Emotional_Development.pdf

7/29/2019 Emotional_Development.pdf

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Jean Piaget (18961980) proposed the

theory of cognitive developmentthatincluded four stages of development:

Sensorimotor (birth

2 years) Preoperational (27 years)

Concrete operational (711 years)

Formal operational (11 years and over)


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Lev Vygotsky (18961934) described the

zone of proximal development (ZPD).


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Erik Erikson proposed the theory of

psychosocial development, which

maintains that children develop in a

predetermined manner.


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The key influences contributing to social

learning include:

attention

retention reproduction

motivation.


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The social constructivist theory of

learning assumes the childs brain builds

and generates knowledge from

experiences.


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Uric Bronfenbrenner (19172005)

proposed the ecological systems theory.

Bronfenbrenner suggests that different

aspects or levels of the environmentinfluence childrens development

including:

the microsystem

the mesosytem

the exosystem

the macrosystem.


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Attachment theory:

John Bowlby (190790) theorised that a young

child needs to develop a relationship with at

least one primary caregiver for normal social and

emotional development to occur.


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Strategies for fostering independence in

infants:

Provide lots of tummy time for the infant when

they are awake. Encourage them to reach for toys that are just

out of reach.

Put the child in their cot while they are still

awake so they learn to fall asleep on their own.


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Strategies to foster independence in

young children:

Encourage them to think and reason.

Provide opportunities for children to experiment. Play memory games.

Get children to review their actions.

Role-play.

Give simple choices. Listen to and acknowledge the child.


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Steps for delivering positive

reinforcement:

Recognise and acknowledge the childs wishes.

Calmly and clearly state any limits to theirwishes.

Help the child express in a socially acceptable

way any resentment that arises.


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When implementing consequences bear in

mind that they:

dont make much sense to children under the age

of 3 dont have to be harsh to be effective

need to be explained to children ahead of time

work better when they occur as soon as possible

after the behaviour.


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When storytelling or reading encourage

children to:

describe what may happen next

explain what may happen if alternative paths arechosen

speculate about what may happen if characters

make other choices along the way.


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Decision-making formula:

Define the problem and identify the decision you

need to make.

Explore the options and decide whether they arefeasible, safe or risky.

Understand the consequences of each choice.

Make a decision, then implement it.

Evaluate and learn from the decision.


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Some useful activities to give a child

confidence in their abilities are:

daily news

show and tell asking individuals to assist in different ways

getting children to lead activities

having themes for activities.


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Types of monitoring include:

observation

assessment.


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Causes of frustration include:

lack of socialisation

anger

not getting their own way hunger

tiredness

failure at a task.


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Common rewards can include:

merit cards or tokens given as a progressive

reward

group or public acknowledgment of achievementof a milestone

acknowledgment and praise from the carer

peer acknowledgment.


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Opportunities for achievement can be

fostered through:

everyday activities

simple tasks creative activities.


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Strategies and opportunities that provide

an opportunity for children to lead

include:

show and tell play-acting

appointing monitors

the buddy system.


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Emotional factors that affect a childs

transition to school include:

self-help skills

self-expression expressing needs

separation from parent/s.


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Cognitive skills that affect a childs

transition to school include:

knowing their name

attending and following through with tasks being able to make minor choices and decisions.


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Emotional development factors include:

attachment

socialisation

cultural expectations family situations

religious beliefs

personality.


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Activities that may help a child to express

their feelings include:

role-plays specifically set up to help children

express how they are feeling inside sharing appropriate stories or experiences

using pictures of people displaying different

emotions

drawing and art.


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Art experiences can include many forms

of expression such as:

fingerpainting

drawing modelling play dough

cutting and pasting.


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A child can have their strengths and

efforts recognised by their peers by:

group validation

show and tell applause to recognise and acknowledge

achievement.

Documents

Emotional_Development.pdf