1.0 Introduction
Social-Emotional Development involves how people understand and manage emotions, form relationships, and develop moral reasoning. In classrooms, fostering social-emotional skills builds a positive climate and supports academic learning.
Learning Outcomes
-
Describe Erikson’s stages relevant to childhood and adolescence.
-
Explain attachment theory and its classroom implications.
-
Outline Kohlberg’s levels of moral development.
-
Identify evidence-based Social-Emotional Learning (SEL) strategies.
2.0 Erikson’s Psychosocial Stages
Erik Erikson proposed eight stages across the lifespan. We focus on school-age and adolescence:
2.1 Industry vs. Inferiority (6–12 years)
-
Crisis: Developing competence vs. feeling inadequate.
-
Classroom Signs:
-
Industry: Complete tasks, take pride in work, seek feedback.
-
Inferiority: Avoid challenging tasks, fear failure.
-
-
Teacher Role: Provide achievable challenges, specific praise, and constructive feedback.
2.2 Identity vs. Role Confusion (12–18 years)
-
Crisis: Forming a personal identity vs. confusion about one’s place.
-
Indicators:
-
Identity: Exploration of beliefs, values, peer group affiliations.
-
Role Confusion: Withdrawal, uncertainty about future roles.
-
-
Educational Implication: Encourage exploration, offer diverse role models, support autonomy.
3.0 Attachment Theory
Originating from John Bowlby and Mary Ainsworth, attachment theory describes early bonds that shape social-emotional outcomes.
3.1 Types of Attachment
-
Secure: Child uses caregiver as secure base; explores and returns for comfort.
-
Insecure-Avoidant: Child avoids or ignores caregiver; little distress on departure.
-
Insecure-Resistant: Child is anxious; ambivalent on caregiver return.
Classroom Impact: Securely attached children show better peer relations and emotional regulation.
3.2 Strategies for Educators
-
Establish predictable routines and clear expectations.
-
Show warmth and reliability in teacher–student relationships.
-
Provide safe spaces for emotional expression.
4.0 Kohlberg’s Moral Development
Lawrence Kohlberg extended Piaget’s work to moral reasoning, proposing three levels with two stages each.
| Level | Stage | Description |
|---|---|---|
| Preconventional | 1. Punishment-Obedience | Right and wrong determined by consequences (avoid punishment). |
| 2. Instrumental-Relativist | Right = what satisfies personal needs. | |
| Conventional | 3. Good Interpersonal Relationships | Good behavior pleases others; maintains social harmony. |
| 4. Law-and-Order | Upholding laws and social order. | |
| Postconventional | 5. Social Contract | Rules are social agreements; individual rights. |
| 6. Universal Ethical Principles | Abstract principles of justice guide behavior. |
Illustration: Moral dilemma discussion (e.g., Heinz dilemma).
5.0 Social-Emotional Learning (SEL) Strategies
The Collaborative for Academic, Social, and Emotional Learning (CASEL) identifies five core competencies:
-
Self-Awareness: Recognizing emotions and values.
-
Self-Management: Regulating emotions and behaviors.
-
Social Awareness: Empathizing with others.
-
Relationship Skills: Building positive relationships.
-
Responsible Decision-Making: Making ethical choices.
5.1 Classroom Practices
-
Morning Meetings: Brief class gatherings to share feelings and goals.
-
Emotion Check-Ins: Visual charts (e.g., mood meters) allowing students to identify current emotions.
-
Role Plays & Peer Mediation: Practice perspective-taking and conflict resolution.
-
Mindfulness Exercises: Short breathing or reflection sessions.
Diagram: CASEL wheel showing five competencies.
6.0 Integrating Social-Emotional Development
-
Bridge to Academics: Use SEL language in academic tasks (e.g., self-management during tests).
-
Class Norms: Co-construct rules with students to foster ownership and social responsibility.
-
Embedded SEL: Incorporate journaling prompts about emotions in content lessons.
7.0 Activities & Reflection
-
Role-Play Video Submission
-
Students record and submit a short role-play demonstrating conflict resolution using SEL strategies.
-
-
Discussion: “Emotional Safety”
-
In small groups, define emotional safety and list classroom practices that promote it.
-
-
Journal Reflection
-
Prompt: Recall a time you felt safe or unsafe in a learning environment. What contributed to those feelings?
-
8.0 Summary
-
Social-emotional development underpins students’ readiness to learn and interact.
-
Erikson’s and Bowlby’s theories highlight identity, competence, and attachment.
-
CASEL’s framework offers actionable competencies and classroom practices.
Next Week: Behavioral Learning Theories (Operant Conditioning, Reinforcement Schedules, ABA).
