motivation
and Self-Regulation
2. Process Theories
- Self Determination Theory (Deci & Ryan)
The self-determination theory is a macro theory of
human motivation and personality that focuses on
intrinsic motivation and the innate psychological needs of
autonomy, competence, and relatedness. Developed by
psychologists Edward Deci and Richard Ryan, this theory
suggests that individuals are driven by a need to grow,
gain fulfillment, and feel in control of their behaviors and
goals. Self-determination theory emphasizes the
importance of internal sources of motivation over
external rewards, highlighting the significance of
autonomy, competence, and relatedness in fostering
psychological growth and well-being
D. Moral Development
Theories
1. Piaget
Piaget's Theory of Moral Development is a cognitive
theory that explains how children develop their
understanding of right and wrong. It consists of two
main stages - the heteronomous stage, characterized
by strict adherence to rules, and the autonomous
stage, where individuals understand that moral rules
can be changed through mutual agreement. Piaget's
theory emphasizes children's cognitive development
and how their thinking evolves regarding moral issues,
focusing on aspects like children's understanding of
rules, moral responsibility, and justice. In the
heteronomous stage, children view rules as
unchangeable and imposed by authorities, while in the
autonomous stage, rules are seen as created by people
and subject to negotiation
D. Moral Development
Theories
2. Kohlberg
Kohlberg's theory of moral development
focuses on moral reasoning and ethical decision-
making. Lawrence Kohlberg proposed a six-stage
theory of moral development that emphasizes the
progression of moral reasoning from a focus on self-
interest to a consideration of universal ethical
principles. According to Kohlberg, individuals
advance through these stages as they mature, with
each stage building upon the previous one in a
hierarchical manner. Kohlberg's theory highlights the
importance of moral development in shaping
individuals' socioemotional growth and ethical
decision-making processes.
D. Moral Development
Theories
3. Turiel
Elliot Turiel's theory of moral development
emphasizes that children are active social agents
who construct their moral understanding
actively rather than passively absorbing moral
rules or values. He highlights the importance of
children's autonomy in moral development,
showcasing that children display a fair amount
of autonomy early on in social relationships.
Moreover, Turiel's work challenges propositions
that emotions are primary in morality and that
moral acquisition is solely due to parental
practices or societal standards.
D. Moral Development
Theories
4. Giligan
Carol Gilligan's theory of moral development, known
as the Ethics of Care, focuses on the socioemotional
development of individuals, particularly women.
Gilligan's theory emphasizes pro-social behaviors like
altruism, caring, and helping, as well as traits such as
honesty, fairness, and respect. She argues that women
tend to prioritize caring in moral decision-making,
contrasting with Lawrence Kohlberg's theory that
emphasizes justice and individual rights. Gilligan's
stages of moral development for women include an
orientation toward individual survival, goodness as
self-sacrifice, and a morality of nonviolence,
highlighting the progression from selfishness to
selflessness and balance in moral reasoning
D. Current Research and
Pedagogical Applications
Group work (groups of 3-4 members only).
Research for a current research (2014-2024) on
socio-emotional learning and/or implications on
learning. Fill out the google docs provided.
reflection
"How do you think our
emotions and
relationships are
influenced by the way we
grow up and the people
around us? You may cite a
theory discussed."
