Addressing Questions on Social and Emotional Development

Addressing Questions on Social and Emotional Development

Question One: The Age at Which Children Begin to Develop Social and Emotional Skills

At the age of 8-10, children begin to experience social and emotional development because they are usually advancing towards adolescence while simultaneously engaging in peer friendships during this age. These friendships become part of their social and emotional development (Schonert-Reich, 2017). Ideally, at this age, children usually have a growing sense of independence, and through this, they develop a sense of confidence in solving problems and taking risks to the extreme. During the age of 8-10 years, children learn how to cooperate in a group setting, including engaging in different games since they detest playing alone. Additionally, they spend most of the time interacting with their peers, developing lasting relationships that, in turn, assist them in handling various forms of peer pressure, enjoying group activities that bear a common interest, demonstrating a sense of being independent, and developing a particular interest in long-term projects.

Although some psychologists may not advocate activities that praise children for good behavior based on the opinion that this may be a challenge in their later life, parents and educators need to encourage children to engage in school and community-based groups, including sports team volunteer activities. Additionally, they should praise the child for good behavior, talk to them about peer pressure and how it affects behavior, encourage them to think about the possible consequences before taking any action and support the child’s interests by providing various opportunities for their activities that engage and challenge their mind (Schonert-Reich, 2017).

Question Two: Adolescents’ Social and Emotional Skills Development

During the process of social and emotional identity in adolescents, various roles, behaviors, and ideologies are explored. During this period, individuals further extended their sense of independence, which was characterized by the formation of personal and social identities. Additionally, adolescents explore their autonomous limits, which results in committing to a particular identity. By this age, individuals are self-aware because they have cognitively developed from childhood. Their cognitive development revolves around the ability to consider various possibilities that they may embrace and how they may affect them.

This part of development differs from earlier in childhood since adolescents are expected to be more focused on making decisions (Goldberg et al., 2019). As Such, they are held accountable for their actions since they are considered to have the ability to decipher and differentiate wrong from right based on what they have learned about peer pressure since childhood. However, one of the challenges that teenagers face is desisting from peer pressure. When one disengages from peer pressure, they tend to lack a sense of belonging and self-awareness, and this tends to send them into a state of quagmire where they are unable to make independent decisions,

Disengaging from peer pressure may not be easy, but a strong foundation can create a sense of focus on something they intend to achieve for themselves (Goldberg et al., 2019). At first, this may seem like an inappropriate move based on the idea that they would be missing out on their teenage stage, but in the long run, this builds on their confidence and decision-making skills.

Question Three: Social and Emotional Development in Adulthood

For most individuals, especially those in industrialized regions, the transition into adulthood is characterized by the prolonged exploration of attitudes, values, and the possibilities that life has to offer. The adolescent stage presents various challenges and uncertainties, which may trickle into adulthood if not mitigated early enough. Throughout adulthood, individuals develop socially and emotionally through experiences, interactions, and relationships that they may have. This is different from adolescent or emerging adulthood because this is a point where individuals have actualized themselves and clearly understand what they want and intend to do compared to the adolescent and emerging adolescent stages characterized by experiments and uncertainties (Wrzus & Roberts, 2017). In adulthood, an individual is deemed to have fully developed cognitive abilities, and these play a significant role when developing socially and emotionally. Ideally, individuals are able to create boundaries and connections that, in turn, benefit them when interacting with others.

On the other hand, there are ways in which adults further develop their social and emotional health competencies. These include reading widely, engaging in constructive activities, implementing coping skills in their actions, taking mindful breaks, and facilitating safe socialization. When focusing on instilling coping skills, adults can draw the line when it comes to what works best for them. This aspect translates to acute decision-making since this is a core pillar in social and emotional development. Accordingly, by incorporating various cognitive abilities and perspectives, adults can further foster their emotional and social development in a way that is grounded on principles and enhances the growth of an individual without compromising relationships with their peers (Wrzus & Roberts, 2017). Adulthood is considered the epitome of development. Hence, the values and principles acquired from childhood, through adolescence, and to adulthood play a significant part in the continuous development of an individual’s emotional and social aspects.

References

Goldberg, J. M., Sklad, M., Elfrink, T. R., Schreurs, K. M., Bohlmeijer, E. T., & Clarke, A. M. (2019). Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis. European Journal of Psychology of Education, 34(4), 755-782.  https://doi.org/10.1007/s10212-018-0406-9

Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The future of children, 137-155.

Wrzus, C., & Roberts, B. W. (2017). Processes of personality development in adulthood: The TESSERA framework. Personality and Social Psychology Review, 21(3), 253-277. https://doi.org/10.1177/1088868316652279

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Review Ted Talk https://www.youtube.com/watch?v=4ThG2WQ hL4 and/or any other sources on social and emotional development and address these questions:

Addressing Questions on Social and Emotional Development

Question 1:
a) At what age can children develop their social and emotional skills? Explain this and refer to the research in our textbook or other sources. b) What specific, evidence-based ways can parents and educators help young children develop their social and emotional competencies? Describe at least 2 strategies and cite your source. You can also weave in any personal examples, although that is not required.
Question 2:
a) What are some things that adolescents need to continue to develop their emotional and social skills? Discuss at least one way this development differs from earlier in childhood. Cite your sources. b) Name a challenge many teenagers face and explain how they can overcome it. Discuss at least 1 challenge specific to teenagers and cite your source. You can also weave in any personal examples, although not required.
Question 3:
a) How do we continue to develop socially and emotionally throughout adulthood? Discuss how this is different compared to adolescent or emerging adulthood. Cite your source. b) Discuss at least one specific way in which adults can further develop their competencies in social and emotional health. Cite your source. You can also weave in any personal examples, although that is not required.
3 sources (Ted Talk can be one of them, the textbook can be another; the 3rd source can be any of the articles I shared, or it can be anything academic that you research.
Sources that you can use