chapter 11 emotional and social development from 1 to 3
TRANSCRIPT
Chapter 11Emotional and Social Development from 1 to 3
Chapter Objectives• IDENTIFY the factors that contribute to a child’s
emotional development• DESCRIBE six specific emotions children ages 18
months to 3-years show• LIST the four signs of a healthy relationship between
parents and a child• IDENTIFY four ways to help children get adequate
sleep• COMPARE AND CONTRAST parallel play and
cooperative play• LIST six ways to help children develop social skills• EXPLAIN the purpose of guidance
Chapter 11.1
Emotional Development from 1 to 3
Emotional Patterns• Emotional development
tends to go in cycles throughout childhood▫ Especially noticeable
during this age group• New emotions are
developed• Periods of frustration and
rebellion▫ Periods of happiness,
calmness, and stability
Individual Differences
•There are general patterns to how children develop emotionally
•Very noticeable between 1st and 3rd birthdays
•Emotional development depends on 2 factors▫The child’s experiences▫The child’s temperament
Temperament is the way a child reacts to other people and events
Eighteen (18) Months• Self-centered
▫ Refers to the thinking about one’s own needs and wants and not those of others
• Caregivers begin teaching a child that some desires will not be met right away
• Spoken instructions are not always successful for children at this age▫ “No” is a favorite word
18 Months- Negativism• Negativism is normal for a
young toddler▫ Negativism means doing the
opposite of what others want▫ Number of causes
The desire for independence Children want the chance
to make the decision Frustration
Toddlers want to do more than their bodies will allow
The realizations of being a separate person Exciting and frightening Still want a tight bond
with caregivers
▫ Battle of Wills between parents and caregivers
▫ Preventing conflicts Eliminate as many
restrictions Put fragile objects
away instead of saying “don’t touch”
18 Months- Positive Guidance• Positive guidance can help
deal with a child that is negative▫ Give choices
“Which will you pick up first- the books or the toys?”
▫ Redirect the Child Distract the child from the
issue that is causing the negative response
EX: Julia was having trouble stacking blocks. Mom asked if she wanted to read a book
▫ Encourage Talking “What’s wrong?” or “Don’t
you like that?”
18 Months-Temper Tantrums• Temper tantrum is when a
child releases anger or frustration by▫ screaming▫ crying▫ kicking and pounding▫ sometimes holding their
breath• Sometimes occur till ages
3 or 4• Try to help the child find a
calmer way of expressing feelings
• Handling Tantrums▫ Distract the child with a toy or
pointing out an activity elsewhere
▫ One at home? Try to ignore it▫ One in public? Take the child
to a quiet spot to cool down▫ Remain calm and speak quietly
but firmly▫ Acknowledge the child’s
feelings and restate why the child’s demands cannot be met
▫ Set limits▫ Keep toddlers from hurting
themselves or others▫ Praise the child for calming
down after
2 Years• Less at odds with the
world than 18-month-olds• Speech and motor skills
have improved• Understands more• Able to wait longer for
various needs to be met• Express love and affection
freely
• Seeks approval and praise• Easier to reason with• Get along better with
parents and caregivers• More outgoing and
friendly• Less self-centered
2½ Year Olds• This period may seem
more difficult than the 18-month-old stage
• Learning so much that they become overwhelmed▫ Ability to understand
exceeds their physical ability to complete tasks
▫ EX: A child wants to stack blocks high but might accidentally knock them down prior to finishing the structure
• Struggle with immaturity and need for independence
• Sensitive about being bossed, shown, helped, or directed
• Stubborn, dominant, and demanding
• Moods change rapidly• Need for consistency
▫ Routines• Feel both independent and
dependent• Need flexible limits rather
than hard rules
3 Years Old• Happier than 2-1/2 year
olds• Physically more capable
▫ Less frustrated• More willing to take
directions• Modify their behavior for
praise and affection• Few temper tantrums• Love to talk
▫ Often will tell caregivers about their entire day
▫ Talks to toys, playmates, and imaginary friends
3½ Year Olds• Self-confident as a 3 year
old but becomes very insecure at 3-1/2
• Fears are common at this age▫ Afraid of the dark▫ Imaginary monsters▫ Strangers▫ Loud Noises
• Emotional tension and insecurity shows in physical ways to self-sooth▫ Sucking thumbs▫ Biting nails
• Try to show security by controlling their environment
• May issue demands▫ “I want to sit on the floor
and eat lunch”▫ “Talk to me!”
