UNIVERSITY OF SINDHFaculty of Education, Hyderabad

SUBJECT ED-802 PSYCHOLOGICAL PERSPECTIVE

& ISSUES IN EDUCATION 

ASSIGNMENT TOPIC: SOCIO-EMOTIONAL DEVELOPMENT

 SUBMITTED BY: MOHSAN NIZAMANI S/O MUKHTIAR

AHMEDM.Phil. (Education), M/Edu/2k16/20

 Submitted to: Dr. Prof: Iftikhar jafri

SOCIO-EMOTIONAL DEVELOPMENT 

Definitions of Social Development Garrett: Socialization or social development is the process whereby the

biological individual is converted into a human person. " This definition is based upon the distinction between the term

‘individual and person’. We cannot name each and everybody as person. The person always possesses some personality. The personality is the product of social interaction between him and his social environment. Socialization and social development is the process of social interaction that helps the individual to attain essential personality characteristics.

  Sorenson : “By social growth and development we mean increasing

ability to get along well with oneself and others. ” In this way Sorenson explains that during the process of social

development there is a progress in the social abilities or skills of an individual with these increasing abilities he tries to bring improvement in the maintenance of social relationships. He tries to mould his behavior and seek adjustment and harmony with other.

Freedom and Showel: “ Social development is the process of learning to conform to group standard mores and traditions and becoming imbued with a sense of oneness, inter- communications and co-operation”This definition lays stress on the following things:

Social development refers to the process by which a person acquires the necessary knowledge, skills and dispositions that make him acceptable members of his own group. Develops group loyalty and encourage mutual dependence, co-operation and cohesiveness. It is the process which helps an individual to behave in accordance with social traditions and mores and thus makes him able to adjust in his social environment. In the light of all these views we can comes to the conclusion that social development is a process. Which begins with the infant's first contact with other people and continues throughout life. It is the net result of his constant interaction with his social environment. It helps in learning and acquiring various social qualities and characteristics. With the result of such learning the individual becomes adjusted to his social environment and can maintain proper social relationships. Regarding social aspect of development of child major role always be Social Institutions, Culture and Peer groups.

Definition of Social Institutions

Horton & Hunt: Social institutions is organized system of social relationships which embodies common values, common procedures to meet some basic needs.

Functions of Social Institutions:•Fulfillment of Basic Needs: The primary function of social institutions is to

fulfill basic human needs. Different social institutions exist for different human needs, as for instance, religious institutions exist to meet spiritual and moral

needs, political institutions peace and progress, and familial institutions production and socialization of individual.•Socialization: Formation of Individual Personality: Without the help of

social institutions, no one in society can be socialized. These institutions set a pattern of individual’s behavior in society. It is through socialization that he

acquires K self and personality. He learns language, and gain experience by working, living in and following institutions. In nutshell, one develops his personality with the help of family where learns ^ language and grows up and in the schools where he acquires knowledge. Thus, The institutions are real designers of human personality.

FAMILY: AS A BASIC SOCIAL HUMAN INSTITUTION

Bartrand Russell ‘The Family” is the most ancient of human institutions. It is older than government, older than property, older even than man. It is bound up with all our strongest instincts. It is both a universal and a flexible social institution which exists in different forms in all known human societies. Whatever form its system takes it remains “a family” in a sense of serving basic needs of individual in a society - of care, love, protection, security, training - and it serves to sustain the basic structure of society, in that it helps to perpetuate its culture, its values and its traditions.

The word “family’’ has been taken from the Roman word “famulus” meaning “a servant”. In Roman law the word denoted the group of producers and slaves and other servants as well as members connected by common descent or marriage. The sociologists have variously defined it.

“An indispensable seedbed of love, affection and culture which enjoys a very fundamental position in cultivation and maintaining human characteristic of sociality or sociability”. (Aristotle)

• Preservation of Socio-Cultural Heritage: The social institutions are the guardians of socio-cultural H heritage. They not only preserve it but also transmit

it to coming generation. For example, a child born in Muslim family would be a Muslim, in Hindu family a Hindu and so on. Every child follows the beliefs, values, traditions and ways of behavior of his forefathers. He speaks the language of his parents. It is how a family or social institutions preserves and transmits socio- cultured heritage to progeny.

