ECS312 Social And Emotional Development Of The Young Children
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ECS312 Social And Emotional Development Of The Young Children
The aim of the course code is to allow students to understand social and emotional development needs of young children. The aim of the course lesson is to produce graduate who have full understanding of social and emotional aspects of learning among young children. The course can ensure that students are able to apply their knowledge and concepts to facilitate good learning experience. The topic covered in the course are introduction to nutrition, health and safety, social and emotional development of the young children, discussion on the theories to be done and the influence of different tools in the assessment process.
The social and emotional development of young children depends on various factors such as the child’s experience, expression and the management of emotions. Knowledge and understanding of the socio-emotional element is useful in establishing positive rewarding relationships with others. The key features of emotional development are as follows:
Supporting child’s experiences, expression and the management of emotions
Ability to read and comprehend emotional needs of others
Management of emotions in a constructive manner
Regulation of one’s own behaviour
Maintaining and establishing healthy relationships.
The advantage of the assessment of social and emotional development for infants and toddlers is that it may unfold into positive interpersonal context. It encompasses both intra and interpersonal processes. Young children need social and emotional stimulation. Every new born pays attention to a particular stimuli and they prefer to listen to the mother’s voices more than other women. Through this method of nurture, adults pay attention to the earliest experience. The advantage of social and emotional development theory is that students can be care giving and they will be responsive towards the needs of young children.
The importance of responsive caregiving is that it can support infants to regulate their emotion and develop a sense of responsiveness in their environment. Research experts have revealed that at the young stage, nurturing and developing consistent relationship is the key to healthy growth and development. The advantage of high quality relationship is that it can promote positive outcomes for young children. The experience with family members provides the opportunity for young children to develop positive social relationships and engage in predictable interactions. Thus, through this knowledge students can develop into competent professionals and they can develop positive relationship with children, families and arrange the physical spaces needed for implementing a curriculum.
Young children display different types of social, emotional and behavioral adjustments and their academic developments or performance in elementary schools also depend on these factors. There are many latest research evidence that strengthens the view that early childhood program is needed to support positive learning outcomes and maintain a healthy socio-emotional development. The course informs students about different child development theories for young children. These theories can further support the need for positive social and emotional development. It has effect on a child’s empathy, self-confidence and ability to develop lasting relationships with students. The following are the types of social emotional theories of development:
Erik-Erikson’s psychosocial theories: Erik Erikson proposed eight stages of development in a lifespan. During each of these stages, different levels of conflict take place. The successful completion of developmental tasks contributes to a sense of competence and healthy personality. During the elementary school stage, children struggle with inferiority versus superiority. At this stage, students compare their performance with that of peers. They may display two different types of emotions which are sense of pride or feelings of inferiority when something is not achieved. In contrast, he regards children in the middle childhood to be very hard working. They are planning and working together with friends. They \develop a sense of confidence while looking at future challenges in business.
Sigmund Freud’s psychoanalytical theory: The Freud’s concept is mainly shaped around the unconscious, biological elements that shape individual personality. It consists of three parts namely the id, the ego and the superego. The id is the selfish component of the personality and it involves the longing and the need for food and demand. As any child grows up, they start to learn that they all have certain immediate needs. In such situation, they develop the rational part of the personality. With further development, children start internalizing the society’s norms and start to develop their self-ego. It involves representing society’s conscience. A child is more prone to commit antisocial behaviour when their superego is not strong enough.
Kohlberg’s stages of moral development: Kohlberg’s theory is informed by the concept of Piaget and it involves considering how moral reasoning changes for any individual. He was interest in knowing the right and wrong of any action. He specified that they learnt values through active thinking and reasoning. Kohlberg’s moral values define active thinking and reasoning and moral development of any individual through a series of stages. The Kohlberg’s six stages are defined and exemplified using different types of moral dilemmas. The levels of morality as defined by these components are pre-conventional morality and conventional morality.
The stage one of the pre-conventional morality is about the concepts of punishment. It is based on the belief that if any person is punished for any action, then the action must be wrong. It is a self-centered approach to decision making where superficial understanding of the right and wrong action is present. The level two is called conventional morality. It is based on the assumption that people care about the effect of any action on others. Many children, adolescents as well as adults use this method of reasoning. The third stage is the preconventional morality where the focus is on adolescence and adulthood period.
Weightage of the ECS312 Course:
The course has an overall weightage of 60% and the eligibility criteria for qualification will be 55%.Considering the weightage of the assignment, it is crucial that students take each class notes and lecture notes seriously.