Social and Emotional Development

Agenda

Responsive Caregiving

Attachment

Self-Awareness

Emotional Development and Self Regulation

Relationships with Others

Promoting Positive Interactions

Inclusion

Objectives

Describe secure attachment and explain the caregiver’s role

Create a strategy for responsive caregiving in a stressful situation

List 4-5 classroom materials that can promote self-awareness

Compile best practices for peaceful and appropriate transitions

Develop an inclusion strategy for a child with special needs

Responsive Caregiving

Respond appropriately

Child receives the response

and needs are met

Observe the child’s needs

Attachment

Caregiver BehaviorAttachment

StyleChild Behavior

• Responds appropriately, promptly, and consistently to needs

Secure

• Uses caregiver as secure base in exploration

• Distressed when caregiver leaves, happy when they return

• Seeks caregiver in stressful situations

• Little or no response to distressed child

• Discourages crying and encourages independence

Avoidant

• Little affective sharing in play • Little or no distress on departure • Child may be rebellious and has a

lower self-image and self-esteem

• Inconsistent between appropriate and neglectful responses

• Generally responds only after increased attachment behavior from the infant

Ambivalent/Resistant

• Preoccupied with caregiver's availability

• Seeks contact but resists angrily when it is achieved

• Not easily calmed by stranger • Always anxious because caregiver's

availability is never consistent.

• Frightened or frightening behavior, abusive or neglectful

Disorganized• Displays no attachment behaviors

towards caregiver

Trust and Emotional Security

Indicators:

• Establishes secure relationships with primary caregiver

• Differentiates between familiar and unfamiliar adults

• Shows emotional connections and attachment to others while beginning to show independence

Responsive Caregiving

0-8 Months

• Hold, cuddle, and laugh with infants

• Hold infants during bottle feeding time; talk to them in a calm and soothing tone

• Notice, understand, and follow the signals of infants, such as cries of hunger or pain, turning away when full, or when ready to stop interacting

• Display courteousness, warmth, and sensitivity when interacting with adults and children

Responsive Caregiving

8-18 Months

• Notice and be responsive to words, gestures, laughs, and cries

• Stay close and visible while infants explore

• Reassure them that you will return, explaining where you are going and when you will be back

• Introduce them to new people and allow them time to become comfortable.

18-36 Months

• Provide encouragement for trying activities and playing with new people

• Accept that toddlers will need comfort items

Responsive Caregiving

36-48 Months

• Connect with three-year-olds on a daily basis, such as naptime or arrival

• Respond with affection and care when approached by an upset or hurt three-year olds

• Encourage independence and participation in new situations (“Go ahead, you can do it!”)

Self-Awareness

Erik Erikson’s Stages of Psychosocial Development

A stage theory of development based on the mastery of one stage in order to successfully progress to the next.

Age Developmental Stage

Birth – 12 months Trust vs. Mistrust

1-3 years Autonomy vs. Shame and Doubt

Self-Awareness

• A clear and positive Sense of Self and identity

• Self-Recognition of the baby in the mirror

• Identifying the Categorical Self in social contexts

• The Looking-Glass Self is understanding self based on the responses of others

Self-Awareness

Indicators:

• Expresses needs and wants through facial expressions, sounds, or gestures

• Develops awareness of self as separate from others

• Shows confidence in increasing abilities

• Shows awareness of relationship to family/ community/ cultural group

DistressBirth

Sadness3 Months

Anger4 Months

Fear5 Months

Guilt and Shame

24 Months

Early Emotional Development

At birth, infants can express contentment, distress, and interest.

Within 6 months emotions begin to evolve from those.

Self -Regulation

Indicators

• Begins to manage own behavior and demonstrates increasing control of emotion

• Shows ability to cope with stress

• Develops understanding of simple routines, rules or limitations

Self-Regulation

Caregivers can support self-regulation by:

• Having realistic expectations of behavior

• Not identifying a child by a negative behavior

• Point out strengths and positive qualities

• Balance the routine and the room arrangement with high-energy and peaceful activities and spaces

• Use emotion words to help describe feelings

• Be respectful of physical needs

Relationships with Others

Indicators of relationship development:

• Shows interest in and awareness of others

• Responds to and interacts with others

• Begins to recognize and respond to the feelings and emotions of others and begins to show concern

Caregiver Responses

Learning Environment

• Create an atmosphere of trust and cooperation

• Room arrangement provides clues for behavior

• Engaging and interesting materials keep children busy with play and learning

• Organization promotes self-help skills and cooperation

Caregiver Responses

Routines

• Consistent from day to day

• Provide a logical and predictable order of events

• Appropriately flexible for the needs of the children

Transitions

• Use consistent signals for transition

• Create logical transitions during natural breaks in activity

• Eliminate all waiting time

Caregiver Responses

Interactions

• Build a relationship with the child

• Provide valid choices

• Redirect to a specific activity

• Avoid power struggles

Inclusion

Autism Spectrum DisordersSocial

Anxiety

Restricted interests and repetitive behaviors

Intellectual disabilities

ADHD

Aggression

Expressive/receptive language disorders

Social-communication deficits

Inclusion Strategies

• Modify environment

• Adjust expectations

• Provide visual supports

– Project cards

– Picture schedules

• Communication

• Provide appropriate choices

• Create a reward system

Snack Read Home

Conclusion

• Action Plan

• Q&A