Personal Social And Emotional Development Case Study

Introduction- My case study is about Personal Social and Emotional Development (PSED) and the importance of it in the lives of children and the key role it plays as part of their growth and development. The child I am observing is a 3 years 8 months old girl called Emily. She lives at home with both of her parents and an older brother who is 10. Her father is Irish and works fulltime 5 days a week and her Mother is Spanish and works at the weekends. She has recently moved to the area at the start of the year and began preschool over the summer which she attends 5 days a week. The pre-school is an ECCE (Early Childhood Care and Education) community run pre-school in a quiet country side village within the grounds of a primary school. Emily is

It is the key to children’s development in the areas of their personal social and emotional development that help them to develop the skills needed to be actively involved in society and the world in which they live in. Personal development (one’s self) is about what children learn about themselves and who they are. Social development (being social) is about how the child understands themselves in the eyes of others; how they develop friendships and the way they understand society’s rules and behaviour towards others. Emotional development (having feelings) is based on a child’s understanding of their own feelings, the feelings of others and empathetic perspective of others feelings and point of view. In Ireland we use Aistear (a journey), which is our National Curriculum Framework, and Siolta (seeds), our National Quality Framework which were developed for the early childhood sector by the National Council for curriculum and Assessment (NCCA) and helps us to promote PSED in the pre-school setting (Donohoe and Gaynor 2011). This supports children’s personal social and emotional development through 4 main themes which are well-being, identity and belonging, communicating and exploring and

This created the idea of pragmatism, where it is believed that reality must be experienced and that we must interact with our environment so we can continue to be able to adapt and learn. An example of this can be seen in observation 4 (Appendix 1), where Emily is experiencing emotional and social changes and is having to learn and adapt through a hands on experience by engaging in new social interactions whilst facing her feelings and learning from them. Erikson (1968) believed that throughout the lifespan, people deal with different ‘crisis’ that need resolving. If the crisis is resolved successfully than a life-stage virtue is achieved, but if not, the person can suffer emotional distress (flood 2014). His nine stages, known as psychosocial stages, show at different ages throughout life which we develop life-stage virtues. This tells us that developing PSED is part of an overall Lifelong learning plan in which personal, social and emotional are all interlinked together. As children get older they can build upon these skills and use them to form everyday life experiences. By encouraging children to interact in their pre-school environment it can help in developing these skills through hands on experiences. Waldinger and Schulz (2016) says ‘Our study shows that the influences of