Chapter 11

1. Chapter 11 Emotional and Social Development from 1 to 3

2. Chapter Objectives • IDENTIFY the factors that contribute to a child’s emotional development • DESCRIBE six specific emotions children ages 18 months to 3-years show • LIST the four signs of a healthy relationship between parents and a child • IDENTIFY four ways to help children get adequate sleep • COMPARE AND CONTRAST parallel play and cooperative play • LIST six ways to help children develop social skills • EXPLAIN the purpose of guidance

3. Emotional Development from 1 to 3 Chapter 11.1

4. Emotional Patterns • Emotional development tends to go in cycles throughout childhood • Especially noticeable during this age group • New emotions are developed • Periods of frustration and rebellion • Periods of happiness, calmness, and stability

5. Individual Differences • There are general patterns to how children develop emotionally • Very noticeable between 1st and 3rd birthdays • Emotional development depends on 2 factors • The child’s experiences • The child’s temperament • Temperament is the way a child reacts to other people and events

6. Eighteen (18) Months • Self-centered • Refers to the thinking about one’s own needs and wants and not those of others • Caregivers begin teaching a child that some desires will not be met right away • Spoken instructions are not always successful for children at this age • “No” is a favorite word

7. 18 Months- Negativism • Negativism is normal for a young toddler • Negativism means doing the opposite of what others want • Number of causes • The desire for independence • Children want the chance to make the decision • Frustration • Toddlers want to do more than their bodies will allow • The realizations of being a separate person • Exciting and frightening • Still want a tight bond with caregivers • Battle of Wills between parents and caregivers • Preventing conflicts • Eliminate as many restrictions • Put fragile objects away instead of saying “don’t touch”

8. 18 Months- Positive Guidance • Positive guidance can help deal with a child that is negative • Give choices • “Which will you pick up first- the books or the toys?” • Redirect the Child • Distract the child from the issue that is causing the negative response • EX: Julia was having trouble stacking blocks. Mom asked if she wanted to read a book • Encourage Talking • “What’s wrong?” or “Don’t you like that?”

9. 18 Months-Temper Tantrums • Temper tantrum is when a child releases anger or frustration by • screaming • crying • kicking and pounding • sometimes holding their breath • Sometimes occur till ages 3 or 4 • Try to help the child find a calmer way of expressing feelings • Handling Tantrums • Distract the child with a toy or pointing out an activity elsewhere • One at home? Try to ignore it • One in public? Take the child to a quiet spot to cool down • Remain calm and speak quietly but firmly • Acknowledge the child’s feelings and restate why the child’s demands cannot be met • Set limits • Keep toddlers from hurting themselves or others • Praise the child for calming down after

10. 2 Years • Less at odds with the world than 18-month-olds • Speech and motor skills have improved • Understands more • Able to wait longer for various needs to be met • Express love and affection freely • Seeks approval and praise • Easier to reason with • Get along better with parents and caregivers • More outgoing and friendly • Less self-centered

11. 2½ Year Olds • This period may seem more difficult than the 18-month-old stage • Learning so much that they become overwhelmed • Ability to understand exceeds their physical ability to complete tasks • EX: A child wants to stack blocks high but might accidentally knock them down prior to finishing the structure • Struggle with immaturity and need for independence • Sensitive about being bossed, shown, helped, or directed • Stubborn, dominant, and demanding • Moods change rapidly • Need for consistency • Routines • Feel both independent and dependent • Need flexible limits rather than hard rules

12. 3 Years Old • Happier than 2-1/2 year olds • Physically more capable • Less frustrated • More willing to take directions • Modify their behavior for praise and affection • Few temper tantrums • Love to talk • Often will tell caregivers about their entire day • Talks to toys, playmates, and imaginary friends

13. 3½ Year Olds • Self-confident as a 3 year old but becomes very insecure at 3-1/2 • Fears are common at this age • Afraid of the dark • Imaginary monsters • Strangers • Loud Noises • Emotional tension and insecurity shows in physical ways to self-sooth • Sucking thumbs • Biting nails • Try to show security by controlling their environment • May issue demands • “I want to sit on the floor and eat lunch” • “Talk to me!”

