Social and Emotional Development

1. Social and Emotional Development

2. Agenda Responsive Caregiving Attachment Self-Awareness Emotional Development and Self Regulation Relationships with Others Promoting Positive Interactions Inclusion

3. Objectives Describe secure attachment and explain the caregiver’s role Create a strategy for responsive caregiving in a stressful situation List 4-5 classroom materials that can promote self-awareness Compile best practices for peaceful and appropriate transitions Develop an inclusion strategy for a child with special needs

4. Responsive Caregiving

5. Attachment

6. Trust and Emotional Security Indicators: • Establishes secure relationships with primary caregiver • Differentiates between familiar and unfamiliar adults • Shows emotional connections and attachment to others while beginning to show independence

7. 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 interacting • Display courteousness, warmth, and sensitivity when interacting with adults and children

8. 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 Months • Provide encouragement for trying activities and playing with new people • Accept that toddlers will need comfort items

9. 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 olds • Encourage independence and participation in new situations (“Go ahead, you can do it!”)

10. Self-Awareness Erik Erikson’s Stages of Psychosocial Development A stage theory of development based on the mastery of one stage in order to successfully progress to the next.

11. Self-Awareness • A clear and positive Sense of Self and identity • Self-Recognition of the baby in the mirror • Identifying the Categorical Self in social contexts • The Looking-Glass Self is understanding self based on the responses of others

12. Self-Awareness Indicators: • Expresses needs and wants through facial expressions, sounds, or gestures • Develops awareness of self as separate from others • Shows confidence in increasing abilities • Shows awareness of relationship to family/ community/ cultural group

13. Early Emotional Development At birth, infants can express contentment, distress, and interest. Within 6 months emotions begin to evolve from those.

14. Self -Regulation Indicators • Begins to manage own behavior and demonstrates increasing control of emotion • Shows ability to cope with stress • Develops understanding of simple routines, rules or limitations

15. 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 qualities • Balance the routine and the room arrangement with high-energy and peaceful activities and spaces • Use emotion words to help describe feelings • Be respectful of physical needs

16. Relationships with Others Indicators of relationship development: • Shows interest in and awareness of others • Responds to and interacts with others • Begins to recognize and respond to the feelings and emotions of others and begins to show concern

17. Caregiver Responses 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 learning • Organization promotes self-help skills and cooperation

18. Caregiver Responses Routines • Consistent from day to day • Provide a logical and predictable order of events • Appropriately flexible for the needs of the children Transitions • Use consistent signals for transition • Create logical transitions during natural breaks in activity • Eliminate all waiting time

19. Caregiver Responses Interactions • Build a relationship with the child • Provide valid choices • Redirect to a specific activity • Avoid power struggles

20. Inclusion Social-communication deficits

21. Inclusion Strategies • Modify environment • Adjust expectations • Provide visual supports • Project cards • Picture schedules • Communication • Provide appropriate choices • Create a reward system Read Home Snack

22. Conclusion • Action Plan • Q&A