Name: Chloe Dunlop Seminar topic: Affective Development, Learner Well-Being & Ethical Understanding

1b Weekly reflective response – Week 6

Lecture: Social, Emotional and Moral Development

Reading details (author, date, title, pages- if appropriate)

Chapter 9 – ‘Social, Emotional and Moral Development’ pp. 106-155

Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. 2013, Educational Psychology for Learning and Teaching, 4th
edn, CENGAGE Learning, South Melbourne.

What?: Describe clearly the main ideas you are talking about from the lecture and readings
Which ideas stand out to you in the lecture and readings?

Henderson (2015) discussed in the lecture the importance of emotions, and a person’s fluency in emotional
language through facial and body expression, in connecting them to other people. Also covered was the idea of
emotions functioning as important feedback on our thoughts and behaviour, and if awareness of our emotional
state is developed, a person may be able to change that state in order to function better.

These ideas are supported by information supplied in the textbook (Duchesne et al. 2013), which goes further to
state that emotional development is “central to learning and teaching” (Duchesne et al. 2013, p. 134), so much so
that teachers must have an understanding of their role to teach effectively, and students must understand their
emotions well enough to be able to learn effectively.
So what? Why are these ideas or issues significant for development/learning/teaching?
Are there different perspectives you can consider?
What are the positives and negatives of the ideas?

As a result of emotional development and emotional awareness paying such a significant role in the learning
process, it follows that students that aren’t as fluent in emotional language and expressions are at a great
disadvantage. Students that have an intellectual, behavioural or emotional difficulty may have trouble with making
eye contact, responding to social cues and reading the non-verbal expressions of others (Duchesne et al. 2013, p.
352). Others may not have developed emotional competencies in line with expected age developments, and find it
difficult to modify their emotional states (Duchesne et al. 2013, p. 135). Students with these issues can find it
difficult to relate to others and find themselves socially isolated, or are not able to modify intense emotions,
leading to cognitive deficits (Henderson 2015).

In order to counter these effects, social skills and emotional management training can be utilised (Duchesne et al.
2013, p. 140). When skill weaknesses are correctly identified and appropriate training is used, these programs can
be effective. However, the overall effectiveness of such programs is debated. If the weaknesses are not identified
correctly, or programs used do not meet the individual needs of the child, results may not be achieved (Duchesne
et al. 2013, p. 140).
Now what? How has your understanding deepened or changed as a result of thinking about these ideas? How will
this understanding influence the way you will teach?

Understanding that learners who may struggle with interpretation of others’ emotions and modification of their
own means that teachers should adopt ways to negate their effects and help these students to develop strategies
so that they are not disadvantaged. Not only is this best practice, but it is also required by the DECD Students with
Disabilities Policy (Van Deur 2015).

Ideas that could be used in teaching practice as a result of this understanding could take the form of seeking out
and recommending emotional and social skills programs and practitioners that have been effective in the past.
Other possible strategies like the use of feelings charts such as those promoted by Henderson (2015) to help
students recognise how they are feeling and what actions they could take to manage or improve their emotional
states may make a positive difference for these students, and help to further their emotional development.

Chloe Dunlop dunl0027 2046935

References

Duchesne, S, McMaugh, A, Bochner, S & Krause, K 2013, Educational Psychology for Learning and
Teaching, 4th edn, CENGAGE Learning, South Melbourne.

Henderson, L 2015, ‘Social, Emotional and Moral Development’, lecture notes distributed in the
topic EDUC2322 Learners and their Development (Primary), Flinders University, Bedford Park on 24
March.

Van Deur, P. 2015, ‘Development and Diversity’, lecture notes distributed in the topic EDUC2322
Learners and their Development (Primary), Flinders University, Bedford Park on 17 March.

Chloe Dunlop dunl0027 2046935