• Establishing Social Control:The ultimate function of a social institution is to establish social control which is essential for social order. Institutions lay great stress upon meticulous compliance of the behavior and laws of society. As for example, the governments, the judiciary, police etc. aim at establishing social order in society. Though these are formal agencies of social control, yet the institutions cover its agencies too. As for its example, a family ensures control on its members through ridicule, laughter, criticism etc. which it applies on its members. In our society such method of control is common as for example, a woman without proper viel in villages will have to face criticism and opposition.

TYPES OF FAMILY INSTITUTIONBY SIZE AND STRUCTURE

•Conjugal or Nuclear Family: This family is based upon the marital relationship. It is mostly referred as the nuclear family. It means a married couple and their unmarried children living together is called nuclear family. This is also called the elementary family by Radcliff Brown. Husband and wife make core in this family. We may call it the simple family which impacts on child Psychology. In Pakistani society nuclear family is very popular specially in urban areas. In Western societies of U.S.A. and Europe this is the most popular type of family.

•Consanguine Family: This family is founded upon blood relationship of a large number of kins relationship. The consanguine family is an extended clan of blood relatives together with their mates and children. This family is based on biological relations. It is the family of blood relatives and is the main basis of kinship. It is the group of brothers and sisters along with their children loving together. Examples of such family are also found in Pakistani society. In Pakistani society, unmarried brothers and sisters live together with parents. It means uncle and aunt also live together within the nuclear family. It is a group of kinsmen large in number. Practically such large families are found today in Pakistani society where father is strongly dominant.

Extended Family: After marriage two or more siblings (brothers and sisters) may live together with their parents. The patrilineal extended family is composed of the parents, their sons and the son's wives and children. This type of family is very popular in Pakistani society. Almost all the sons after

marriage live with parents till one or more children are born to them. In rural areas, specially this family is very popular. The matrilineal extended family in which the parents live with their daughters and daughter's husbands and children. Such families are rare in Pakistani society and such husbands are usually called 'ghar-jawai'.

BY MARRIAGE•Exogamy: The partner is chosen from outside a defined group. It means members of the same lineage, may not marry. Marriage out of kinsmen is exogamy. Such marriage may be called as out of Biradri. In Pakistani society, a large number of families living in urban areas are exogamous. The educated and economically advanced families prefer mate selection free from the bonds of kinship. The traditional families claiming high ancestral status stick to marriage within their relatives.•Endogamy: In this marriage, the partners belong to the same group. Both of them having the same religion, same caste, same Biradri and the same family lineage. Such marriage may be called 'within Biradri'. In our society, the rural people stick to this type and in urban areas this system is practised as well as the exogamous system.

BY RESIDENCE•Patrilocal: The husband and wife live with the parents of the husband; In our society, most of the families are Patrilocal.•Matrilocal: The husband and wife live with the parents of wife. In our society, some examples of this family are available.•Neolocal: The husband and wife live separately in an independent house. In Western societies, almost all the new marriages found this type of family. In our society, this form is growing popular, specially in urban areas.

BY AUTHORITY

•Patriarchal: According to power and authority, the family is called patriarchal in which father is dominant in all its affairs. Most of our families are of this type.•Matriarchal: In this family the mother is dominant. Some families where father is absent by death or separation Or where the mother is dominant this family is found in our society.

BY CLAN OR ANCESTRY

•Patrilineal: According to lines of descent, the relation is traced in father and grandfather line in this family. It means through father the lineage is determined. All the families of Pakistan are Patrilineal.•Matrilineal: The ancestral relationship in this family is determined through mother. This system is not found in our society.•Bilineal: Where the relationship k traced through both the father and the mother. All Arab societies are of this type where son shows line of his father and the daughter of her mother.

EDUCATIONAL INSTITUTIONS

Samuel Koenig: "Education may also be defined as the process whereby the social heritage of a group is passed on from one generation to another as well as the process where by the child becomes socialized i.e., learns the rules of behaviour of the group into which he is bom.“

FJ. Brown & J.S. Roucek: “Education is the sum total of the experience which moulds the attitudes and determines the conduct of both the child and adult”.

James Walton in Encyclopedia Britannica: “Education consists in an attempt on the part of the adult members of human society to shape the development of the coming generation with its own ideals of life.” Major educational institutions are school, colleges, universities, technical college & universities, medical colleges and related examining boards and universities.

AIMS OF EDUCATION

There are three basic aims of education which were put up by Socrates in-fifth century B.C These views shaped the classic Greek view of knowledge and education:

1-Education is the development of the power to think and not the acquisition of information.2-Education is a search for 'virtue' and truth rather than technical proficiency.3.Education looks to lasting truths based on reason, not to mere opinion or to practicalKnowledge.Besides these aims, John Dewey added that education is the reconstruction of experience.

