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>.