Social and Emotional Development - PowerPoint Presentation

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Social and Emotional Development

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide2

Agenda

Responsive Caregiving

Attachment

Self-Awareness

Emotional Development and Self RegulationRelationships with OthersPromoting Positive InteractionsInclusion

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015Slide3

Objectives

Describe

secure attachment

and explain the caregiver’s role

Create a strategy for responsive caregiving in a stressful situation

List four to five

classroom materials that can promote self-awareness Compile best practices for peaceful and appropriate transitionsDevelop an inclusion strategy for a child with special needs3

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide4

Attachment

Take out your Participant Guide. You will see the

attachment chart

. Please use this chart to take notes.

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide5

Attachment

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015

Responds appropriately, promptly, and consistently to needs

Little or no response to distressed child

Discourages crying and encourages independence

Inconsistent between appropriate and neglectful responses

Generally responds only after increased attachment behavior from the infant

Frightened or frightening behavior, abusive or neglectful

Displays no attachment behaviors towards caregiver

Preoccupied

w/

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.

Little affective sharing in play

Little or no distress on departure

Child may be rebellious and has a lower self-image and self-esteem

Uses caregiver as secure base in exploration

Distressed when caregiver leaves, happy when they return

Seeks caregiver in stressful situationsSlide6

Attachment

Attachment Style – Secure

Caregiver Behavior – Responds

appropriately, promptly,

and consistently to needs Child Behavior – Distressed when caregiver leaves, happy when they return.

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide7

Attachment

Attachment Style – Avoidant

Caregiver Behavior – Little

or no response to distressed

child. Discourages crying and encourages independence.Child Behavior – Little or no distress on departure. Child may have lower self-image or self-esteem.

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide8

Attachment

Attachment

Style – Ambivalent/Resistant

Caregiver Behavior – Inconsistent

between appropriate and neglectful responses Generally responds only after increased attachment behavior from the infantChild Behavior – Always anxious because caregiver’s availability is never consistent

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide9

Attachment

Attachment Style – Disorganized

Caregiver Behavior – Frightened or frightening behavior, abusive or neglectful

.

Child Behavior – Displays no attachment behaviors towards caregiver.9

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide10

Responsive Caregiving

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide11

Responsive Caregiving

Take out your participant guide and take a few minutes to fill out the question at the top of page 2.

We will ask for a few volunteers to share thoughts.

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide12

Trust and Emotional Security

The Indicators are:

Establishes

secure relationships

with primary caregiverDifferentiates between familiar and unfamiliar adultsShows emotional connections and attachment

to others while beginning to show independence

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide13

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 interactingDisplay courteousness, warmth, and sensitivity when interacting with adults and children

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide14

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 MonthsProvide encouragement for trying activities and playing with new peopleAccept that toddlers will need comfort items14

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide15

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

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide16

Responsive caregiving is most critical in moments of high stress and emotion

. Read the Responsive Caregiving Scenario on page 2 of your participant guide. Work together with your small group to create a

responsive caregiving strategy

for the scenario.

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015

Responsive Caregiving Activity 1Slide17

Responsive Caregiving Activity 1

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015

Continue/finish changing diaper; acknowledge parent, “Hi Ms.__, I hear

and understand

what you are saying. Can we schedule a time to have a

conversation about

your concerns? Please write down a time that would work best for you

on the Parent Check-in sheet”. Acknowledge Rico’s cries and say, “Good afternoon Rico, I am on my way over there” and as you pass Julie, lovingly pat her and say, “You’re strong Julie! You’re pulling up on that shelf!”Slide18

Self-Awareness

Erik Erikson’s Stages of

Psychosocial Development

A theory of development based on

the

mastery of one stage

in order to successfully progress to the next. 18

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015

Birth-12 months Trust vs. Mistrust

1-3 years Autonomy vs. Shame and DoubtSlide19

Self-Awareness

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Birth – 12 Months

Trust vs. Mistrust

An infant needs maximum comfort with minimal uncertainty. A secure attachment to a responsive caregiver meets this need

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide20

Self-Awareness

1 – 3 years

Autonomy vs Shame and Doubt

A toddler works to master the physical environment while maintaining self-esteem. They are learning to balance hanging on and letting go in order to achieve autonomy.