These aims can be attained through educational institutions.

TYPES OF EDUCATION

•Formal Education: It is taken from school, colleges, universities and other formal educational institutions.

•Informal Education: It is taken from family, community and society with no hard and fast rules and regulations.

FUNCTIONS OF EDUCATION

The following are the major functions of education in Pakistani society:

1. Cultural Transmission: The system of education transmits our cultural values to the next generation. During education, the teacher while teaching learns the socio-cultural norms himself. He himself is socialized first in the cultural ways of life. While teaching he adds his own experiences in the knowledge what he received from his parents and teachers. He does not transmit the same without change. By adding his experiences he makes knowledge up-to date and according to the requirement of society. He by transmitting the new knowledge educates the new generation and thus bring social change, It means teaching and transmitting change the teacher, the methods, the matter of education and those who receive education. The ways of life of our ancestors are handed down to coming generations through education. The most important example in this case is the learning of science which is being transmitted to next generation with changes after research.

•2. Social Integration: Education creates social organization in society by harmonizing the attitudes, ideas, habits, customs, emotions and sentiments of the people. It develops homogeneity by developing general laws of social life. Different social groups are organized together on the cooperation of common principles found in education. In this way, education integrates different groups of people into an organized unit. It further paves the way for national integration.

•3. Future Occupation: Education directs towards selection of future occupation. It is a guideline of social life. It provides methods to acquire information on various aspects of life. The individual by this information selects his profession as the most suitable for him.

•4. Techniques of Learning Skills: Education enables man to learn the techniques of the profession he has adopted. Education provides facilities for one who wants to study medical, engineering or legal knowledge. It is a weapon by which an individual can gather the technical skills of his profession.

•5. Socialization: Education it self is a process of socialization. It changes those who receive education. It develops personality traits among the students.

•6. Rational Thinking: It makes man to think rationally. He can see the cause of an event and understand the situation clearly. It makes man an independent individual in society.

•7. Personal Adjustment: By education an individual makes personal adjustment with the environment in which he lives. He can very easily adjust himself in the social group of his community.

•8. Family Living: Education trains man how to live in family. He knows the status of the members of his family and fits himself with them by his roles. Marriage, marital roles, children and the roles of father all get into his knowledge and he lives a successful life.

•9. Patriotism: Patriotism develops through education in the young generation. The children recognize themselves and their duties toward nation.

•10. Character Building: The major function of education is to build character among the students. They learn the social and cultural values and become useful members of society. The character is morality which is transmitted through education.

Accept Family and Educational institutions these institutions also impacts of socio emotional development of the child i.e Religious institutions, Economic institutions, Recreational institutions and Political institutions as well.

Emotions

Emotions are physiological and cognitive processes that involve rapid appraisal of situations that have personal significance; they energize behavior and prepare individual for action and come with facial expressions

Emotional development

Emotional development is the emergence of a child's experience, expression, understanding, and regulation of emotions from birth through late adolescence. It also comprises how growth and changes in these processes concerning emotions occur. Emotions involve a combination of feelings and impulses physical a physiological reactions. The emotional surges can be either constructive or disruptive. There are three general features of emotional development:

• There is differentiation in emotional responses from a sort of general excitement Bridges found general agitation and excitement in the infant. He noticed that this general excitement entailing the whole body develops into feelings of distress and delight by six months and jealousy by twelve months. Delight develops into elation, affection by twelve months and joy by twenty-four months.

• The effective stimuli tend to evoke a specific emotional change from direct tangible and concrete in childhood to indirect signs and symbols in adulthood. For example, the idea of an atomic war keeps many an adult on tenter hooks. An old person may gladden his heart by the memory of his past successes. The process by which the .number of affective stimuli increases or they become complex, indirect and symbolic is due to learning maturation manipulation, language and reasoning.

• It is the decline in immediate, overt and explosive expression of emotions. As the child grows older, his emotional expression becomes more subtle, subdued, distinguished, delayed and complex. For example, a person may just use wit, humor; irony or satire to show, his anger, jealousy and hostility.

