Chapter3SocialandEmotionalDevelopmentWEB.pptx

Chapter 3

Birth to Thirty-Six Months: Social and Emotional Developmental Patterns

Learning Objectives

3-1Determine typical patterns of emotional development between birth and thirty-six months of age.

3-2Sequence typical patterns of social development between birth and thirty-six months of age.

Think About It

Think about your role as a student, employee or peer.

What it would take for you to be willing to take a risk in those respective settings?

What factors would need to be present?

Think about it

Caregivers need to create a safe and secure space for the physical and emotional survival of the child.

High Quality child care centers = positive learning atmospheres where children are comfortable enough to take risks.

There is a correlation between the development of brains and the development of emotion.

*Children who are abused – learn their own feelings and feelings of others are not important – leading to a lack of self-awareness and insensitivity to others.

Patterns of Emotional Development

Erikson’s Psychosocial theory

Erickson believed that children develop emotionally by responding to life challenges and children must resolve 8 crises. PSYCHO (ONESELF) SOCIAL (OTHERS)

Basic trust versus mistrust (0 – 1 year old)

Autonomy versus shame and doubt (2 – 3 years old)

Initiative versus guilt (3 – 6 years old)

Trust vs. Mistrust

Trust vs. Mistrust 0-1 year old Significant Source: Mother

Who can be trusted? When should I exercise caution? When is it safe to explore the world?

Developed through interactions and feedback from people in their lives

Learn to trust through responsive caregiving or learn to mistrust through harsh treatment and when needs are unmet

Develop trust through – atmosphere of acceptance and appreciation; routines; 3 A’s; responsive caregiving

When trust is established the child uses the adult as a trusted source.

Autonomy vs. Shame and Doubt

Autonomy vs. Shame and Doubt 2-3 years old Significant Source: Both parents

Marks the beginning of self-control and self-confidence

Choices allow children to develop autonomy

Begin to assume self-care responsibilities – parents should be protective but not overprotective

When parents are not reassuring and fail to reinforce the child’s efforts cause children to doubt their abilities and feel shame.

Erickson believed that in extreme cases, children will lack confidence in the abilities throughout life.

Some doubt is appropriate if task is too dangerous or difficult

Initiative vs. Guilt

Initiative vs. Guilt 3-6 years old Significant Source: Family Members

Balance between maintaining a zest for activity but learning to control impulses

When children are not allowed to do things on their own, they develop a sense of guilt – they believe that what they want to do is wrong

Patterns of Emotional Development

Two competing theories {Mahler and Stern} regarding the importance of bonding between parent and child and developing a sense of self

Separate and Together: Mahler

Margaret Mahler – “Separation – Individuation” – children are born with the idea that they are born fused to their mother and then go through a process of separating themselves from their mother

Importance of bonding between parent and child

Differentiation (4-10 months)

Practicing (10-15 months)

Rapproachment (15-36 months)

Libidinal Object Constancy (36 months – childhood)

Differentiation

Differentiation 4-10 months

Baby begins to differentiate the mother from “everything else”

Pulls mom’s hair and clothes

Scans the world, looks back to mom to distinguish between mom and all other objects

Baby acts in more self-determined ways

Discriminate external sensations from internal sensations

Practicing

Practicing 10-15 months

Caregiver is used as a refueling station

Baby is now mobile and can practice separating themselves from mother

Moves short distance away and then returns for emotional nourishment

Develop an awareness of separateness

Rapproachment & Libidinal Object Constancy

Rapproachment 15-36 months

Sense of omnipotence is broken

Learn there are limits

Experiences frustration and separation anxiety

Libidinal Object Constancy 36 months – childhood

Stable concept of oneself (does not change) and stable concepts of others, places and things

Patterns of Emotional Development

Stern’s Theory

Bonding and separation process worked in the opposite direction of Mahler.

Theorized that infants are born alone and must learn to be with others.

Mother and infant in synchrony

Infant mirrors mother’s movements

Patterns of Emotional Development

Emotional Development

The growth of children’s ability to express and regulate their feelings and they learn which feelings to express and how to express them

3 components

Temperament; emotional intelligence and self-esteem

Emotional development is the growth of children’s ability to express and regulate their feelings and they learn which feelings to express and how to express them.

Patterns of Emotional Development

Temperament

Influences actions, feelings; what children learn and the type of interactions one has with others

Environmental influences

3 basic types

Flexible and easy

Slow to warm

Difficult

9 temperament traits

Basic Temperament Types

Easy and Flexible

Generally positive mood; adapt fairly easily to change; and are regular and predictable in their patterns of eating, sleeping and eliminating

Difficult

More negative mood; are easily frustrated and slow to adapt to change; have irregular patterns of eating, sleeping and eliminating

Slow to Warm

Milder reactions than difficult child (although with repeated exposure they will come around); more regular patterns of eating, sleeping and eliminating than the difficult child but less regular than the easy child

Patterns of Emotional Development

Nine behavioral categories of Temperament

Activity level – amount of physical movement

Regularity – patterns of sleeping, eating, elimination

Approach/Withdrawal – comfort in new situations

Adaptability – ability to manage changes in routine

Sensory threshold – response to sensory information

Positive or negative mood – amount of time in pleasant or unpleasant demeanor

Response to intensity- energy level of emotional response

Distractibility – how easily the child gets distracted

Persistence – how long a child will stay with a difficult activity before giving up

Patterns of Emotional Development

Goodness of Fit model

How well the caregiver’s temperament matches that of the child’s temperament

How well the caregiver understands, accepts and works with the child’s temperament

Caregivers must identify their own temperament and identify strategies to responsively and respectfully meet the needs of each child.

Patterns of Emotional Development

Emotional Intelligence:

Knowing one’s emotions

Labeling feelings

Managing emotions

Self-soothing and self-regulation

Motivating oneself

curiosity

Recognizing emotions in others

Empathy

Handling relationships

Interactional synchrony

Patterns of Social Development

Attachment Theory

The infant’s first years of life are dedicated to the development of strong emotional ties to the caregiver (Bowlby).

Attachment correlates to specific caregiver behaviors.

Patterns of Social Development

Relationships with Peers

Children generalize knowledge gained in relationships with peers

Self-recognition test

Mark on nose of child, if the child rubs it off their own nose, this demonstrates self-recognition. If they rub the mirror have not yet developed this

Reciprocal relationships based on prior experiences

Patterns of Social Development

Self-Esteem

Self-responsibility: caregivers should help children take responsibility for their own wants and needs appropriate to their developmental level.

Enlightened self interest: toddlers learn to balance awareness of own needs and feelings with the needs and feelings of others.

Positive attitude: caregivers help infants and toddlers internalize the moral values, beliefs and attitudes of people in their environment.

Patterns of Social Development

Prosocial Behaviors

Provide feedback about appropriate, helpful behaviors, emphasize the impact of the child’s actions on another person, can lead to developing prosocial behavior.

Emotional Talk

Label and explain emotions

Intrinsic Motivation

Is a pro-social behavior

Sympathy

Learned by example and modeling

Emotions are universal so people all over the world display and understand emotional expression in the same way.

False

True or False?