Emotional Patterns Emotional development tends to go in cycles throughout childhood 18 months children become selfcenteredthinking about their own needs and wants Try teaching that some desires will not be met ID: 597985
Download Presentation The PPT/PDF document "Emotional and Social Development from 1 ..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Emotional and Social Development from 1 to 3Slide2
Emotional Patterns
Emotional development tends to go in cycles throughout childhood.
18 months children become self-centered(thinking about their own needs and wants).
Try teaching that some desires will not be met.
The favorite’s response is “No.” They like to do the opposite of what others want.
Causes for negativism
The desire for independence
Frustration
The child’s realization of being a separate person.
Positive guidance for negativism
Give choices
Redirect the child
Encourage talkingSlide3
Temper tantrums
Incidents in which children release their anger or frustration by screaming, crying, kicking, pounding, and sometimes even holding their breath.
Usually start around 18 months.
May occur until age 3 or 4.Slide4
Two years
Speech and motor skills have improved, relieving some sources of frustration.
Express love and affection freely and seeks approval and praise.
Usually get along better with
others b/c they tend
to be more outgoing and friendly, and less self-centered.Slide5
Two and One-Half Years
They aren’t as easily distracted as they were at 18 months.
Learn so much that they feel overwhelmed. Their ability to comprehend tasks exceed their physical ability to perform.
These situations produce frustrations that may boil over.
Immaturity and a powerful need for independence clash head-on.
Moods change rapidly, within a short time.
Need consistency.Slide6
Think about when you get frustrated and how you cope with it. Then compare your behavior and a toddlers behavior when dealing with the frustration. Slide7
Three Years
Usually have a sunnier dispositions than two-year olds.
They are more cooperative and are learning to be more considerate.
Less frustrated because they are more physically capable.
More willing to take directions from others.
Usually have fewer temper tantrums.
Like to talk and are better at it.Slide8
Three and One-Half Years
Becomes very insecure at age three and a half.
Fears are common at this age. Usually afraid of the dark, imaginary lions and tigers, monsters, strangers or loud noises.
Start habits such as sucking thumb or nail biting to release tension or provide self-soothing.
Others stumble or stutter.
Use insistent demands. Like “I want” or “talk to me” to try and control their environment. Slide9
Sleep, Emotions, and BehaviorSlide10
The Importance of Adequate Sleep
Sleep-deprived – lack of appropriate sleep may affect a child’s temperament and ability to do even simple tasks during the day.
Need between 12 and 14 hours each night.
REM sleep – rapid eye movement
Light sleep, dreams occur
NREM sleep – non-rapid eye movement
Lasts until 4 months,
Babies go through it, sleep for about an hour then wake up
Ways to ensure a child gets adequate sleep
Determine a child’s best bedtime, limit toys in the bed, establish a bedtime routine, keep bedtime pleasantSlide11
As they mature, they begin to be affected by the cultural demands for more control of emotion expression. By 3 they being to learn socially acceptable ways of displaying feelings.
Specific EmotionsSlide12
Anger
Is often the child’s way of reacting to frustration.
By three children are less violent and explosive. They are less likely to kick or hit, but more likely to name-call, pout, and scold.
They are more likely to aim their anger at an object or person they hold responsible.
Common
causes:
Sick, tired, uncomfortable, hungry, frustrated, when they don’t get their way, toys.
Handling anger
Use words, speak calmly, take deep breaths, rest
Parents who are overly critical or inconsistent may cause the child to become frustrated easily and show anger. Slide13
Fear
Phobias –abnormal fears
More likely to develop in children who are shy and withdrawn
.
Sometimes adults communicate their own fears to children.
Ex. If you run across the street whenever a dog comes near, you child may become afraid of dogs.
Separation Anxiety – fear of being away from parents, or normal environment.
May have trouble going to sleep at night.
Helping them deal
Never make the child feel ashamed of their fears
Encourage children to talk about their fears
Let it go away on it’s own
Read book together about a child who experiences fear
Make unfamiliar situations more secure
Teach the child how to control frightening situationsSlide14
Jealousy
Reaches it’s peak when a child turns 3.
Sibling rivalry
Competition between brothers and/or sisters for their parents’ affection and attention.
Steps to cutting it down
Make sure each child feels love and appreciation
Set aside one-on-one time with each child
Avoid making comments that compare one child with another
Let the children take turns choosing activities
Do not accept tattling
Talk to them about their jealousySlide15
Love and Affection
First love is for those who satisfy their physical needs.
Young children must learn, through experience and practice, to love.
Relationships should be strong but not smothering. A child who is overly dependent on his or her parents and other caregivers has difficulty forming other relationships. Slide16
Empathy
Between 1 and 18 months, children begin to understand that their actions can hurt others.
Empathy – the ability to understand how another person feels.
To feel sympathy, the child must be able to understand that a situation can be upsetting for someone else even though they are not upset.
A well-adjusted, happy child is more inclined to be sympathetic than a child whose relationships are less satisfactory.
Around 3 is when a child first tries to comfort the other person. Slide17
Activity
Mood Board.
