Human Services 11

1. Human Services 11 Chapter 9

2. Emotional & Social Development During the First Year Chapter 9 Section 1 Textbook Pages: 266 – 275

3. What is Social Emotional Development? Emotional Development Social Development The process of learning to interact with others and to express oneself to others. • The process of learning to recognize and express one’s feelings and learning to establish one’s identity and individuality. Combined, social-emotional development includes the child's experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others. It encompasses both intrapersonal and interpersonal processes.

4. Understanding social-emotional development • Emotional development begins at birth, like physical development it progresses in predictable patterns, but on each baby’s individual timing. • At this age, children can’t tell you what they are thinking or feeling. It takes understanding to interpret their moods and the meaning of their behaviour. • Trust is build through care of the baby’s emotional needs…

5. Building Trust through Caregiving • When a baby’s needs are met quickly and consistently, they start to develop a sense of trust. • “Cry it out” was a method used to encourage infants to self soothe, but we’ve learnt since that responding to their cries immediately develops a stronger sense of security and helps the development of self esteem. • The baby that learns to trust parents & caregivers is more likely to learn to trust themselves.

6. Emotional Climate of the Home Babies Laughing at each other: https://www.youtube.com/watch?v=Ok0yI9tm_c0 • Babies pick up on the emotions of others very easily. • Babies will often laugh just because someone else is laughing; likewise, babies will get upset when someone else is upset. • Everyone has natural ups and downs, but babies will develop a set pattern based on what the general emotions are in the household.

7. Babies are Natural Mimics Babies naturally copy what their parents and caregivers do. • If you stick out your tongue at a baby, they will often stick their tongue out too. Babies learn social skills the same way. • If the parents treat family members with care and respect, babies will grow to treat others with care and respect too.

8. Why do Babies Cry? Crying is communication – babies do not cry for no reason, some of the reasons include: • Hungry • Tired • Overwhelmed • Lonely / needing attention • Diaper needs changing • Pain (Needs to burp? Ill? Hurt?)

9. Some Comforting Measures that Work Best • Cuddle up with baby in a rocking chair • Move the baby to a new position • Talk softly to the baby, or sing to the baby • Offer a toy to interest (or distract) a baby • Place the baby facedown across your legs as you sit in a chair and back-rub • Curl up on a sofa with your knees up and rest baby on your legs facing you • Offer something to suck (pacifier, teething toy, breastfeeding/comfort nursing)

10. What type of emotions require immediate care? Pain? Discomfort? Any emotion that causes a baby to cry needs care and attention from the parent/caregiver.

11. Is the Crying too much for the Parent? • Parents and other caregivers can find a baby’s crying so difficult to deal with that they respond by becoming physically abusive. • It is important – vital – that parents and caregivers give themselves a time out when needed. • Sometimes you NEED to put down a crying baby in a safe place (eg: in their crib) and take a few minutes for yourself. • Step outside • Take some deep breaths • Call a friend to help • Have a plan as soon as you start caring for a child, don’t wait. • You are NOT a bad parent /caregiver

12. Social Development & Personality Chapter 9 Section 2 Textbook Pages: 276 – 285

13. Oh Baby! • By their first birthday, babies are moving from being a “Baby” to being a “Toddler”. • They’ve developed some social skills and are interacting with their surroundings with more confidence. • Typically, a 1 year old will stop crying when lifted or touched because they know they’re about to be cared for. • Their faces also brighten on seeing a familiar person, welcoming the idea of positive interactions.

14. What is Attachment? • Attachment is the special, strong bond between two people. • Attachment Theory states that a strong emotional and physical attachment to at least one primary caregiver is critical to personal development. • Attachment Parenting philosophy that proposes methods which aim to promote the attachment of parent and infant through empathy and responsiveness, closeness and touch.

15. Attachment Parenting – aiding social & emotional development The Principles of Attachment Parenting: • Prepare for pregnancy, birth, and parenting • Feed with love and respect • Respond with sensitivity • Use nurturing touch • Ensure safe sleep, physically and emotionally • Provide consistent and loving care • Practice positive discipline • Strive for balance in personal and family life The Myths about Attachment Parenting: • Attachment parents must spend all of their time with their kids • Attachment parents must practice (insert stereotypical thing here) • Attachment parents cannot work outside the home • You must breastfeed to be an attached parent • Attachment parents think everyone should parent like them

16. Failure to Thrive • Failure to Thriveis a condition in which the baby does not grow and develop properly. • Failure to thrive may be caused by a physical problem, such as heart disease or lack of proper nutrients. • Failure to thrive may also be a physical symptom of poor emotional or social care. • As babies mature, attachments continue to grow and develop.

17. Stranger Anxiety • Stranger Anxiety, a fear, (usually expressed by crying), of unfamiliar people typically develops around eight months. • This is an indicator of the baby’s improving memory, and their attachment to parents and caregivers. • To help babies/children get through this stage, it’s the adults that need to make adjustments – slow down how you approach a child, allow the baby to take the lead on what is comfortable for them.

18. Behaviour is Learned Discuss the following: “An infant learns to behave in certain ways through his or her relationship with other people”. • Do you think this is true of infants? • What about older children? • Does it apply to teens or even adults?

19. Behaviour is Learned Discuss the following: “An infant learns to behave in certain ways through his or her relationship with other people”. • Do you think this is true of infants? • What about older children? • Does it apply to teens or even adults? Babies repeat behaviours rewarded with smiles and avoid behaviours that provoke frowns. Older children, teens and adults are also similarly influenced.

20. Personality • Personality is the total of all the specific traits (such as shyness or cheerfulness) that are consistent in an individual’s behaviour. • There are many personality traits, and of each, many degrees. • Self-concept is a person’s feelings about his or her self. Self concept is build upon personality, but influenced by the way people regard and treat the individual.

21. Common Personality Types – Sensitive Child • Considered to be unusually aware of his/her surroundings. • Can be fussy or irritable as infants. • Often seem to need more than the average amount of love and tenderness. • Can be easily startled and frightened and is likely to become fearful of new experiences. • Patience and understanding helps them develop self-confidence.

22. Common Personality Types – Placid Child • Also referred to as the “easing going” child. • For many parents, this is the easiest personality type. • Less likely to be upset by changes in schedules or the demands of family life. • Usually cheerful, patient, quiet and willing. • Tend to make friends easily, and adapt well. • It is also too easy to overlook these children and incorrectly assume they’re not needing as much attention.

23. Common Personality Types – Strong-willed Child • Also called the “aggressive” child • Strong-willed and determined. • Can just be “more” – eat more, cry more, more active, etc • Typically love activity, and are often less concerned about failing. • They are more likely to express anger or frustration when they don’t get their own way. • These children usually need immediate attention – usually they don’t wait well.