Child Development, Socio-emotional Development

Introduction 1

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 developmentalpsychology. 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 socioemotional 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 ongoing 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, socioemotional 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 occur as a result of genetically-controlled processes known as maturation, or as a result 3

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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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. 5

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 8

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 usually the same for all children, the rates at which individual children reach 9

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

Development depends on maturation and learning

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

Growth and development is a continuous process

Growth and development proceed from the general to specific

There are individual rates of growth and development

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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.

Nutrition Nature

Mother’s Health

Smoking

Drugs & Alcohol

Mother’s Age

Blood Rh

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Mother’s Emotion X-Ray

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2.1.1 Nature Mind Map 2.1 The factor of endogen in child development 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. 14

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.

Nutrition Family

Friends

Religious House

School

Mind Map 2.2 The factor of exogen in child development

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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 Communication 1 Attitude 3 Confident 2 Leadership 1 Discipline 3 Involvement 3 Co-operation 2 Personality 3 Table 3.1.1 Socio-emotional development: Year 1

Student 2 2 2 2 3 3 2 2 3

Graph 3.1.1 Socio-emotional development: Year 1 Analysis

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Student 3 4 4 4 4 3 4 3 3

Graph 3.1.2 Socio-emotional development: 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. Year 2 Communication Attitude Confident Leadership Discipline Involvement Co-operation Personality

Student 1 1 3 2 1 3 3 2 3

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Student 2 2 2 2 3 3 2 2 3

Student 3 4 4 4 4 3 4 3 3

Table Graph 3.1.2 3.1.3 Socio-emotional Socio-emotional development: development: YearYear 2 2 Analysis

Table above shows that the average of the aspects in socio-emotional development for Year 2 students. The data was collected by observing 3 students in 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 Graph Socio-emotional 2 Average is only older3.1.4 1 year that the Year 1development: students. So,Year 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.

Year 3 Communication Attitude Confident Leadership Discipline Involvement Co-operation

Student 1 1 3 2 1 3 3 2 21

Student 2 2 2 2 3 3 2 2

Student 3 4 4 4 4 3 4 3

Personality 3 Table 3.1.3 Socio-emotional development: Year 3

3

3

Table above shows that the average of the aspects in socio-emotional development for Year 3 students. The data was collected by observing 3 students in 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 3.1.6 but Socio-emotional development: 3 Average theirGraph emotions, not 100%. This is the time Year 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.

Year 4 Student 1 22

Student 2

Student 3

Communication 1 Attitude 3 Confident 2 Leadership 1 Discipline 3 Involvement 3 Co-operation 2 Personality 3 Table 3.1.4 Socio-emotional development: Year 4

2 2 2 3 3 2 2 3

4 4 4 4 3 4 3 3

Table above shows that the average of the aspects in socio-emotional development for Year 4 students. The data was collected by observing 3 students in Year 4. As we can see, the highest average marks given to Year 4 is about 7.666666667 and the least average marks given is only 6.333333333. Why? Year 4 is the second most crucial time because of the factors that influences their Graph 3.1.8 Socio-emotional development: Year 4 Average 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. Graph 3.1.7 Socio-emotional development: Year 4 Analysis

Year 5 Student 1 23

Student 2

Student 3

Communication 1 Attitude 3 Confident 2 Leadership 1 Discipline 3 Involvement 3 Co-operation 2 Personality 3 Table 3.1.5 Socio-emotional development: Year 5

2 2 2 3 3 2 2 3

4 4 4 4 3 4 3 3

Table above shows that the average of the aspects in socio-emotional development for Year 5 students. The data was collected by observing 3 students in Year 5. As we can see, the highest average marks given to Year 5 is only 8.333333333 and the least average marks given is only 6.666666667. Why? As we know, Year 5 is older 1 year than Year 4, which means the development in 3.1.10 Socio-emotional development: Year Average know how to control Year Graph 4 is extend to Year 5. In Year 5, most of the5 students 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.

Year 6 Student 1 24

Student 2

Student 3

Communication 1 Attitude 3 Confident 2 Leadership 1 Discipline 3 Involvement 3 Co-operation 2 Personality 3 Table 3.1.6 Socio-emotional development: Year 6

2 2 2 3 3 2 2 3

4 4 4 4 3 4 3 3

Table above shows that the average of the aspects in socio-emotional development for Year 6 students. The data was collected by observing 3 students in Year 6. As we can see, the highest average marks given to Year 6 is about 9.333333333 and the least average marks given is only 7.333333333. Why? As we can see, students in Year 6 got higher marks than Year 1. This means that Graphin3.1.12 Yearwere 6 Average students Year 6Socio-emotional have developeddevelopment: a lot since they 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 Graph 3.1.11 Socio-emotional development: Year 6 Analysis of shame. Plus, their cognitive thinking shows that Year 6 can think a solution for a simple problem.

Average of socio-emotional development between Year 1 to Year 6 25

Communication Attitude Confident Leadership Discipline Involvement Co-operation Personality

Year 1 2.33333333 3 2.66666667 2.66666667 3 3 2.33333333 3

Year 2 2.33333333 3.66666667 3 2.66666667 3.33333333 3 3.33333333 4

Year 3 5 4.66666667 5 5 5 5 5 6.33333333

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Year 4 6.33333333 7.33333333 6.33333333 7.66666667 7.33333333 6.33333333 6.33333333 7.33333333

Year 5 7.66666667 6.66666667 7.33333333 7.66666667 7.33333333 7.33333333 8.33333333 6.66666667

Year 6 9.33333333 7.33333333 8.66666667 8 8 8.66666667 8.33333333 9

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 socioemotional 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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4.4 First 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.

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4.5 Families 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. Socioemotional 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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Student B isPicture a passive student in the class. He likes to bit his classmate in 5.1 Socio-emotional development 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. 34

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. 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 socioemotional 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 35

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 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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Reflection

Mind Map 6.1 Suggestion

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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