Develoopmental Profile

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There are milestones in social and emotional development during early childhood. As preschoolers realize characteristics they possess they define who they are and develop self-concept. Berks (2014) states, “a warm, sensitive parent-child relationship seems to foster a more positive, coherent, early self-concept” (p.256). Part of developing their self-concept involves evaluating their ability to perform tasks leading to their self-esteem. Parental praise or criticism of the preschooler’s abilities affects how they will view themselves as well. According to Berk (2014), “children whose parents criticize their worth and performance give up easily when faced with a challenge” (p.258). Another milestone is emotional regulation. Language development helps with this skill, as the child can better communicate how they feel. They have learned to control their reactions and show less outbursts. (Berk, 2014). Parents play a role in how children learn to control their emotions. Berk (2014) states, “warm, patient parents who use verbal guidance, including suggesting and explaining strategies and prompting children to generate their own, strengthens children’s capacity to handle stress” (p.529). Peer relations is another milestone in social and emotional development. As preschooler’s language improves, they can talk to peers and participate in play activities together instead of solitary and parallel play. These friendships are based on playing together and sharing of toys. Parents can influence peer relationships by providing play dates with other children and modeling how to interact with others (Berk, 2014). Girls tend to be more relational while boys can be content with parallel play longer. At this age, there is also more girl-girl and boy-boy play and friendships. Social and emotional development during preschool years allows children to engage in cooperative pay and develop their first friendships.

The social and emotional milestones in the school age years expands on those achieved in early childhood. Self-concept is affected more by comparison to others in their peer group and what other’s think of them (Berk, 2014). They also rely less on their parents input to help define self-worth. Their self-esteem becomes more refined and according to Berk (2014), “children form at least four separate self-esteems: academic competence, social competence, physical/athletic competence and physical appearance” (p. 331). Girls tend to focus more on physical attributes and social acceptance while boys look at physical/athletic abilities for self-esteem. Parents also influence self-esteem, according to Berk (2014), “warm, positive parenting lets children know that they are accepted as competent and worthwhile (p.332). Emotional regulation improves as they learn more acceptable way to express emotions. School-age children demonstrate less reactive behavior while using self-talk and verbal reactions more. Again, parental styles affect how children will develop these skills. As Berk (2014) stated, “poorly regulated children often experience hostile dismissive parental reactions to stress” (p. 336). Peer relations in school-age children involves the development of peer groups. The groups are formed, according to Berk (2014) “on the basis of proximity (being in the same classroom) and similarity in sex, ethnicity, academic achievement, popularity and aggression” (p.339). These groups can direct how the member act, talk and dress. How friendship develops is different between girls and boys. Girls desire closer and fewer friends while boys tend to socialize with a larger group of friends. Children whose parents were controlling and insensitive tend to have problems establishing healthy peer relationships. During middle childhood, social and emotional changes revolve around peer relationships.

As children move through early and middle childhood, they experience many changes. Their physical appearance changes along with brain and nervous system growth. Social and emotional development also moves through many stages. These changes are affected by parental child-rearing styles. There are also differences seen in the two genders. These changes will continue to be influential as the children move on to adolescents.

References

Berk, L. E. (2014). Development through the lifespan (6th ed.). Boston, MA: Pearson.

Miller, C. (1987, November). Qualitative differences among gender-stereotyped toys: implications for

cognitive and social development in girls and boys. Sex Roles, 16(9/10), 473-486.