The purpose of this paper is to correlate the relationship between three major theories of social development. In doing so, seeking to identify, describe, and actively relate each principle requires first and foremost to construct a definition of social development. “Social Development refers to how people develop social and emotional skills across the lifespan, with particular attention to childhood and adolescence. Healthy social development allows us to form positive relationships with family, friends, teachers, and other people in our lives” (1). As we mature, we learn to better manage our own feelings, in order to respond appropriately to the feelings and needs of others. Such development begins from the day we are brought into this world to the day we seize to exist. It is in fact an active ever-changing footing that is learned through our experiences, as well as our interpretations of these experiences that help construct our own social intelligence. The three major theories discussed in this work are theory of mind, the role of perspective taking/emotional and temperament.
There are various definitions of Theory of mind, in short it is the understanding of one's own and other people's minds or mental states. It involves the ability when determining human behavior to look into thoughts, beliefs, perceptions, knowledge, intentions, desires, and emotions and how they play a role in the actions of people. People who are able to adopt the fundamentals of Theory of Mind have the ability to interpret beliefs, desires and intentions that are different from their own. Theory of mind allows us to take on the perspective of another person which leads us to understand emotions, be successful in communicating with others and develop healthy social relationships. The idea of theory of mind is that we must understand ourselves in order to better understand others. Many Psychologists use theory of mind when looking into the social development of an individual to properly treat and diagnose patients it is crucial to understand the temperament of the individual in order to do so. These attempts to perspective taking allows people empathize properly managing their own emotions when taking the perspective of others and reflecting on their own self-awareness. In order to better understand how this helps within social development. We must be able to recognize emotional state, well-being and pick up on physical and emotional cues which overtime allow us to develop a cognitive schema of the world around us. This is very important as it gives a baseline of the intentions of others. It should be noted that determining these cues is not particularly easy however when mastered the interpreter is able to understand the temperament of others. Understanding the temperament as well as taking on the emotional well- being of others allows for us as individuals to map out the series of actions of others.
The core features of emotional development, wellbeing of others include the ability to Identify and understand one’s own feelings, to accurately read and comprehend emotional states in others, to manage strong emotions and their expression in a constructive manner, to regulate one’s own behavior, to develop empathy for others, and to establish and maintain relationships. (National Scientific Council on the Developing Child 2004, 2)
Elaborating on the effects of emotional development and perspective taking requires us to look into how individuals develop mold and shape their own emotions. As Averill (1980), explained, “the relationship between culture, consciousness, and emotions by stating that the emotions are viewed as transitory social roles, or socially constituted syndromes”. It is than important to look at the early stages of life in order to determine what makes us tick on a social contextual scale. Early in life children begin to interact with the people around them, first using simple...
Cited: Definition 1: http://www.alleydog.com/glossary/definition.phpterm=Social%Development#ixzz3Sf6INLDO Key word: Psychology
Averill, J. R. (1980). A Constructive View of Emotion. In R Plutchik & H Kellerman (eds.), Emotions: Theory, Research and Experience Vol. 1: Theories Of Emotion.
National Scientific Council on the Developing Child. Winter, 2004. “Children’s Emotional Development Is Built into the Architecture of Their Brains” Working Paper No. 2
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