Transcript Social & Emotional Development (ages 1-3)

Social and Emotional
Development
(ages 1-3)
General Emotional Development
 Emotional Development: the process of learning to
recognize and express one’s feelings and learning
to establish one’s identity and individuality
 Each child goes through emotional development
cycles independently
 Children of this age start to
experience negativism,
rebellion, happiness,
calmness, stability, and
inner peace
Eighteen Months
 Self centered
 Learning that some desires will not






be met immediately or ever
(patience)
Spoken instructions are not very
successful
Negativism: doing the opposite of what others want
Desire for independence, saying “no”
Self awareness: to understand that one is separate and
independent from another
Distraction can be a way of coping with inappropriate
behaviours
Temper tantrums are more frequent
Two Years
• Improved speech and motor
skills, relieving frustration
• Understands more patience
• Expresses love and affection,
seeks approval and praise
 Fewer emotional out bursts
 Improved relationships with parents and other
children
 More outgoing, friendly, and less self -centered
Two and One-Half Years
 Comprehension and desires exceed physical abilities
 Drive for independence causes them to resist pressures




to conform
Don't like being bossed, shown, helped or directed
Moods change rapidly
Desire for consistency to cope with
the confusing world; helps build
security and confidence
Need more flexible and adaptable
limitations rather than hard and fast
rules
Three Years
 Generally sunny and cooperative and are learning to be







considerate
More physically able/less frustration
Take directions, take pride in tasks they can perform for
others
Eager for praise and affection, willing to modify their
behaviour in order to achieve
those responses
Fewer temper tantrums
Likes to talk to everything
Uses imagination
Responds to others talking
and follows basic instructions
Three and One-Half Years
 More insecure
 Fears are more common
 May develop tensional habits
such as thumb-sucking, nail
biting, or nose picking.
 Try to ensure their own security
by controlling their environment, this can make
them more demanding
Specific Emotions
 Express emotions openly until age 2 or 3
 Control emotional expressions
 Learn socially acceptable ways of displaying
feelings ex. Using words
• Emotions become more
specific as they grow older
• Common emotions;
anger, fear, jealousy,
affection, and sympathy
Anger
More targeted at person or thing causing the problem
Children express anger differently
They start to use their words
Frequency of anger decreases with age
Children with parents who are overly
critical or inconsistent become
frustrated easily and show anger
 Parents should make sure that demands
on the child are both limited and
reasonable as they try to help the child
learn self control





Fear





Fears are related to factors such as physical condition, mental development;
temperament, feelings of security and ability to cope with daily life
Children can pick up fears from parents
Separation anxiety: fear of being away from parents familiar caregivers, or normal
environment
Ensure that they are safe and secure
Generalized fears can be caused by specific incidents
- avoid shaming a child for his/her fears
- encourage child to talk about fears and listen
- offer honest, understandable explanations for situations
that might have frightened the child
- nightmares can be vivid. Help child separate reality from
fantasy
- make unfamiliar situations more secure with your presence
- discuss new experiences in advance
- teach the child how to control the frightening situation
- be supportive and understanding
Jealousy
 Recognizable in second year
 Most common cause of jealousy in early childhood is resentment of
affection between parents
 Sibling rivalry: competition between siblings for their parents affection
and attention
 Child may show off, act inappropriate, revert to baby like behaviours,
such as bed wetting, thumb sucking, or baby talk
• Tips to encourage children to develop good
relationships with new siblings
• Spend time alone with older child
• Compliments
•Give older child extra love and
attention
Love and affection
 Must learn through experience and practice to love
 First comes love of those who satisfy the babies physical needs
 The sense of comfort, safety, confidence and encouragement
later becomes more important
than physical needs
 Child who is overly dependent
on parents/caregivers has
difficulty forming other
relationships
 Supportive relationships with
parents, adults, and friends also
help children develop trust,
empathy, compassion, and a sense of right and wrong.
Sympathy
 Self awareness: to understand that one is separate and




