The Development Of Socio-Emotional In Educational Psychology

Emotional development in educational psychology can be defined as something that expands and holds more, and not on the size of the real or not/ look but can be known and felt better by the individual or by others.

Joseph said if social development can also be defined as the achievement of maturity in social relationships. Sroufe apply the theory of the development of socio-emotional with a set of emotions that occur in a state of an emergency is also in a state of emergency.

Cognition itself is the center of emotional development from the point of view Sroufe and he believes if the area of special emotions do not appear until the age of two to three months. Before that, there must be a cognitive ability that is sufficient to enable awareness plus the ability to distinguish yourself from others.

Understanding The Development Of Socio-Emotional

Actually, the development of socio-emotional is the ability of learners to interact with the environment and how students address the things that happen in the surrounding.

The social development of learners characterized by the expansion of the relationship along with your family members and also with peers so that the space motion of his social relations can be increased. Generally, learners start to have the ability to adjust from being self-centered.

Currently, there are a lot of educated people, especially the young, which looks promising, but finally stopped when it reaches a career or purpose in life which belongs to the type of emotional disorders in children.

The teenagers would largely be eliminated from the competition due to low emotional intelligence, listening skills and also learn a life that is not entirely ruled and also a way of adaptation as well as verbal communication which is considered the youth something that is not important.

Stages Of Emotional Development

Giblin believe if there are five stages in the development of emotions, namely:

  • From 0 to 8 months: the imbalance of sensory response or sensation of intense, adjustment reflexive follow, the expression represents the pleasure or displeasure as well as rest and tension.
  • From 9 to 12 months: Develop an imbalance that brought the presence or absence of other people. The balance is achieved by the interaction and the response by the response that is organized.
  • From 2 to 6 years: the Imbalance caused directly and indirectly from the stimulation and equilibrium back through the skills of representational and emotional skills.
  • From 7 to 12 years: Imbalance occurs through direct perception, social comparison and emotional response that involves a pattern of behavior characteristics.
  • After 13 years: the Imbalance comes through the comparison of internal and emotions began to contribute to the concept of self-stabilizing.

Fischer, Shaver and Camochan start from the perspective of if any theory of emotional development should be related to how emotions develop and influence the process of development and there is a relationship of emotional intelligence with leadership.

To build the theory, at first they are drawn on the expertise of the theory of Isan, namely the organization of behavior. This trusted Isan is if the basic emotions evoked by the assessment is very simple when baby. But after that, the emotions are more complex and more culturally dependent of the individual assessment.

Generally, Fischer et al approve if the theory of emotion if the emotions are primary or basic a meaningful, organized, and adaptive in infants.

After Izard and Malatesta general, the general theory of emotional development to consider the problem more specific, namely the emotions in infants.

Their starting point is one of the basis of the presence or absence of the feeling which possessed her baby. They argue if this is a question and emotion analysis can resolve the issue.

Socio-emotional is the changes that occur in every person in the colors of affective that accompany any condition or behavior of the individual. In the discussion of the socio-emotional is more emphasis on socio-emotional teenager.

1. Teen

Stages of adolescence is the stage of development of the individual which is very important prefixed with the ripening of the organs of physical or sexual.

According to Konopka, adolescence covers the early adolescents from 12 to 15 years old, the young associate of 15 to 18 years and late adolescence from 19 to 22 years. The period of adolescence is seen as a period of frustration and suffering, conflict and the crisis of adjustment, dreams and daydreaming and feeling teralineasi or excluded from the social life of adults.

2. The Emotional Development Of Teenagers

Adolescence is the peak of emotionality, namely the development of the emotions are high and there is a relationship of emotional intelligence with self-confidence. Physical growth in particular organs of the sexual organs will have no effect on the development of emotions or feelings as well as new impetus experienced before.

3. The Development Of Social Teen

In adolescents develop social cognition: the ability to understand other people. This understanding encourages the youth to establish social relationship are more familiar with them, especially the peers. At that time also develops the attitude of comformity namely the tendency to give up or follow the opinion, opinions, values, habits, passion or desires of others.

4. Problems Of Socio Emotional Teen

Adolescence is a period to search for self-identity so that there is a relationship of emotional intelligence with self-control. Characteristics of adolescents who are in the process to search for self-identity is often cause a variety of problems in adolescents.

5. Teenage Problems

Problems in adolescence is associated with the development of social behavior, morality and religion among them are:

  • The interconnectedness of life in a small group that is not guided so it is very easy to cause conflict and juvenile delinquency shaped fights, prostitution, theft and also the shape of the behavior is anti-social.
  • Do the deeds done intentionally which is precisely contrary to the norms of religion or society.

The Implications Of The Development Of Socio-Emotional On Educator

In the process of learning, we do not deny if the role of intelligence effect on the achievement of learning. But that arises when this is the level of a person's success in education is focused to be measured in terms of the quantity of intelligence, namely by measuring IQ.

The role of IQ is considered to be the main thing that the effect on a success. But we need to realize, IQ is just a measure for the quantity about the level of intelligence that can be carved and is concrete as well as convergent.

Emotions in positive psychology can accelerate the learning process and achieve better learning outcomes. On the contrary, the negative emotions can impede learning and can even stop it. For that learning succeed must begin by creating positive emotions on self-learner or learners.

For ways to improve emotional intelligence positively on the students can be done by many ways such as creating a learning environment or the social environment that are fun as well as creating the pleasure of learning. Emotional intelligence is a person's ability to manage emotions in a healthy manner, especially when dealing with other people.

In addition to the emotional intelligence of interaction between students, the school environment also has an effect on the learning process. If the relationship is good interaction between the pelakar with the social environment, community environment and also the family environment as well as the emotions of the learner can be adjusted with the environment, then the learning process and the student will go well.

For that, very much mistaken if that is considered as a success is a high IQ. A lot of people that be successful in the academic but can't do anything with the success of a real life.

For that, the involvement of type of emotions and the involvement of students in the social environment is very important in all activities, especially if you can manage such emotions appropriately in a social environment or can be said to be smart when wearing emotions. Emotional intelligence and be able to interact in a social environment was instrumental to the success of a person in all aspects.

The influence of socio emotional in adolescents or yourself is a way to control yourself, decide all and more mature in planning all of the things that will be decided.

Whereas in the others is working well together, respect each other and can also position themselves with the environment as well.

So that learners can have emotional intelligence in psychology is good, then it should be formed early on because the moment to be a determinant of human growth and development the next so that the role of parents in the development of social emotional early childhood is very important.

At that age, the basis of the basis of the child's personality is already formed. Facing the problem of socio-emotional learners depending on the condition of psychic students. To develop the potential of it, then it takes a few activities that can support the progress of the development of socio-emotional as extracurricular and also spiritual guidance.

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