Using smart notebook or
photoshop
, Create a
mood board
for a
S
pecific Emotion.
Anger
Fear
Jealousy
Love
Empathy
Use words and pictures, to express that mood/emotion. Slide18
ExampleSlide19
Socialization – the process of learning to get along with others.
Social Development from 1 to 3Slide20
General Social Patterns
18 months
Usually begin to develop some independence from the family.
Toddlers need to begin learning about the outside world, to be with children and adults who are not family.
Begin to notice the presence of other children in play situations, however they don’t really interact with one another.
Engage in parallel play, they play near each other, but not actually with each other.
Treat people more as objects than humans.Slide21
General Social Patterns
2 years
Good at understanding and interacting with their main caregiver.
Can read their caregivers moods and gauge what kind of behavior the caregiver is likely to accept.
Understand sharing and like to play with others but still engage in parallel play.
2 ½ years
Negativism carries over into social relationships.
May refuse to do anything for one person, but happily do something for another, caused by the child’s social relationships.
Still engage in parallel play, works best with only 2 kids.Slide22
General Social Patterns
3 years
Will share, help, or do things another person’s way just to please them.
Begin cooperative play, actually playing with one another.
Seek friends on their own.
3 ½ years
Play becomes more complex and includes more conversations.
Disagreements occur less often.
Start comparing themselves to other children.Slide23
Making Friends
Having one friend at a time is normal.
Shy children sometimes need coaching on what to say or how to act .
If they spend all their time with adults they may have a hard time interacting with their own age. Slide24
Making Friends
Imaginary Friends
Some keep one for a long time, others have many imaginary friends.
May appear as early as age 2, but usually between 3 and 4.
Usually just fade away. There should be no concern unless imaginary friends continues into adolescence.Slide25
Self-Concept
Self-Concept – the way you feel about yourself – it affects your relationships with other people.
A positive self-concept – an inclination to see oneself as good, worthwhile, and capable.
A negative self- concept – an inclination to see oneself as bad, unimportant, or incapable.
A self-concept is formed in response to the actions and attitudes of other people.
Too many “don’ts” hurt a child’s self-confidence. Slide26
Personality Patterns
The Sensitive Child
Prefer to be alone much of the time.
Generally have longer attention span.
Lack assertiveness to stand up for their own rights and desires.
Tend to be dominated by others.
Less adventurous and hold back from new things.
Low tolerance for conflict. Slide27
Personality Patterns
The Placid Child
Take things as they are.
At peace in their own world.
Typically happy with brothers and sisters.
Outgoing
Take guidance well.
Enjoy accepting responsibility for tasks.
Make games out of eating, dressing, and bathing.Slide28
Personality Patterns
The Aggressive Child
Energetic and noisy.
Like active, physical play.
Rarely take time for quiet activities like coloring or reading.
Take toys they want from others.
Often kick, bite, or hit to get their way.
Last resort cry or have a temper tantrum. Slide29
Activity
Which type of child do you think you were? Sensitive, Placid, or Aggressive? Ask parents if you are unsure.
Then:
Research and Write a 1 page paper about that type of personality. Look up things like:
Other personality traits.
W
ays parents can help that type of child.
Opportunities for how they can learn.
What is the best type of discipline for that child. Slide30
Discipline
Discipline- the task of helping children learn to behave in acceptable ways.
Self-Discipline – the ability to control one’s own behavior.
Parents should consider the individual personality of each child when deciding how to handle discipline as well as their age. Slide31
Discipline
8 to 12 months – controlled by distraction. Ex. Chewing on something bad hold out something good and they will take it.
12 to 15 months – Distraction and physically removing the child from forbidden activities or places work best.
15 to 24 months – Require distraction, removal, and spoken words.
2 to 3 years – Words and explain the reason why.Slide32
Discipline
Tips
Desired behavior is best taught through example and has lasting influence on young children.
Make few requests
Be consistent
Let the child know that you mean what you say.
Look at situations from the child’s point of view.
Respond the the misbehavior
Keep explanations simple and
b
rief.
Be prepared to repeat. Slide33
Discipline
Setting Limits
State limits clearly
Show an understanding of the child’s desires
Set the limit and explain it
Acknowledge the child’s feelings
Give alternativesSlide34
Possible Behavioral Problems
Behavior is a form of communication, inappropriate or aggressive behavior signals that a child is upset or that some need isn’t being met.
They misbehave because they have a hard time explaining their feelings or just like the sensation, like repeatedly kicking a table leg.
Biting
Infants bite because they fail to see the difference between chewing on a toy and chewing on someone.
1 year olds may bite to discover what happen when they do.
2 and 3 year olds bite to get their way with other children or to get attention.
Hitting
The part of the child’s brain that controls impulses is not well developed causing them to have reactions.
If they see an adult react to young child’s aggression with anger, they get the message that anger and aggression are appropriate solutions to a problem.Slide35
Activity
Make a list of limit-setting and limit-enforcing behaviors parents might exhibit when taking a trip to a store, restaurant, or other public place with children.
Watch a show that involves children
What limits do the parents set?
How do the children react when limits are not enforced?
How do they react when limits are enforced?