Social development
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
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
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