Social Emotional Development
Social Emotional Development ECS 312
Popular in Soc and Em Devpt of Yng Child
Popular in Education and Teacher Studies
This 8 page Study Guide was uploaded by Stephanie McDonald on Sunday February 28, 2016. The Study Guide belongs to ECS 312 at Arizona State University taught by Ciancio, Oakes in Spring 2016. Since its upload, it has received 29 views. For similar materials see Soc and Em Devpt of Yng Child in Education and Teacher Studies at Arizona State University.
Reviews for Social Emotional Development
Report this Material
What is Karma?
Karma is the currency of StudySoup.
You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!
Date Created: 02/28/16
Running Head: SOCIAL EMOTIONAL DEVELOPMENT Bell 1 Social Emotional Development Brooke Bell Arizona State University SOCIAL EMOTIONAL DEVELOPMENT Bell 2 Social emotional development in young children is very important for the success of the child in later years, and plays a major role of the outcome of students in different areas. Parents and teachers can impact a child’s social emotional development in many different ways, and it is important for them to create positive social interactions for the children. One important aspect that affects the social emotional development of children is the way boy and girls interact with each other and the different friendships they form. Gender schemas are developed by children in their early years, and these gender schemas that are created based on what society tells us is acceptable for certain genders impacts children’s social and emotional development. While I was reading the given articles about social emotional development, I found the information about the friendships young boys and girls make, and how these friendships affect their development. I found it interesting that preschool boys tend to have larger friend groups and often play more active games, farther from adults, as opposed to groups of preschool girls (Jobe & Manster 2012). I also found it interesting that teachers have such a large impact on interactions with students, and it is important for teachers to get students to interact with the opposite gender for the sake of the child’s development. Teachers should strengthen spatial awareness, and recruit boys into nonathletic, or typical “girl” activities, and vice versa, recruit girls to participate in typical “boy” activities. It is imparitive for teachers to not judge a student’s ability based on their gender, and to not stereotype students as well (Eliot 2010). As a future educator, I’m glad I learned this information on what I should do in my role to make sure that students in my classroom are successful. It is essential for me to make sure that I help and SOCIAL EMOTIONAL DEVELOPMENT Bell 3 encourage my students to make meaningful relationships with a wide range of people so that they have the skills they need as they grow into adults. Growing up as a little girl I did not have many boy friends, and mainly interacted with other girls. There were a few other kids who went to my school who lived in my neighborhood when I was in elementary school, and we would all hang out after school and play outside or at one of our houses. This group of friends was mixed with both boys and girls, but I had a better friendship with the other girls in the group as opposed to the boys in the group. My interactions with the opposite sex often seemed to be a little awkward and very brief, probably because of my limited interaction I had with them as I grew up. I always tended to befriend other girls rather than boys, and my best friends were always girls. I was never interested in hanging out with boys because I wasn’t interested in the active games that they were typically playing. Once I started to get a little bit older, I started to feel more comfortable to interact with boys and become friends with them, and I can say that now many of my good friends are boys, and not girls. As a little girl, and even through some of my adolescence, my parents would not allow me to go hang out with someone of the opposite sex. My group of friends was always a small group of girls that were the same age as me and had similar interests. Young children tend to group and categorize people and things into simple groups in order to make sense of the world around them as they experience new things, and are natural sorters (Jobe & Manster 2012). This natural sorting that children do means that they tend to befriend others of the same sex, and develop singlesex peer groups in which they spend most of their time with. “Gender is a particularly salient category for grouping people because it is visual, concrete, and simple” (Jobe & Manster 2012). It is easy for children to categorize their SOCIAL EMOTIONAL DEVELOPMENT Bell 4 peers by their gender and to spend time with other children of the same sex, but there are social, emotional, and academic consequences because of these friendships. On the other hand, it is beneficial to children’s development if they interact and form friendships with those of the opposite gender. When they have many different friends with different interests, cultures, and backgrounds, children are exposed to new ideas and participate in many different activities. “When children try different activities and ways of communicating and interacting, they are better poised to develop the flexibility