14. Specific Emotions-Anger • Normal emotion • A child’s way of reacting to frustration • Changes over the years • Not as violent • Target of a child’s anger changes in these years as well • 18-month-old does not direct anger at an object or person • 2-3 year olds will hold a person or object responsible for their frustration • Toddlers can become aggressive • Use these tips • Use words • Speak calmly • Take deep breaths • Have angry child rest for a while • Angry outbursts are more frequent in insecure and anxious children

15. Specific Emotions-Fear • Children will have specific fears at different times • Some fears are useful in keeping children away from dangerous situations • Other fears must be overcome in order to develop healthy • Phobias are unexplainable and illogical fears • Fear of heights or public speaking • Develop in children that are shy and withdrawn • Adults can pass phobias down • Separation anxiety is the fear of being away from a parent, familiar caregivers, or the normal environment • Tips to deal with fear: • Offer support and understanding • Encourage children to talk about their fears • Sometimes its best to accept the fear and avoid trying to force the child to confront it • Read books about children having fears • Make unfamiliar situations more secure • Teach the child how to control frightening situations

16. Specific Emotions-Jealousy • Emotion that usually crops up during the child’s 2nd year • Reaches its peak around age 3 • A child may show resentment of affection between parents because the child cannot understand that parents have love that can go all around • Sibling rivalry is the competition between brothers and sisters for parent’s affection and attention • Some become jealous when a new baby is born • May revert to old ways or act out • Tips for dealing with sibling rivalry • Make sure each child feels love and appreciation • Set aside one-on-one time with each child • Avoid making comments that compare children • Let the children take turns in choosing activities • Make it clear that you will not accept one child tattling to get another one in trouble • Talk to children about their feelings of jealousy

17. Specific Emotions- Love, Affection, and Empathy • Love and affection feelings are expressed more clearly during this stage • Empathy is the ability to understand how another person feels • Usually develops between 12 and 18 months • A child may talk to another child that is unhappy • If a child does something to hurt another child, talk to the child by taking an active approach

18. Emotional Adjustment • Children’s emotional development needs to be assessed to make sure they are on the right track. But how? • Signs that a child has a healthy relationship between his or her parents • Seeks approval or praise • Turns to parents and caregivers for comfort and help • Tells caregivers about significant events so they can share their joy and sorrow • Accepts limits and discipline without too much resistance • Also look at a child’s relationship with siblings

19. Promote Positive Self-Concept • Self-concept is how people see themselves • Different from self-esteem; self-esteem is how highly you value yourself • Children form self-concept in response to the actions, attitudes, and comments of others • Young children believe what others say about them • To build positive self-concept • Do not talk negatively to children (EX: telling them they are bad) • Mastery of skills • Give toddlers many chances to explore their world

20. Discourage Negative Behavior • Some parents worry that correcting a child’s behavior will negatively affect their self-concept. WRONG. • By teaching and praising young children for appropriate behaviors, self-concept is enhanced • Effective ways to discourage negative behavior: • Explore feelings • Read stories to a child or watch children’s videos together • Acknowledge feelings • When a playmate takes a toy, hitting or grabbing is a natural response • Offer alternative explanations to deter negative behavior • Give Choices

21. Sleep and Emotional Behavior • Sleep disturbances are normal for this age group • Some have trouble falling asleep or staying asleep • Fears are a frequent cause of sleep problems • Bedtime routines and a reminder that a parent is close by

22. Importance of Sleep Adequate Sleep Sleep Cycles • Sleep is essential to good physical and emotional health • Sleep deprived means lacking adequate sleep • Affects a child’s temperament • Ability to complete simple tasks • Less alert, inattentive, and even hyperactive • 12-14 hours of sleep • REM sleep is a sleep cycle characterized by rapid eye movement • Light sleep during which dreams occur • NREM sleep is a cycle of sleep in which rapid eye movement does not occur • Deep sleep • Children are more likely to wake during REM sleep • Newborns have a short sleep cycle and can go through an entire cycle of REM and NREM in about an hour

23. Prevent Sleep Deprivation • Determine a child’s best bedtime • Limit toys in the bed • Establish a bedtime routine • Keep bedtime pleasant

24. Social Development from 1-3 Chapter 11.2

26. General Social Patterns • Socialization is the process of learning to get along with others • Skills stay with them throughout their lives • Individual differences may influence when, and in what order social skills are learned

27. 18 Months • Some independence from family • Closest relationships continue to be those with their families • Toddlers need to learn about the outside world • Other opportunities with children • Do not really interact with one another much • Parallel Play is when children play near but not actually with each other • Seem to treat other people more as objects than humans • Satisfying strong desires without regard with those that may interfere • Conflicts over toys that result in screaming, hitting, biting, or hair pulling • Can understand that their actions have consequences

28. 2 Years • Especially good at understanding and interacting with main caregivers • Can read caregivers moods • Able to communicate well with others • Fun playing with someone else • Engage in parallel play • Idea of sharing and taking turns • Like to please other people

29. 2 ½ Year Olds • Negativism carries over to social development • May refuse to do something for one person but will do that task for another • Begin to learn about the rights of others • Social play is still parallel and works best with only two children • Frequent but quick fights during play

30. 3 Years Old • Will share, help, or do things another person’s way just to please them • Cooperative Play is a type of play in which children play and interact with one another • Work together in small groups • Caregivers are still important but are no longer all-powerful in children’s social lives