Functions of Emotions1. Cognition: • Lead to learning • Essential for survival • Can impair learning 2. Social: • Affect behavior of others • Regulate one’s own behavior 3. Health: • Influence well-being, growth • Stress related to diseases

Appearance of EmotionsHappiness • Smile (exists from birth) • Social smile (6-10 weeks) • Laugh (3-4 months) Anger • General distress (from birth) • Anger (4-6 months) Sadness • Less common than anger • Often a response to a disruption in caregiver-infant communication Fear • First fear (6-12 months) • Stranger anxiety (8-12 months)

Development of Emotional Self-Regulation

Infancy • Develops over first year when brain develops • Caregivers important Early Childhood • Learn strategies for self-regulation • Personality affects ability • Fears common Middle Childhood-Adolescence • Rapid gains • Fears shaped by culture • Coping skills lead to emotional self-efficacy

Agencies of Socio-Emotional Development

FamilyThe family is the earliest and without question the most influential agent of social and

emotional development. It grabs the child at birth, when the child is most helpless and dependent, and doesn't let go for a whole lifetime. Socialization via the family goes from cradle to grave.

What makes socialization in the family so important and influential?Language abilities (learning to talk)Body control (e.g., toilet training)Emotional control (e.g., "don't hit your sister")Rules of public conduct (e.g., "don't throw food")Moral values (e.g., "lying is a sin")

School

Traditionally around seven years old the child enters the school system in the first grade. Today the process often starts earlier in Kindergarten or day care.

Socialization takes three forms in school:

Official curriculumWhat the school system and its teachers announce as their content

and goal. It includes the knowledge & skills learned in English, math, history, etc. The school is the official place where our society transmits it accumulated knowledge and skills from one generation to next. It's also the place where we officially pass on our cultural values, tradition, and heritage, at least the "official" heritage This curriculum often reinforces but what was learned in the family but it can also challenge family socialization (e.g., teaching values of tolerance to a child from a racist family).

Social curriculumThis is learning social behavior appropriate for peer groups that are not friendship

groups, which then become the model for secondary group interactions. Many of the skills learned in peer groups are transferable but now the child learns to communicate, negotiate, dominate, etc. with peers outside of their immediate social circle, often from diverse social backgrounds. In many ways this social curriculum reinforces and deepens gender role socialization started in the family and continued in the peer group. By middle school and high school, teens have largely learned the social curriculum. It is replaced more and more by peer social interaction in the hallways, in the parking lot, under the bleachers etc. and broadens away from general group interaction to interaction in sexualized situations. In addition, much adolescence is introduced to the social curriculum through organized sports.

Hidden curriculumThis is learning the rules of behavior need to function in formally organized groups. It

includes such behavior maxims as:•Don't talk when the teacher is talking• Get your assignments in on time• Not all teachers have the same rules for their class• When a teacher tells another student to stop talking, it is not a good idea to start talking to your neighbor since the teacher has already expressed disapproval of that action.

Peer Groups

Peers are people of roughly the same age (same stage of development and maturity), similar social identity and close social proximity. They're friends, buddies, pals, troops etc. Typically, children encounter peer group influence around age three or so. Usually these are neighbors, family members, or day care mates. With peers, the child begins to broaden his or her circle of influence to people outside of the immediate family. Often peer interaction in the earliest years is closely supervised by parents so it tends to parallel and reinforce what is learned in the family. What is added to socialization, even in these closely supervised situations, are social skills in group situation with social equals, before this time children basically dealt with people in a superior position.

Mass Media

It includes Television, Radio, Movies, Music, Internet, Books and Magazines etc somewhere around the age of two or three, children in our society first encounter the media as an agent of social and moral development in the form of TV. Socialization comes through from children's shows, cartoons and most especially commercials. Socialization comes through the characters, images, words, and narrative story lines. Some media specifically acts to be an agent of socialization (e.g., children's programs such as Sesame Street) but most only strive to be entertainment. Today the media seriously challenges the family. Children spend as much or more time in front of the TV as interacting with parents. Messages and values carried by the media are powerful and seductive. Many of those messages and values challenge or directly contradict what parent's teach their children. Media influence continues and strengthens in adolescence based on a merger of teen subculture, pop culture (music & movies), and corporate marketing. Sports, increasingly a branch of marketing, become especially influential for teenage boys. The internet (web pages, e-mail, chat rooms) have emerged as another media source important to teens, again especially boys the power of the media declines in adult years but still remains strong. Pop culture continues strong but loses its subculture support. Sports and the internet continue as agents of socialization, especially for males. News (both TV and print) emerge as new agent of socialization in the adult years.

Other Agencies of Socio-emotional areReligion, Work Place, The State, Military