Specific Emotions-Anger• Normal emotion• A child’s way of reacting to frustration
▫ Changes over the years▫ Not as violent
• Target of a child’s anger changes in these years as well▫ 18-month-old does not direct anger at an
object or person▫ 2-3 year olds will hold a person or object
responsible for their frustration• Toddlers can become aggressive• Use these tips
▫ Use words▫ Speak calmly▫ Take deep breaths▫ Have angry child rest for a while
• Angry outbursts are more frequent in insecure and anxious children
Specific Emotions-Fear• Children will have specific fears
at different times• Some fears are useful in keeping
children away from dangerous situations
• Other fears must be overcome in order to develop healthy▫ Phobias are unexplainable and
illogical fears Fear of heights or public
speaking Develop in children that are shy
and withdrawn▫ Adults can pass phobias down
• Separation anxiety is the fear of being away from a parent, familiar caregivers, or the normal environment
• Tips to deal with fear:▫ Offer support and
understanding▫ Encourage children to
talk about their fears▫ Sometimes its best to
accept the fear and avoid trying to force the child to confront it
▫ Read books about children having fears
▫ Make unfamiliar situations more secure
▫ Teach the child how to control frightening situations
Specific Emotions-Jealousy• Emotion that usually crops up
during the child’s 2nd year• Reaches its peak around age 3
▫ A child may show resentment of affection between parents because the child cannot understand that parents have love that can go all around
• Sibling rivalry is the competition between brothers and sisters for parent’s affection and attention▫ Some become jealous when a
new baby is born▫ May revert to old ways or act
out
• Tips for dealing with sibling rivalry▫ Make sure each child feels
love and appreciation▫ Set aside one-on-one time
with each child▫ Avoid making comments
that compare children▫ Let the children take turns
in choosing activities▫ Make it clear that you will
not accept one child tattling to get another one in trouble
▫ Talk to children about their feelings of jealousy
Specific Emotions- Love, Affection, and Empathy• Love and affection feelings
are expressed more clearly during this stage
• Empathy is the ability to understand how another person feels▫ Usually develops between
12 and 18 months▫ A child may talk to
another child that is unhappy
▫ If a child does something to hurt another child, talk to the child by taking an active approach
Emotional Adjustment• Children’s emotional development needs to be
assessed to make sure they are on the right track. But how?▫Signs that a child has a healthy relationship
between his or her parents Seeks approval or praise Turns to parents and caregivers for comfort and help Tells caregivers about significant events so they can
share their joy and sorrow Accepts limits and discipline without too much
resistance▫Also look at a child’s relationship with siblings
Promote Positive Self-Concept• Self-concept is how people see themselves
▫Different from self-esteem; self-esteem is how highly you value yourself
• Children form self-concept in response to the actions, attitudes, and comments of others
• Young children believe what others say about them
• To build positive self-concept▫Do not talk negatively to children (EX: telling them
they are bad)▫Mastery of skills
Give toddlers many chances to explore their world
Discourage Negative Behavior• Some parents worry that correcting a child’s
behavior will negatively affect their self-concept. WRONG.
• By teaching and praising young children for appropriate behaviors, self-concept is enhanced
• Effective ways to discourage negative behavior:▫Explore feelings
Read stories to a child or watch children’s videos together▫Acknowledge feelings
When a playmate takes a toy, hitting or grabbing is a natural response
Offer alternative explanations to deter negative behavior▫Give Choices
Sleep and Emotional Behavior• Sleep disturbances are
normal for this age group▫ Some have trouble falling
asleep or staying asleep• Fears are a frequent cause
of sleep problems▫ Bedtime routines and a
reminder that a parent is close by
Importance of SleepAdequate Sleep Sleep Cycles
• Sleep is essential to good physical and emotional health
• Sleep deprived means lacking adequate sleep▫ Affects a child’s
temperament▫ Ability to complete
simple tasks▫ Less alert, inattentive,
and even hyperactive• 12-14 hours of sleep
• REM sleep is a sleep cycle characterized by rapid eye movement▫ Light sleep during which
dreams occur• NREM sleep is a cycle of sleep in
which rapid eye movement does not occur▫ Deep sleep
• Children are more likely to wake during REM sleep
• Newborns have a short sleep cycle and can go through an entire cycle of REM and NREM in about an hour
Prevent Sleep Deprivation• Determine a child’s best
bedtime• Limit toys in the bed• Establish a bedtime
routine• Keep bedtime pleasant
Chapter 11.2
Social Development from 1-3
General Social Patterns• Socialization is the
process of learning to get along with others▫ Skills stay with them
throughout their lives• Individual differences may
influence when, and in what order social skills are learned
18 Months• Some independence from
family• Closest relationships
continue to be those with their families
• Toddlers need to learn about the outside world▫ Other opportunities with
children• Do not really interact with
one another much▫ Parallel Play is when
children play near but not actually with each other
• Seem to treat other people more as objects than humans
• Satisfying strong desires without regard with those that may interfere▫ Conflicts over toys that
result in screaming, hitting, biting, or hair pulling
• Can understand that their actions have consequences
2 Years• Especially good at
understanding and interacting with main caregivers
• Can read caregivers moods
• Able to communicate well with others
• Fun playing with someone else
• Engage in parallel play▫ Idea of sharing and
taking turns• Like to please other
people
2 ½ Year Olds• Negativism carries over to
social development▫ May refuse to do
something for one person but will do that task for another
• Begin to learn about the rights of others
• Social play is still parallel and works best with only two children
• Frequent but quick fights during play
