all the content in this slide is adapted form allama iqbal open university's course Human learning and development (8610)

1. EMOTIONAL
DEVELOPMENT
Hina Jalal
(PhD Scholar, GCUF)
Aks E Aina

2. Hina Jalal (PhD Scholar, GCUF) Aks E Aina
Emotional development is the beginning of a child's experience, understanding, expression, and management of
emotions from birth to late adolescence. It also includes how growth and changes in these processes related to
emotions take place.
Professionals sometimes define healthy social-emotional development in young children as early
childhood mental health. Healthy social-emotional development includes the ability to:
 Form and sustain positive relationships
 Experience, manage, and express emotions
 Explore and engage with the environment
Children having well-developed social-emotional skills are also able to:
 Express their ideas and feelings
 Show empathy towards others
 Manage their feelings of frustration and displeasure more easily
 Feel self-confident
 More easily make and develop friendships’
 Succeed in school
Emotional development

3. Hina Jalal (PhD Scholar, GCUF) Aks E Aina
WHY EMOTIONAL DEVELOPMENT IS IMPORTANT?
Social-emotional development provides the basis for how we feel about ourselves and how we experience
others. This foundation starts from the day we are born and continues to develop throughout our lifespan.
Positive and nurturing early experiences and relationships have a significant impact on a child’s socialemotional
development. They also influence how the young child’s brain develops.
They have a long-lasting influence on how the child feels about
himself, how he thinks and interacts with his world, and what does he expect from others.
Emotional development involves:
Understanding how and why emotions appear
Recognizing one’s own feelings and those of others, and
Developing effective ways of managing them.
As children grow and are open to different situations their emotional lives also become more complex.
Developing skills for managing a variety of emotions is therefore very important for their emotional
health.

4. Hina Jalal (PhD Scholar, GCUF) Aks E Aina
ASPECTS OF SOCIAL EMOTIONAL DEVELOPMENT
Caring environment
Developing kind, trusting, relationships with responsive caregivers in early childhood settings are
essential. These relationships provide the child with an internal working model of positive social
relationships (Denham & Weissberg, 2004).
Emotional knowledge and emotional regulation
The ability to identify emotions in one self and others and to delay reaction to emotions while directing
these feelings into socially acceptable behaviors is central to social competency.
iii. Social Understanding
Generally around age four children begin to understand that others have internal worlds where they keep
feelings and thoughts, and that certain events/actions are causes for certain emotional reactions. This
major developmental stage allows for perspective-taking – the ability "to be in someone else's shoes"
which leads to the ability to empathize.
iv. Relationship management
The knowledge of social norms influences the interaction between children. For example, it helps a child
how to express emotions effectively or to respond to problems.
v. Social responsibility
Knowing about emotions is not enough. The goal of social emotional education is to enable children to
be internally motivated to act kindly; and to develop a system of ethical values directed toward feeling for
others.

5. Hina Jalal (PhD Scholar, GCUF) Aks E Aina
FACTORS AFFECTING EMOTIONAL DEVELOPMENT
Environmental and personal problems can hinder social and emotional development.
There are many factors, both internal and external, which impact a child's level of emotional development.
Internally, temperament (the genetic part of an individual's personality) can affect how children respond
to the world emotionally. Children who have more tolerant and relaxed temperaments incline towards
easier learning of emotional management. They can also positively understand and respond to other
people’s emotion. Children who have difficult temperaments have a tendency to make efforts in order to
regulate their own emotions. They will usually react to other people's strong emotions by becoming
unhappy themselves.
Externally, the environment and role models will also impact how children react to the world emotionally.
In previous unit you have studied Bronfenbrenner’s ecological theory which provides insight into the
effect of various environments on social and emotional development of a child.

6. Hina Jalal (PhD Scholar, GCUF) Aks E Aina
ERIK ERIKSON’S THEORY OF SOCIO-EMOTIONAL DEVELOPMENT
Dear students as you have already learnt, emotional development does not occur in isolation. Cognitive,
behavioral and social developments work together with emotional development. In this process context
also play a role. Various emotional development theories are offered, but there is general agreement on
age-related milestones in emotional development.
1. Trust vs. Mistrust
2. Autonomy vs. Shame/Doubt
3. Initiative vs. Guilt
4. Industry vs. Inferiority
5. Identity vs. Role Confusion
6. Intimacy vs. Isolation
7. Generativity vs. Stagnation
8. Ego Integrity vs. Despair

7. Hina Jalal (PhD Scholar, GCUF) Aks E Aina
EMOTIONAL CHARACTERISTICS OF LEARNERS AT PRESCHOOL LEVEL
Emotions of preschool children are largely on surface. Children at this level exhibit following characteristics:
Children laugh when adults laugh or on an odd event. It shows expansion of humour
Less negativism
Commencement of phobias and fears that may prolong to age five. At four years intentional lying may begin
I Can Help
It will be difficult for children of preschool age to fully grasp emotional concepts, especially complex emotions.
Therefore teacher should focus on basic emotions such as happy, sad, angry, and hurt. Materials:
• Large pieces of chart paper/poster board
• Markers
What to do:
1. Draw a happy face on top of the chart paper and ask the child what he sees and what it means.
2. Ask him to tell things that make him happy.
3. Ask what he can do to feel happy.
4. Draw an unhappy face and repeat the process. Also ask the child what he can do if he sees a friend who is unhappy.
5. Draw an angry faces well as someone who is upset.

8. Hina Jalal (PhD Scholar, GCUF) Aks E Aina
EMOTIONAL CHARACTERISTICS OF LEARNERS AT
KINDERGARTEN LEVEL
At age five children begin to control emotions and try to express them in
socially acceptable ways.
Frequent quarrels among children but these quarrels are of short
duration.
At six there is change in emotions and child seems to be in emotional
confusion. New kind of worries arise by joining school.
Anger outburst (explosion; expression of anger) may appear
Development of conscience (sense of right and wrong) at five starts
At six acceptance of rules develops and often there is rigid insistence
on obeying the rules in all conditions.

9. Hina Jalal (PhD Scholar, GCUF) Aks E Aina
CHARACTERISTICS OF LEARNERS AT ELEMENTARY LEVEL
Learners at elementary level may exhibit the following characteristics:
Difficulty in starting things but will continue to end
Worries related to school performance
Beginning of empathy sees others view point
Sense of humour expressed in riddles, practical jokes, and nonsense words
Discrimination between good and bad but still immature
Is sensitive and gets hurt easily
Has sense of possession and takes care of possession (makes collections)

10. Hina Jalal (PhD Scholar, GCUF) Aks E Aina
Thank you…….