to interact successfully in a range of social groups” (Jobe & Manster 2012). In samesex peer groups, preschool aged boys and girls seem to develop progressively different, with different styles of behaving and relating to each other. These children also seem to grow differently in their cognitive and academic interests and skills (Fabes, Hanish, & Martin 2007; Martin & Dinella 2002). If children segregate themselves in samesex peer groups, they miss out on the opportunity to learn new things and grow social competence and acceptance, which will help them as they grow into adults and encounter different situations and are introduced to new relationships. Children who selfsegregate are more likely to be gender stereotypical, and the assumptions they make about the opposite sex will carry on with them throughout their life. Gender schemas are a belief that a person develops about what it means to be male and female in the society they live in. Gender schemas are developed at a young age from what children experience around them in their environment, their interactions they have, and the culture that they live in. Society plays a huge role in depicting what it means to be male or female, and these expectations that children see about gender affects their development. Gender schemas motivate behaviors that conform ideas about what is acceptable for a person based on SOCIAL EMOTIONAL DEVELOPMENT Bell 5 gender, and guide assumptions and expectations about the people and experiences children encounter (Blakemore, Berenbaum, & Liben 2009; Blaise & Taylor 2012). Adults and teachers play a very significant role for the gender schemas that children develop, which in turn affects their development. In society and maybe even in the child’s home, children might develop the idea that the father in the family should be the bread winner and go to work everyday, and the mother should be at home taking care of the children, cleaning, and cooking. These expectations limit children and their capabilities, because they are under the impression that those are the expectations that they must live up to when they grow up. Parental treatment can magnify the differences between boys and girls (Eliot 2010). For example, parents might and often times put their daughter in dance classes and their son on a sports team for extracurricular activities, because society tells us that those are appropriate activities for that specific gender. For educators, it is vital to not stereotype students based on their gender and prejudge a students ability based on their gender. Motivating students to engage in different activities and with a wide range of different students will help them through their development and their skills to build relationships. In the U.S. girls tend to be rewarded for acting like boys and engaging in activities that typically only boys engage in, more than the other way around, and boys are often looked down upon for acting like a girl or having interest in “girly” things. This is great for girls’ math and athletic skills, but not for boys’ verbal and relational abilities (Eliot 2010). In my position as a teacher, it will be important for me to have my students participate in a variety of different activities and not set limitations for my students based on gender, and to create a positive, gender equal, environment in my classroom that will benefit the social emotional development for all students. SOCIAL EMOTIONAL DEVELOPMENT Bell 6 The assumptions that society presents to us about gender, as well as the relationships children make in early childhood have a large impact on their development and their interpretation on what is acceptable for their gender. The differences between genders affects children in their cognitive abilities, social interactions, their physical abilities, and many other areas, and it is important for parents and teachers to recognize this for the success of the child. It is crucial to not stereotype or prejudge a child’s abilities based on gender, and to reinforce relationships between children of the opposite gender so that they can develop important skills they will carry with them throughout their childhood and into adulthood. SOCIAL EMOTIONAL DEVELOPMENT Bell 7 References Blaise, M., & A. Taylor. 2012. “Using Queer Theory to Rethink Gender Equity in Early Childhood Education.” Young Children 67 (1): 88–98. Blakemore, J.E.O., S.A. Berenbaum, & L.S. Liben. 2009. Gender Development. Clifton, NJ: Psychological Press. Eliot, L. (2010). The Myth of PINK & BLUE Brains. Educational Leadership, 68(3), 3236. Fabes, R.A., L.D. Hanish, & C.L. Martin. 2007. “Peer Interactions and the Gendered Social Ecology of Preparing Young Children for School.” Early Childhood Services 1 (3): 205– 18. Manster, H., & Jobe, M. (2012). Supporting Preschoolers’ Positive Peer Relationships. Retrieved February 21, 2016, from http://www.naeyc.org/yc/files/yc/file/201211/Manaster.pdf Martin, C.L., & L. Dinella. 2002. “Children’s Gender Cognitions, the Social Environment, and Sex Differences in Cognitive Domains.” Chap. 8 in Biology, Society, and Behavior: The Development of Gender Differences in Cognition, eds. A.V. McGillicuddyDe Lisi & R. De Lisi, 207–39. Westport, CT: Ablex. SOCIAL EMOTIONAL DEVELOPMENT Bell 8
Are you sure you want to buy this material for
You're already Subscribed!
Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'