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Module 23...... Anong

This document discusses socio-emotional development in intermediate schoolers. It covers understanding of self, emotional development, friendships, and the importance of family. Children at this stage spend less time at home and more time with peers. They develop a stronger sense of self and can describe themselves while also comparing to others. Emotionally, they have greater understanding of multiple emotions and ability to manage feelings. Friendships become more important as children interact more with peers and have different peer statuses like popular, average, neglected, rejected, or controversial. Family support remains important for developing self-competence during this developmental period.

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Darlyn Bangsoy
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3K views3 pages

Module 23...... Anong

This document discusses socio-emotional development in intermediate schoolers. It covers understanding of self, emotional development, friendships, and the importance of family. Children at this stage spend less time at home and more time with peers. They develop a stronger sense of self and can describe themselves while also comparing to others. Emotionally, they have greater understanding of multiple emotions and ability to manage feelings. Friendships become more important as children interact more with peers and have different peer statuses like popular, average, neglected, rejected, or controversial. Family support remains important for developing self-competence during this developmental period.

Uploaded by

Darlyn Bangsoy
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Module 26: SOCIO-EMOTIONAL DEVELOPMENT OF INTERMEDIATE

SCHOOLERS
-Heidi Grace L. Borabo MA. Ed

Introduction

At this socio-emotional period, children are spending less time in the


house. The children most likely spend their time outside the house, either alone
or with other children. They like spending their time with other children then being
with adults.

Understanding Self-Competence, Self-Identity and Self-Concept

At this time of socio-emotional period the children should have a growing


sense of competence. It is because their understanding about the self is changed
by the environment that they are living. They should develop sense of
perseverance and offered to both fail and succeed, along with sincere feedback
and support.

During late childhood the children can now describe themselves, most
likely employ more social-comparison – distinguishing themselves from others.
As their age increase their perspective-taking also increases. Perspective taking
enables the child to: a) Judge others intentions, purposes and action,
b) give importance to the social attitudes and behaviors, and to
c) increase skepticism of others’ claim

Emotional Development

Children in this stage show improve emotional understanding; increased


understanding that more than one emotion can be experienced in a single
experience. They may also show greater ability to conceal or show emotions,
utilize ways to redirect feelings and capacity for genuine empathy.

Children in this stage also they increase their emotional intelligence (EQ),
which involves the ability to monitor feelings to oneself and others. Emotional
Intelligence has four main areas.

1) Developing emotional self-awareness


2) Managing emotions (self-control)
3) Reading emotion (perspective taking)
4) Handling emotions (resolve problem)
Friendships

As the children go through their late childhood their peer interaction


increases. For them, good peer relationships are important. The peer size also
increases and less supervision by adults is required.

Five types of peer status

 Popular – frequently nominated as the best friend and one who is rarely
disliked by peers
 Average – receives an average number of positive and negative
nominations from peers
 Neglected – very seldom nominated as best friend but is not really disliked
 Rejected – infrequently nominated as a best friend but one who is also
disliked
 Controversial – frequently nominated as a best friend but as the same
time is disliked by peers

Characteristics of the popular children which the peer find very positive has the
following skills:

1) They give out reinforcements


2) They act naturally
3) They listen carefully and keep open communication
4) They are happy and in control of their negative emotions.
5) They show enthusiasm and concern to others

Characteristics of the rejected children

1) They participate less in the classroom


2) They have negative attitudes on school tardiness and attendance.
3) They are more often reported as being lonely.
4) Aggressive

a) In boys
-They become impulsive, have problems in being attentive and disruptive
-They are emotionally reactive and slow to come down
-They have fewer social skills to make and maintain friends
Family

At this time of age family support is needed. If the children don’t see the
importance or the support of the family in everything they do, they can be easily
frustrated. But if the family will always be there in all the time of trouble,
problems, and always be there to support them, their self-competence will be
developed. With help of high-quality adult relationship, specifically, family
relationship enables them to successfully go through the stage of development.

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