independent from others. This helps children start to develop
sympathy
Show little sympathy until age 2
Happy children show more
sympathy than a child whose
relationships are less
satisfactory
Age 3 tries to comfort the
other person
The ability to actually understand others feelings develop later
Evaluating emotional development
 Signs of healthy relationship between child and parents
-
-
Seeks approval and praise from parents
Turns to parents for comfort and help
Tells parents about significant events
Accepts limits/ discipline with unusual resistance
General Social Patterns
 Social Development: the process of learning to interact
with others and to express oneself to others
 socialization: process of learning to get along with
others
 Certain social characteristics
and tasks can be expected
at different ages
Eighteen Months
 Begin to develop some independence from the family
 Play independently near, but not actually playing
with others
 Often treats people more as objects
 Their may be conflict
over toys
Two Years
 Good at understanding and interacting with
primary caregiver
 Can read caregivers moods
 When speech develops, child
can try and communicate
with others
 Find it fun to have someone to play with and enjoy
being with others
 Most are still not able to share or take turns
 Like to please people
Two and one half years
 Negativism characteristic carries over children's
social relationship
 Begin to learn about the rights of others
 Social play works best with only two children
• More easy-going with other
toddlers
Three Years
• People are important to children of this
age
• Share, help, or do things another
person’s way to please someone
• Start interacting and cooperating with
others while playing
• Can work together in small groups to do
stuff
• Ex: Build blocks, play dolls, fit puzzles
together
• Most children at the age of 3 seek friends
on their own
• More sure of themselves, less easily
frustrated
 Experience gives them confidence in themselves and in their own relationships
with others
Three and one half years
 Experienced in cooperative play, becomes more
complex and includes more conversation
 Enjoy companionship, know to share
 Friendships are not always long-lasting and often
change rapidly depending on the
needs of the child
Respecting Individual Personalities
 Parents need to respect their child's individuality
 A young child's self concept depends on how well the
child feels accepted by other people
The sensitive child
 Prefer to be alone much of the time
 Generally have a longer attention span than




other children
Often lack assertiveness to stand-up for own
rights and desires
Less adventurous and hold back from new experiences
Less tolerance for conflict
Especially frightened of strangers
 Parents must help them meet new situations with less reluctance
 Over protecting them doesn't help encourage independence
 Should be aloud to explore
 Small tasks help them build confidence
 Don't hurry the children, allow them to take their own time
 Allow them to adjust gradually to groups of children
The placid child
 Typically play happily with siblings and friends
 Outgoing & respond to others easily
 Take guidance well
 Enjoy accepting responsibility for routine tasks;
eating, dressing, bathing
 Need encouragement and praise
The aggressive child
Usually energetic and noisy
Inclined towards active, physical play
Take toys they want from other children
Often kick, bite, or hit to get their own way or cry or throw a
temper tantrum
 Praise is useful to guide
these toddlers
 Self assertive children are
usually leaders rather than
followers
 Parents need to clarify
desirable and acceptable
behaviour goals for aggressive children




Making Friends
 Friendships are important to normal social development
 If child is unwilling to make friends you should check up
on that.
 Crucial for developing life long social skills
 Learn to cope with rough play
• Best to start playing together
young, especially if only child
• Children need to learn to solve
disagreements
• Know when to step in and help
compromise and consider feelings
Developing a good self-concept
 Basic attitudes about oneself are formed in early childhood
 The way you feel about yourself affects your relationships with other people
 Positive self concept: inclination to see oneself as good, worthwhile and







capable
Negative self concept: inclination to see oneself as
bad, unimportant, and incapable
Parents are the biggest influence on a child's self
concept
Exploring a safe environment helps build a positive
self concept
Sensible limits help the child learn what they can do
Children with a positive self concept get along better
with others
Children accept what others say about them is true
Children who think they are good, try and act the part
Discipline
 The task of helping children to learn to behave in
acceptable ways
 Children repeat behaviour that brings approval
 Self discipline: the ability to control
ones own behaviour
-
-
8-12 months: distractions
12-15 months: keep unsafe objects away,
remove the child from forbidden activities,
distract them
15-20 months: distraction, removal, and spoken
restrictions
2-3 years: explain your reasons
3-4 years: reasonable, loving commands
Discipline Tips
 Desired behaviour best taught through example
-
-
Fewer requests, reasonable and age appropriate
Be consistent, parents should agree on methods
Carry out all promises, follow through with the appropriate
natural or logical consequences
Look at situations from the Childs
point of view
Keep explanations simple and brief
Be prepared to repeat
Not an outlet for an adults anger
All children need love and guidance
Bibliography
 "IECER - The Institute for Early Childhood Education and Research - Faculty of
Education." IECER - The Institute for Early Childhood Education and Research Faculty of Education. N.p., n.d. Web. 26 Feb. 2012.
<http://earlychildhood.educ.ubc.ca/community/research-practice-importancefostering-social-emotional-development-early-years>.
 "ZERO TO THREE: Development of Social-Emotional Skills ." ZERO TO THREE:
Homepage. N.p., n.d. Web. 26 Feb. 2012. <http://www.zerotothree.org/childdevelopment/social-emotional-development/social-emotionaldevelopment.html>.
 "Early Childhood Emotional and Social Development: Emotional Expressiveness
and Understanding - Child Development and Parenting in Early Childhood."
Mental Health, Depression, Anxiety, Wellness, Family & Relationship Issues,
Sexual Disorders & ADHD Medications. N.p., n.d. Web. 26 Feb. 2012.
<http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=12762&cn=462>.