Book contents
- Frontmatter
- Contents
- List of Trends and issues
- List of Family life-cycles
- List of Figures and Tables
- Note to the Student
- Note to the Instructor
- How to use the CD-ROM
- Acknowledgements
- Introduction
- Part 1 The Study of Human Development
- Part 2 Conception and Birth
- Part 3 Infancy
- Part 4 Toddlerhood
- Part 5 The Pre-school Years
- 12 Physical Development of Pre-schoolers
- 13 Cognitive Development of Pre-schoolers
- 14 Social and Emotional Development of Pre-schoolers
- Part 6 Middle Childhood
- Part 7 Adolescence
- Part 8 Studying Human Development
- Glossary
- References
- Index
- STUDENT FEEDBACK FORM
14 - Social and Emotional Development of Pre-schoolers
from Part 5 - The Pre-school Years
- Frontmatter
- Contents
- List of Trends and issues
- List of Family life-cycles
- List of Figures and Tables
- Note to the Student
- Note to the Instructor
- How to use the CD-ROM
- Acknowledgements
- Introduction
- Part 1 The Study of Human Development
- Part 2 Conception and Birth
- Part 3 Infancy
- Part 4 Toddlerhood
- Part 5 The Pre-school Years
- 12 Physical Development of Pre-schoolers
- 13 Cognitive Development of Pre-schoolers
- 14 Social and Emotional Development of Pre-schoolers
- Part 6 Middle Childhood
- Part 7 Adolescence
- Part 8 Studying Human Development
- Glossary
- References
- Index
- STUDENT FEEDBACK FORM
Summary
‘How Happy We are Here!’
Every afternoon as they were coming from school, the children used to go and play in the giant's garden. It was a large lovely garden, with soft green grass. Here and there over the grass stood beautiful flowers like stars, and there were twelve peach trees that in the spring-time broke out into delicate blossoms of pink and pearl, and in the Autumn bore rich fruit. The birds sat in the trees and sang so sweetly that the children used to stop their games in order to listen to them. ‘How happy we are here!’ they cried to each other.
Oscar Wilde, The Selfish GiantKEY TERMS AND CONCEPTS
Phallic
Initiative versus guilt
Children's fears
Conflict
‘Easy’, ‘intermediate’ and ‘difficult’ temperaments
Adjusting to school
Child abuse
Bullying
Sibling conflict
Introduction
In terms of children's social and emotional development, the pre-school period is a time of rapid change. The typical pre-schooler is acquiring social skills at a rapid pace and these skills are developed and refined in terms of play and friendships established with other children. At the same time, the child is beginning to identify more strongly with parents and friends of the same sex.
The nature of family life is also changing dramatically. At this time in the family life-cycle a second child may be making his or her presence felt. Parents may find that the first child is experiencing some difficulties understanding how to share his or her parents' love and they may witness regressive behaviour, such as thumb-sucking, bed-wetting or other behavioural manifestations of the child's conflict.
- Type
- Chapter
- Information
- Child, Adolescent and Family Development , pp. 288 - 310Publisher: Cambridge University PressPrint publication year: 2002