Unit 3. Development and Learning - Pt 4.1: Social-Emotional Development

Social-Emotional Development

The process of learning to interact with others, manage emotions, and understand social norms across the lifespan.

Ecological Systems Theory

A model by Urie Bronfenbrenner describing how a child’s development is influenced by different layers of environmental systems.

Social-Emotional Development

The process of learning to interact with others, manage emotions, and understand social norms across the lifespan.

Ecological Systems Theory

A model by Urie Bronfenbrenner describing how a child’s development is influenced by different layers of environmental systems.

(1) Microsystem, (2) Mesosystem, (3) Macrosystem, (4) Exosystem, (5) Chronosystem

systems in Ecological Systems Theory (5)

Microsystem

The immediate groups and people who directly interact with the individual (e.g., family, teachers).

Mesosystem

The interactions and relationships between different microsystems (e.g., family interacting with school).

Exosystem

External factors that indirectly affect the individual (e.g., parent's workplace, media).

Macrosystem

The larger cultural or societal context that shapes values, norms, and laws influencing development.

Chronosystem

The effect of time and life events on development, including both personal and historical contexts.

Authoritative Parenting

High control and high warmth; sets rules but encourages independence. Children tend to be confident and responsible.

Authoritarian Parenting

High control and low warmth; demands obedience without explanation. May lead to low self-esteem or withdrawal.

Attachment

The emotional bond between a child and caregiver that shapes future relationships.

Attachment Styles

Patterns of attachment behavior in children based on caregiver responsiveness: secure, avoidant, ambivalent, or disorganized.

secure, avoidant, ambivalent, disorganized

Attachment Styles (4)

Secure Attachment

Child is comforted when the caregiver returns after leaving; shows trust and emotional stability.

Avoidant Attachment

Child shows little emotion when the caregiver leaves or returns but is internally stressed.

Ambivalent Attachment

Child is very upset when the caregiver leaves and not easily soothed when they return.

Disorganized Attachment

Child shows inconsistent, confusing behavior; often linked to neglect or trauma.

Separation Anxiety

Fear or distress experienced by infants (6–10 months) when separated from a caregiver.

Harlow’s Monkey Study

Showed that infant monkeys preferred comfort (cloth mother) over food (wire mother), emphasizing the importance of emotional security.

Temperament

A child’s natural mood or behavior style that appears early and is biologically based.

Surgency

A temperament trait involving high energy, sociability, and positive emotion.

Negative Affect

A temperament trait reflecting the tendency to experience distress, frustration, or sadness.

Effortful Control

The ability to regulate attention, emotion, and behavior (e.g., waiting for a reward).

Peer Relationships

Social connections between children and adolescents that support emotional and identity development.

Parallel Play

Young children play side-by-side without directly interacting.

Pretend Play

Children use imagination to create stories or scenarios in their play.

Imaginary Audience

The adolescent belief that others are constantly watching and judging them.

Personal Fable

The belief that one's experiences are unique and others cannot understand them.

Egocentrism (Adolescent)

Self-focused thinking that leads teens to overestimate how much others notice and care about them.

Adult Social Development

How adults form emotional connections and take on social roles such as family or career responsibilities.

Social Clock

Cultural expectations for the timing of major life events like marriage, work, or having children.