3 Years Old• Will share, help, or do
things another person’s way just to please them
• Cooperative Play is a type of play in which children play and interact with one another
• Work together in small groups
• Caregivers are still important but are no longer all-powerful in children’s social lives
3 ½ Year Olds• Children’s play becomes
more complex and includes more conversation▫ Disagreements with
playmates occur less often• Use several different
strategies to resolve conflicts• Increased ability to evaluate
friendships▫ “I don’t like Abby to come
here. She doesn’t play nice”• Take more notice of what
others are like▫ Start to compare themselves
with other children
Social Developmental Milestones Age Developmental Milestone
1 Year Plays alone but near others, dislikes sharing, desires approval, fears some strangers
2 Years Engages in parallel play, plays simple games with others, bosses other children, says “Please” if prompted
3 Years Engages in some cooperative play, takes turns, likes to help, shows affection
Making Friends• Important and normal to social development• A child who is comfortable with others and usually
develop normally▫ If a child is unable or unwilling to make friends, its
important to look closer and discover the cause and take steps to help
• Need contact with other people▫This is how they learn to socialize
• When young children spend most of their time with adults, they don’t learn how to connect to children their age▫Need to learn the rough-and-tumble friendship of other
children
Social Skills• Establish a basic set of rules to guide social behavior
▫ “No throwing toys” or “Don’t hit people”• Model good social skills• Help children understand and respect others’ feelings
▫ Show a child pictures of different expressions and ask the child to guess how they are feeling
• Show respect for other people’s belongings▫ “We shouldn’t touch grandma’s vase. If it breaks she
would be sad”• Show children how to use words rather than physically
striking out• Help children learn specific social skills
▫ How to share toys or taking turns
Imaginary Friends
•Perfectly normal•Can last for several months starting at 2
years until 3 or 4 years of age•Can be in human or animal or fantasy
form•Helps children experiment with different
feelings•For other, the imaginary friend mirrors
what the child does•Typically will fade away
Guiding Behavior• Guidance means using
firmness and understanding to help children learn self-discipline▫ Self-discipline is the
ability of children to control their own behavior
• Helps children learn how to get along with each other and to handle their own feelings
• Helps aid in moral development
• Approaches:▫ Consider the unique
personality, child’s age, stage of development, and ability to understand
▫ Consistency▫ Clear rules and apply
them to all situations
1 year to 15 Months• Distracting children and
physically removing them from forbidden activities or places is best for this age▫ Cannot understand adult
reasoning
15 Months to 2 Years• Require spoken
restrictions as well as a distraction▫ “lets take our cars to the
backyard. The driveway is not a safe place to play”
• A child may have to be reminded of the restriction a few times but will eventually understand
2 to 3 Years2 Years 3 Years
• Usually able to understand spoken commands and simple explanations
• Grasp reasoning of adults▫ “Kerri, you need to get
dressed now because Grandma will be here soon. Do you need help?”
• Accept reasonable, loving guidance more readily than children of other ages
• Like to please• Will remind a parent when
they are being good▫ “Look, I put on my rain
boots today because its raining. See my clean shoes? I’m a good boy, right?”
Set Limits• Helps a child learn self-regulation and self-discipline• State limits clearly
▫ Telling Kyle he may have a small snack does not set a clear limit
• Setting limits includes 4 steps▫ Show an understanding of the child’s desire
“I know you think it is fun to draw on the wall”▫ Set the limit and explain it
“But you may not draw on the wall because it’s hard to clean”▫ Acknowledge the child’s feelings
“I know you like drawing on the walls but walls are not for drawing”
▫ Give alternatives “If you want to draw, you may draw on this paper Or you can
play with your blocks.”
Encourage Independence• Autonomy means independence• Have realistic expectations
▫When a child is learning to self-feed; use unbreakable dishes
▫When learning how to dress, choose clothes that are easy to put on and take off
▫Using their own towel, washcloth, or toothbrush Step stools in the bathroom
• Start with simple household tasks▫Putting away toys, simple chores (sorting and folding
laundry)• Be patient and encourage, never forcing a child to do
something
Promote Sharing• Helpful tips:
▫Engage children in activities that require them to share
▫Place them in situations where they must take turns▫Limit the materials available for an activity so that a
child has to share▫Have children take turns handing out snacks or other
classroom duties▫Make clear what behavior you are trying to encourage▫Recognize and praise a child for sharing
• Sharing is not an equal experience for all children▫Having an attachment to a stuffed animal
Dealing with Aggressive Behavior•Behavior is a form of communication
▫Inappropriate behavior shows that a child is upset or that some need is not being met
Biting• Children bite for different
reasons▫ Infants don’t see the
difference between chewing on a toy or a sibling
▫ 1 year olds may bite to discover what happens
▫ 2 and 3 year olds may bite to get their way Angry or frustrated
• Determine what is causing the biting▫ Teething baby?
Hitting, Kicking, and Shoving• 2 and 3 year olds have
trouble controlling these impulses or aggressive reactions to emotions▫ The part of the brain that
controls these emotions is not yet developed
• REMINDER: Children are self-centered so when they do not get their way they become angry or frustrated
To Time-Out or not to Time-Out?• Child development experts
believe that time-outs are an effective way to help children understand what behaviors are not acceptable
• Time-outs are when a child is removed from the group and required to spend that time in a special area▫ Can also be given if a
toddler is upset and its now time to cool off