Emotional & Social Development

Emotional & Social Development

Toddler & Preschoolers

Emotional Development Determined by primarily two factors:

Emotional Development

Temperament

(Heredity)

Experiences(Environment

)

EVERY CHILD IS DIFFERENT!!!

Eighteen Months Self-Centered—Thinking of one’s own

needs and wants and not those of others.

Eighteen Months Self-Centered—Thinking of one’s own

needs and wants and not those of others.› Children begin to learn that some needs

and wants will not be met right away or at all

Eighteen Months Negativism—Doing the

opposite of what others want.› Saying “no” is the

child’s way of feeling in control over his or her world

NO!

Eighteen Months Temper Tantrum—when

children release anger by screaming, crying, kicking, pounding, and sometimes holding their breath› Begin around this age

and may continue until age 3 or 4

› Parents should help children find calmer ways of expressing feelings

Eighteen Months Causes of Negativism:

› Desire for Independence› Frustration› Realization of Being a Separate Person

Eighteen Months Negativism can cause a battle of wills

between child and parent!

Eighteen Months Positive Guidance Techniques for

Negativism:

Give Choices• Allows child to

have control• Limit to 2

options

Redirect• Distract them

from the “issue”• Return when

child is calmer

Encourage Talking• Help them

communicate feelings

Eighteen Months Separation Anxiety—Fear of being

away from parents, caregivers, or the normal environment

Eighteen Months Empathy—the ability to understand

how another person feels

Two Years2 year-olds are less

negativeSpeech and motor

skills have improved, which eases frustration

They are better able to wait for needs to be

met

They seek approval and praise and express

love and affection freely

Two and One-Half Years2 ½ year-old children go through

another, even more difficult phase

They are learning so much they often feel

overwhelmed

They struggle with immaturity and a need

for independence

They have a need for consistency and feel

insecure when routines are not followed

Three Years3 year-olds are generally happier

and more cooperative and considerate

More willing to take direction from others; Want to win the praise and affection of others

They have far fewer temper tantrums

They enjoy talking to others, their toys,

imaginary friends, and themselves

Three and One-Half YearsChildren often become suddenly

insecure and fearfulOften afraid of the

dark, imaginary monsters, strangers,

or loud noises

May start self-comforting habits, like thumb sucking or

nail biting

May try to control their environment by giving

insistent demands

Three and One-Half Years Phobia—an unexplainable and illogical

fear

Phobias Do you have any

phobias? Do you think

phobias are learned or can be taught?

Four Years Most are still very self-centered They may be defiant, bossy, and

impatient They may also be very loving and

affectionate

Four Years Four-year-olds have an active

imagination› Most 4-year-olds cannot separate fantasy

from reality› This brings them much joy but can also

lead to fears

Five Years Children have begun to view

themselves as a whole person, with a body, mind, and feelings› They may be eager to explore the world,

yet fearful of the unfamiliar The start of kindergarten may bring on

anxiety and stress They also feel more empathy toward

others, which aids in social development

Specific Emotions

Anger Young toddlers don’t direct anger

toward a person, but around age 2 or 3, they may begin kicking or hitting other people.

4-year-olds may be very physically violent, but 5-year-olds are more likely to try to hurt another child’s feelings rather than hurt them physically.

Jealousy Young toddlers do not show signs of

jealousy, but they increase as the child gets older and peak around age 3.

Children are often jealous of parents’ attention towards siblings.

A younger child may revert to younger behaviors like bed-wetting or baby talk, while an older child might resort to tattling, lying, or boasting.

Fear Children may experience different fears

at different times, and some are useful since they keep the child from danger

Young toddlers’ fear may focus on strangers and separation from parents

Preschoolers’ fear often focuses on imaginary dangers, such as ghosts or monsters. They may also fear new situations or being abandoned.

Love and Affection The relationship toddlers have with

others forms their ability to love later in life.

Love is first focused on those who satisfy needs and later expands to pets, siblings, and others outside the family

Social Development

Social Development Socialization—the process of learning

to get along with others Self-discipline—the ability to control

one’s own behavior Autonomy—Independence; Children

want to be able to do things for themselves

Social Development

1-year-olds• Close relationships are with parents, caregivers and family members

Toddlers• Begin developing independence from the family; begin having opportunities to meet other children

4-year-olds• Form friendships with playmates; Can play in small groups but are often bossy and inconsiderate; Family relationships are still most important

5-year-olds• More outgoing and talkative; Can play in large groups and are more respectful of others’ belongings and feelings; Begin to care more about what their friends think and fitting in

What are some ways we can help children develop social skills?

› See pg. 338

Play is Important!

PLAY

TRUST

HONESTY

COOPERATION

TAKING TURNS

FOLLOWING RULES

COUNTING

COLORS

HAVING FUN

Types of Play Solitary Play

› The child plays completely alone and doesn’t seem to notice others

Types of Play Parallel Play

› Children are playing side-by side, often with similar toys or doing similar things, but do not interact with each other

Types of Play Associative Play

› Children are more interested in each other than in the toys

› Strong social interaction

Types of Play Cooperative Play

› Play involves organization and children work together to meet a “goal”

› Children often adopt roles and act as a group

Imagination Preschoolers often learn through

Imaginative play—fantasy or dramatic play that imitates real-life situations.

Imaginary Friends Many toddlers have imaginary friends

as early as age 2 but they are more common around age 3 or 4

They may be a “person”, animal or imaginary creature

They may have a name They may have one they keep for a

long time—several months to a year or they may have several different ones

Imaginary Friends Some parents worry that imaginary

friends are a sign the child is unable to make real friends, or cope with life, or is unhappy› Imaginary friends help kids:

Experiment with feelings Work through negative feelings Learn to examine and express feelings

Did you ever have animaginary friend?