Socio-emotional development forms the cornerstone of a child’s early education, shaping their understanding of themselves and their interactions with others.
The term “bullying” has become a commonly used word. It evokes many emotions, and sparks concern among parents , and educators. Understanding the concept of bullying is important. Let us reveal what early childhood theorist have taught us about child development. Exploring theories from Vicki Aguirre Cox, Erik Erikson, Jean Piaget, and Lawrence Kohlberg guides us through our understanding of the psychological, cognitive and moral development of children. We learn that children under 8 years of age are learning how to interact with others and sort their own sense of self (socio-emotional development); comprehend abstract concepts (cognition); understand and express themselves (language development).
These are prerequisite skills for the development of “empathy”, the ability to see outside of themselves, and feel the emotions of others. Children under 5 years developmentally evolve from parallel to cooperative play. “Bullying” is an intentional act to harm; children under 5 years old have yet to develop the ability to hurt others. Young children are not malicious.
Here are highlights of these theories :
Erikson’s Stages of Development
Erik Erikson’s theory of psychosocial development highlights eight stages, each defined by a central conflict. For children in early childhood (ages 3-5), the focus is on “Initiative vs. Guilt.” At this stage, children begin to assert themselves, explore their abilities, and engage in play with others. Their actions stem from curiosity and a strong desire to initiate activities, often without fully grasping the consequences.
During this phase, children primarily concentrate on their own needs and desires, demonstrating a behavior known as egocentrism. Their social interactions revolve around how others can fulfill their immediate desires. This self-focused behavior represents a normal part of development and a natural exploration of their world, rather than any malicious intent.
Aguirre Cox’s Theory of Positivism
The theory of positivism helps us understand how important it is in the early childhood years to guide, teach and love our children. Children feel their life experiences. The first year of life is the most critical in developing the love for self. When we touch hold and look into an infants eyes, they see and feel themselves. And in next two years that follow, up to 3 years old, we help lay their foundation to interact and care for others. When we play side by side with them they can then process and truly feel “socialization”.
On the road to age 9 children absorb the understanding of empathy. As children hear the words we speak, and they study our body language as we act, this is how empathy is learned, when our genuine sincerity is felt . Children “seeing & feeling”, thus empathy abounds.
Piaget’s Theory of Cognitive Development
Jean Piaget’s theory of cognitive development further emphasizes that young children engage in behavior driven by egocentric thinking. In the preoperational stage (ages 2-7), children view the world from their perspective. This makes it challenging for them to understand that others might have different thoughts, feelings, or viewpoints.
This stage of development shapes children’s interactions and actions. Behaviors that appear unkind are usually the result of limited social and cognitive skills, reflecting their ongoing growth and learning. These actions provide opportunities for guidance and teaching, helping children develop greater empathy and social awareness.
Kohlberg’s Stages of Moral Development
Lawrence Kohlberg’s theory of moral development complements the insights from Erikson and Piaget. According to Kohlberg, children start developing a more complex understanding of morality around ages 8-9, as they enter the “conventional” stage of moral development. Here, they begin to grasp the importance of rules, social order, and the broader impact of their actions on others.
In earlier stages, children’s moral reasoning revolves around avoiding punishment or gaining rewards, reflecting their ongoing journey toward understanding social dynamics. Behaviors during this time are shaped by impulsive actions and immediate rewards. This creates opportunities for learning and growth rather than reflecting deliberate harm.
Opportunity for Growth & Learning
Addressing behaviors in young children provides opportunities to support their socio-emotional development positively. Early childhood represents a time of rapid growth, where children learn to navigate social interactions, manage emotions, and understand the world around them. By recognizing the child development stages outlined by Erikson, Piaget, and Kohlberg, educators and parents can create a nurturing environment that encourages healthy social growth.
Understanding these stages enables more supportive responses to children’s social interactions, focusing on teaching and guiding rather than labeling.
Through empathy and positive guidance, we can foster an environment in our schools and homes, that supports and encourages the natural development of socio-emotional skills in early childhood. This is the true act of “raising our children together” which is a major pillar at I’m Just a Kid. Come join us in doing so!
At I’m Just a Kid, we recognize the importance of nurturing the socio-emotional development of every child. Our programs are designed to align with the developmental stages outlined by Erikson, Piaget, Kohlberg, and many more renowned psychologists, providing a supportive environment where children can explore, learn, and grow. We focus on creating positive social experiences that encourage empathy, cooperation, and understanding among our young learners. Book a tour and see the I’m Just a Kid difference today!