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide21

Self-Awareness

A clear and positive

Sense of Self

and identity

Self-Recognition of the baby in the mirrorIdentifying the

Categorical Self in social contexts based on age, sex and other visible characteristics

The Looking-Glass Self is understanding self based on the responses of others21

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide22

Self-Awareness

The Indicators are:

Expresses needs and wants

through facial expressions, sounds, or gestures

Develops awareness of self as separate from othersShows confidence

in increasing abilitiesShows

awareness of relationship to family/ community/ cultural group22

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide23

Turn in your participant guide to page 3 and list materials that would promote self-awareness

for each age group.Take a few minutes to complete this and we will ask for volunteers to share.

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015

Promoting Self-Awareness Activity 2Slide24

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Mirrors

Label child’s cubby with name and picture

Post pictures showing child’s culture or home language

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015

Promoting Self-Awareness Activity 2

Post pictures of children and their families

Create personalized books

Mirrors

Books on feelings

Photos

Mirrors

Books on different cultures

Feeling chart

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Early Emotional Development

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At birth, infants can express

contentment, distress, and interest

.

Within 6 months emotions begin to evolve from those.

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide26

Self-Regulation

The Indicators are:

Begins to

manage own behavior

and demonstrates increasing control of emotionShows ability to cope with stressDevelops understanding

of simple routines, rules or limitations

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide27

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 qualitiesBalance the routine and the room arrangement with high-energy and peaceful activities and spacesUse emotion words to help describe feelings

Be respectful of physical needs

27Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide28

Relationships with Others

The Indicators are:

Shows interest in and

awareness of others

Responds to and interacts with othersBegins to recognize and respond

to the feelings and emotions of others and begins to show concern

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide29

Positive Interactions

Turn in your Participant Guide to page 3. Please use this section to take notes on the

learning environment, routines/transitions and interactions

.

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide30

Positive Interactions

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 learningOrganization promotes self-help skills and cooperation

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide31

Caregiver Responses

Routines

Consistent from day to day

Provide a logical and predictable order of events

Appropriately flexible for the needs of the childrenTransitionsUse consistent signals for transitionCreate logical transitions during natural breaks in activity

Eliminate all waiting time

31Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015Slide32

Caregiver Responses Activity 3

Turn in your participant guide to page 4.

What best practices for

transitions

can you share with the group?32

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide33

Caregiver Responses Activity 3

Share a few of your ideas for transitions.

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015

Songs, rhymes, & bell-chimes

Prepare

children with reminders of what is coming

next

Provide

prepared activities for children upon arrival

Being

sensitive to children during transitions

Encourage

parents to share information either verbally

or by completing a brief questionnaire for children that are transitioning to another age group/teacher.Slide34

Positive Interactions

Positive Interactions:

Build a relationship with the child

Provide valid choices

Redirect to a specific activityAvoid power struggles

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015Slide35

Inclusion

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Social-communication deficits

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide36

Inclusion Strategies

Modify

environment

Adjust

expectationsProvide visual supports

Project cards

Picture schedulesCommunicationProvide appropriate choicesCreate a reward system36

Snack

Read

Home

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide37

Inclusion Activity 4

Turn to page 5 in your Participant Guide.

In small groups, read through the scenario and create 2-3

inclusion strategies

that might be appropriate for this child, then we will share a few.37

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide38

Inclusion Scenario Activity 4

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015

Encourage conversations among the children and Lakisha during meals. This

helps Lakisha

develop social skills. Plan activities in the classroom that Lakisha can

easily participate

in with the other children, such as building blocks, painting and coloring.

Allow

additional time for completion of activities. Modify the environment by

creating a comfortable and adequate space for Lakisha’s adapted chair. Slide39

Take out your Word Find Activity Handout

Work in groups of 2-3 at your table to find the hidden words

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015

Social/Emotional Word Find ActivitySlide40

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015

Social/Emotional Word Find ActivitySlide41

Conclusion

The

earliest caregivers

set the course for social/emotional development and

contribute significantly to the child’s success or struggle.Responsive caregiving, high-quality learning environments rich in language, and interactions with peers will scaffold a child through the stages of social and emotional development.

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015Slide42

Conclusion

Action Plan – Based on what I’ve learned today, what changes will I make

next?

Q&A

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Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training -

Revised November 2015