Social and Emotional Development

Abstract

IT IS SIGNIFICANT of our deepening understanding of the scope of education that a review of social and emotional development is now included in this publication. traditional cleavage between cognitive and affective processes or between learning and attitudes toward learning has almost vanished in the last four or five years. Educational implications of social and emotional development have come into focus in such discussions as Prescott's Emotion and the Educative (129); the Jones, Conrad, and Murphy article on Emotional and Social Development and the Educative Process (92); and J. E. Anderson's article on The Development of Social Behavior (14). insight which this approach has developed is becoming particularly active in relation to many chronic educational difficulties, such as those involved in reading. Where formerly we heard frequent use of the phrase disability we are now likely also to have our attention directed toward the emotional attitudes leading to resistances, fears, or other blocks in learning. fact that progress is being made in helping children who are having reading difficulties through working on basic emotional problems points to the need for an evaluation of each child's areas of comfortable learning and areas of learning inhibition in terms of the emotional values of these areas to him.

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