Bandura, one of the main exponents of social learning theories argues that there has been an underestimation of the importance of modelling, particularly with regards to learning social skills (Fontana, 1988). Children have a great tendency to imitate the behaviour of others. This imitation tends to be of people who enjoy status and standing. This starts with parents first. It then includes outside people such as teachers who in the majority of cases for children are the first outside relationship that holds a position of authority. Teachers act as role models for children. It is not so much what a teacher tells a child but more the way he/she behaves towards the child that has the influence.
Bandura held that children learn social behaviour through social contacts. In particular he made a study of aggression. He showed how children who were exposed to adult aggression, were more likely to become aggressive themselves. It was not the fact that these children were exposed to aggression but the fact that the aggressive behaviour seemed to be sanctioned by the adults. Therefore if this type of behaviour was all right for adults it must be fine for them also. However where the children already had a strong sense of values gained from parents and teachers, they were far less likely to adopt this unconventional behaviour This process by which children learn acceptable and unacceptable behaviour is called socialisation.
Socialisation depends on the inter relationship of others and through this process a child forms a view of him or herself. For the opinion that others have of a particular person and their reaction to that person will affect the way in which that person performs. Parents and teachers therefore hold a great responsibility. Within the classroom there are three forms of social interaction with the individual, which contribute to the whole socialisation of the child. These are interaction with the individual and the teacher, interaction with the whole group and the teacher and finally interaction of the individuals with each other. If the child is treated as worthwhile and an important human, this helps the child develop a positive self-image.
Through his research Stanley Coopersmith has shown self-esteem to be a better indicator than intelligence tests results as to a child's future academic success. He also found that children were affected by the environment in which they were raised. Those reared in an environment, structured by definite controlled limits tended to develop more self-esteem than those brought up in a more permissive atmosphere. (Borba1978)
Erikson, on the other hand, believes that we have different stages of personal maturity (Fontana 1988). In total, he identifies seven stages from early infancy to late adult. If an individual progresses through these various stages without being thwarted, then the result should be a clear picture of what a well-balanced mature person should be like. If at the early childhood stage, a child is made to feel unaccepted in some way for wanting to make, for example, some unsociable behaviour part of their own behaviour, they are left with feelings of guilt and self doubt. Similarly, during the middle childhood stage when a child is learning new skills and to develop skills necessary to solve immediate problems if he/she fails, symptoms of inferiority and low self-esteem are shown.
Gender can also play a part in social and emotional development. There have been many research studies into the various aspects of gender. However much of the research evidence varies. The findings range. According to Chapman and Boersma (1983) there is little difference in self-esteem in the two sexes. Whereas according to Connell, Stroobant, Sinclair, Connell and Rogers (1975) boys have a higher self esteem. Yet there is little research which indicates that girls have a higher self-esteem (Desforges, 1995). When paired with boys, girls have a lower self-esteem. They try not to outshine their partners and rate themselves lower than boys. In particular in particular subjects such as science and technology, girls tend to take a subsidiary role if paired with boys.
Much of my own experience of observing children has been limited to the Literacy and Numeracy Hours. However these are two fine examples which follow Coopersmith's theories of a structured environment. Children are now very aware of what the structure of each is and are therefore at ease with this aspect. The teacher sets out the learning objectives at the start of each session. At the end of the first session the children are expected to work independently of the teacher in small groups. In my experience teachers will make the individual groups very aware of what he/she expects of them in terms of quantity and quality. The plenary is used for a variety of reasons. However this time offers the teacher ample opportunity to praise not only for work well done but also for good efforts and good presentation; the list is endless. The praise offered as long as it is sincere will raise a child's self-esteem.
The plenary session is also used, in my experience, as a questioning session to assess the children's understanding of the learning objectives. As well as correct answers there are inevitably those that are incorrect. Failure can sometimes deflate a child's self-esteem. This type of situation has been handled well by teachers during my observations. Children have not been criticised but rather they have been 'consoled' with phrases such as "Not quite, but well remembered from yesterday " and "nearly there…" Children have to learn that it is all right to make mistakes.
In line with Bandura's theory, children may also learn that we all make mistakes from observing their teacher's. I have observed during a guided writing session a teacher making spelling mistakes, which have been pointed out by the brighter pupils. The teacher has admitted to the mistake and asked how they can check on the spelling. Children were nominated by the teacher to find the correct spelling in the dictionary. Using the teacher as a role model the children will learn that we are not infallible and that it is fine to make mistakes.