Social and emotional development of a child

Junior (College 3rd year) ・Business ・APA ・6 Sources

Children begin to have a clear sense of who they are as they grow up, including qualities, beliefs, and skills that set them apart from other kids or even adults. At about three years old, when children can relate their development to specific parameters, the formation of the distinctive characteristics that distinguish a kid occurs. Children begin to develop categorical traits that aid in defining their identity from the age of three, as an example (Peacock-Chambers, Ivy & Bair-Merritt, 2017). The categorical characteristics include gender, where the person will start to know if they are male or female, or perhaps their look, such as whether they are tall or short. Based on scholarly articles, this paper seeks to investigate the early childhood and childhood development by linking some of the developmental attributes of early childhood to the social and emotional development of the child.
As children develop, their long-term memory develops which they will carry along through to the adulthood stage. However, the also develop Remembered Self traits that help them to temporarily define who they are and what makes them unique from other children. The remembered self, also referred to as the autobiographical memory has some unique attributes that may not be known unless the child decides to reveal (Nadeau & Hasan, 2016). They include inner thoughts, desires, feelings, and inner self that may be known only to the child; these remembered self-traits are the basis of the development of social and emotional behavior of the child.
Because the early self-concepts are made up of easily identifiable attributes and basing on the fact that children are usually encouraged, then preoperational children often have relatively high self-esteem. Additionally, the children at the tender age have a well-developed achievement-related attribution in which they believe they can succeed if they keep trying (Blair, Raver & Berry, 2014). And hence it is during this period that the self-esteem of the children is developed since they are at the self-efficacy stage. However, it is worth noting that at the age of 3 to 5 years the children are not aware that a person can possess both opposing attributes hence making it possible to mold the desired characteristics into the child (Black et al, 2017).
Regarding emotional development, both the external and the internal factors play a role in the establishment of the self-concept of the child. Children with easy temperament can try things repeatedly and are also able to handle frustrations and challenges easily and with more vigor (Leggett, Roaten & Ybañez-Llorente, 2016). On the other hand, children who can handle their failures and problems are likely to view themselves as being successful which helps to develop their emotional and social well-being. In contrast, children who get easily frustrated and discouraged in most cases require additional effort to help them complete particular tasks (Beaty, 2009). Additionally, such children usually develop low self-esteem when they start to believe that they cannot achieve particular tasks. 


Beaty, J. J. (2009). Observing development of the young child. Merrill Publishing Company.
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ... & Devercelli, A. E. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77-90.
Blair, C., Raver, C. C., & Berry, D. J. (2014). Two approaches to estimating the effect of parenting on the development of executive function in early childhood. Developmental Psychology, 50(2), 554.
Leggett, E. S., Roaten, G. K., & Ybañez-Llorente, K. (2016). Early Childhood: Emotional and Social Development. Human Growth and Development Across the Lifespan: Applications for Counselors, 217.
Nadeau, S., & Hasan, R. (2016). Early Childhood Development.
Peacock-Chambers, E., Ivy, K., & Bair-Merritt, M. (2017). Primary Care Interventions for Early Childhood Development: A Systematic Review. Pediatrics, 140(6), e20171661.

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