Understanding Children’s Social Emotional Worlds

Home/ Understanding Children’s Social Emotional Worlds
Course TypeCourse CodeNo. Of Credits
Foundation CoreSVS1EC5032

Semester and Year Offered: Semester-5, Year-2019

Course Coordinator and Team: Dr Sunita Singh and Fariha Siddiqui

Email of course coordinator:

Pre-requisites: The course focuses on the job role of centre head/entrepreneur (Level-7) in an early childhood centre. The course is meant to be offered to those who have specific knowledge and skills related to Day care facilitator (Level-5) & supervisor (Level-6) offered in 1st and 2nd year respectively


The objectives of the course are to:-

  • Understand the social and emotional development of children
  • Understand the role of self on the social and emotional development of children
  • Identify the role of the centre staff and families for promoting social-emotional development

Course Outcomes:

On completion of the course, the students will be able to:-

  • Reflect on one's own emotional self
  • Learn about the significance and need of social emotional development
  • Create a physical and social environment at the centre that promotes social emotional development of young children and respects diversities.
  • Create activities and prepare resources to enable social emotional development among young children
  • Identify ways to approach children with social emotional difficulties
  • Prepare individualised action plan given the diverse social emotional needs of children and collaborate with other colleagues at the centre and families
  • Identify specific issue and take counsel when necessary from the various stakeholders.

Brief description of modules/ Main modules:

Module 1: Socio-emotional worlds of children: Children’s social-emotional worlds emerge through their relationships with members of families, friends, individuals at the day care centre and also through the experiences that emerge in their engagement in conversations, nurturance and other facets of learning in their day to day experiences. Children’s socio-emotional development is also influenced by the home and the centre environment. A day care environment that provides for developmentally and contextually appropriate care enables young children to develop empathy, caring and understandings of the emotions and feelings of others.

Module 2: Identifying and creating activities and an action plan: This Module will focus on creating some specific strategies for creating an atmosphere that is conducive for the social-emotional development of young children. It will explicate how indoor and outdoor play and other activities could lead to building relationships with one another. It will also enable the students to develop their own profile for identifying the social emotional needs of young children and strategies to work with them.

Assessment Details with weights:


Assessment Type



Written Assignment-1

Based upon your observations create profiles of two children, documenting their socio-emotional development.



Written Assignment 2:

Create an activity plan for children at our centre



End Semester Examination



Class Participation





Reading List:

1. Winnicott, D.W (2006). Family and Individual Development. Routledge, London, Chapter 1: THE FIRST YEAR OF LIFE: Modern Views on the Emotional Development,pp 3-20

  1. Biddle, K. A. G., Garcia-Nevarez, A., Henderson, W. J. R., & Valero-Kerrick, A. (2013). Early childhood education: Becoming a professional. Sage.  Chapter 11: Emotional and Social Development, pp. 286-316
  2. Winnicott, D.W (1992). The Child, Family, and Outside World. Perseus Publishing, Chapter 19: What Do We Mean by a Normal Child?,pp 124-130
  3. Ho, J., & Funk, S. (2018). Promoting Young Children's Social and Emotional Health. YC Young Children, 73(1), 73-79.
  4. Erikson, E. H. (1993). Childhood and society. WW Norton & Company.Chapter 7: Eight Ages of Man, pp 247-269
  5. Smith-Bonahue, T., Smith-Adcock, S., & Ehrentraut, J. H. (2015). I won't be your friend if you don't!": Preventing and responding to relational aggression in preschool classrooms. YC Young Children, 70(1), 76-83
  6. Thompson, J. E., & Thompson, R. A. (2007). Natural connections: Children, nature, and social-emotional development. Exchange-Exchange Press-, 178, 46.
  7. Dixon, H. (2016). Making Peace in Kindergarten: Social and Emotional Growth for All Learners. YC Young Children, 71(4), 57.
  8. Mosley, J. (2005). Circle time for young children. Routledge. Chapter 1. Emotional intelligence (pp.3-43); Chapter 5. Circle time sessions (pp. 56-98)
  9. Schonert-Reichl, Kimberly A. Lawlor, Molly Stewart, Oberle, Eva, Kimberly Thomson. (2009). Identifying Indicators and Tools for Measuring  Social and Emotional Healthy Living:  Children Ages 5-12 Years. University of British Columbia



1.IGNOU. (2017). Emotional/ Social Development. Unit 2 A.

  1. IGNOU. (2017). Social world of children. Unit 1.
  2. IGNOU. (2017), Feelings, affection and emotion.
  3. Suveg, C., & Zeman, J. (2004). Emotion regulation in children with anxiety disorders. Journal of Clinical Child and Adolescent Psychology, 33(4), 750-759.
  4. Tominey, S. L., O’Bryon, E. C., Rivers, S. E., & Shapses, S. (2017). Teaching Emotional Intelligence in Early Childhood. YC Young Children, 72(1), 6-12.