31. 3 ½ Year Olds • Children’s play becomes more complex and includes more conversation • Disagreements with playmates occur less often • Use several different strategies to resolve conflicts • Increased ability to evaluate friendships • “I don’t like Abby to come here. She doesn’t play nice” • Take more notice of what others are like • Start to compare themselves with other children

32. Social Developmental Milestones

33. Making Friends • Important and normal to social development • A child who is comfortable with others and usually develop normally • If a child is unable or unwilling to make friends, its important to look closer and discover the cause and take steps to help • Need contact with other people • This is how they learn to socialize • When young children spend most of their time with adults, they don’t learn how to connect to children their age • Need to learn the rough-and-tumble friendship of other children

34. Social Skills • Establish a basic set of rules to guide social behavior • “No throwing toys” or “Don’t hit people” • Model good social skills • Help children understand and respect others’ feelings • Show a child pictures of different expressions and ask the child to guess how they are feeling • Show respect for other people’s belongings • “We shouldn’t touch grandma’s vase. If it breaks she would be sad” • Show children how to use words rather than physically striking out • Help children learn specific social skills • How to share toys or taking turns

35. Imaginary Friends • Perfectly normal • Can last for several months starting at 2 years until 3 or 4 years of age • Can be in human or animal or fantasy form • Helps children experiment with different feelings • For other, the imaginary friend mirrors what the child does • Typically will fade away

36. Guiding Behavior • Guidance means using firmness and understanding to help children learn self-discipline • Self-discipline is the ability of children to control their own behavior • Helps children learn how to get along with each other and to handle their own feelings • Helps aid in moral development • Approaches: • Consider the unique personality, child’s age, stage of development, and ability to understand • Consistency • Clear rules and apply them to all situations

37. 1 year to 15 Months • Distracting children and physically removing them from forbidden activities or places is best for this age • Cannot understand adult reasoning

38. 15 Months to 2 Years • Require spoken restrictions as well as a distraction • “lets take our cars to the backyard. The driveway is not a safe place to play” • A child may have to be reminded of the restriction a few times but will eventually understand

39. 2 to 3 Years 2 Years 3 Years • Usually able to understand spoken commands and simple explanations • Grasp reasoning of adults • “Kerri, you need to get dressed now because Grandma will be here soon. Do you need help?” • Accept reasonable, loving guidance more readily than children of other ages • Like to please • Will remind a parent when they are being good • “Look, I put on my rain boots today because its raining. See my clean shoes? I’m a good boy, right?”

40. Set Limits • Helps a child learn self-regulation and self-discipline • State limits clearly • Telling Kyle he may have a small snack does not set a clear limit • Setting limits includes 4 steps • Show an understanding of the child’s desire • “I know you think it is fun to draw on the wall” • Set the limit and explain it • “But you may not draw on the wall because it’s hard to clean” • Acknowledge the child’s feelings • “I know you like drawing on the walls but walls are not for drawing” • Give alternatives • “If you want to draw, you may draw on this paper Or you can play with your blocks.”

41. Encourage Independence • Autonomy means independence • Have realistic expectations • When a child is learning to self-feed; use unbreakable dishes • When learning how to dress, choose clothes that are easy to put on and take off • Using their own towel, washcloth, or toothbrush • Step stools in the bathroom • Start with simple household tasks • Putting away toys, simple chores (sorting and folding laundry) • Be patient and encourage, never forcing a child to do something

42. Promote Sharing • Helpful tips: • Engage children in activities that require them to share • Place them in situations where they must take turns • Limit the materials available for an activity so that a child has to share • Have children take turns handing out snacks or other classroom duties • Make clear what behavior you are trying to encourage • Recognize and praise a child for sharing • Sharing is not an equal experience for all children • Having an attachment to a stuffed animal

43. Dealing with Aggressive Behavior • Behavior is a form of communication • Inappropriate behavior shows that a child is upset or that some need is not being met

44. Biting • Children bite for different reasons • Infants don’t see the difference between chewing on a toy or a sibling • 1 year olds may bite to discover what happens • 2 and 3 year olds may bite to get their way • Angry or frustrated • Determine what is causing the biting • Teething baby?

45. Hitting, Kicking, and Shoving • 2 and 3 year olds have trouble controlling these impulses or aggressive reactions to emotions • The part of the brain that controls these emotions is not yet developed • REMINDER: Children are self-centered so when they do not get their way they become angry or frustrated

46. To Time-Out or not to Time-Out? • Child development experts believe that time-outs are an effective way to help children understand what behaviors are not acceptable • Time-outs are when a child is removed from the group and required to spend that time in a special area • Can also be given if a toddler is upset and its now time to cool off