Social and Emotional Development
(ages 1-3)
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
General Emotional Development
Eighteen Months
Self centeredLearning that some desires will not be met immediately or ever (patience)Spoken instructions are not very successfulNegativism: doing the opposite of what others wantDesire for independence, saying “no”Self awareness: to understand that one is separate and
independent from anotherDistraction can be a way of coping with inappropriate
behavioursTemper tantrums are more frequent
Two Years
Fewer emotional out burstsImproved relationships with parents and
other childrenMore outgoing, friendly, and less self -
centered
• Improved speech and motor skills, relieving frustration • Understands more patience• Expresses love and affection, seeks approval and praise
Two and One-Half Years
Comprehension and desires exceed physical abilitiesDrive for independence causes them to resist
pressures to conformDon't like being bossed, shown, helped or directedMoods change rapidlyDesire for consistency to cope with the confusing world; helps build security and confidenceNeed 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 frustrationTake directions, take pride in tasks they can perform for
othersEager for praise and affection, willing to modify their
behaviour in order to achieve those responsesFewer temper tantrumsLikes to talk to everythingUses imaginationResponds to others talking and follows basic instructions
Three and One-Half Years
More insecureFears are more commonMay 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 3Control emotional expressionsLearn 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 differentlyThey start to use their wordsFrequency of anger decreases with ageChildren with parents who are overly critical or inconsistent become frustrated easily and show angerParents 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 needsThe sense of comfort, safety, confidence and encouragement
later becomes more important than physical needsChild who is overly dependent on parents/caregivers has difficulty forming other relationshipsSupportive 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 2Happy children show more sympathy than a child whose relationships are less satisfactoryAge 3 tries to comfort the other personThe 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 objectsTheir may be conflict over toys
Two Years
Good at understanding and interacting with primary caregiver
Can read caregivers moodsWhen speech develops, child can try and communicate with othersFind it fun to have someone to play with and
enjoy being with othersMost are still not able to share or take turnsLike to please people
Two and one half years
Negativism characteristic carries over children's social relationship
Begin to learn about the rights of othersSocial play works best with only two children
• More easy-going with other toddlers
Three Years
Experience gives them confidence in themselves and in their own relationships with others
• 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
Three and one half years
Experienced in cooperative play, becomes more complex and includes more conversation
Enjoy companionship, know to shareFriendships 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 easilyTake guidance wellEnjoy accepting responsibility for routine
tasks; eating, dressing, bathingNeed encouragement and praise
The aggressive child
Usually energetic and noisyInclined towards active, physical playTake toys they want from other childrenOften kick, bite, or hit to get their own way or cry or throw
a temper tantrum Praise is useful to guide these toddlersSelf assertive children are usually leaders rather than followersParents 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 skillsLearn 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 approvalSelf 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-importance-fostering-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/child-development/social-emotional-development/social-emotional-development.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>.