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SOCIAL-EMOTIONAL DEVELOPMENT OF THE PRESCHOOLERFinal/Test – Wednesday
You need to complete work from Friday!
Respect (a sheet of paper write the following)
On a practical level respect includes taking someone's feelings, needs, thoughts, ideas, wishes and preferences into consideration. It means taking all of these seriously and giving them worth and value. In fact, giving someone respect seems similar to valuing them and their thoughts, feelings, etc. It also includes acknowledging them, listening to them, being truthful with them, and accepting their individuality.
Taking the Initiative
Becoming more independent Improved abilities Limitless energy Strong desire to learn and explore
Erikson – Initiative vs. Guilt
Initiative = The ability to think or act without being urged. Developing initiative is important because it
sets the stage for ambitions later in life. Yet, initiative can lead to failures. Too many
failures can lead to guilt. Guilt = Blaming yourself for something
done wrong. SO… caregivers need to make sure children
know that it is OK to make mistakes!
Showing Responsibility
First step toward independence Adults should show examples Select age-appropriate tasks
What are some chores that would be appropriate for a preschooler?
Emotional Patterns
Increased need – independence Many will venture out of the home
environment for the first time Preschool, Headstart, kindergarten
Unfamiliar adults, large group of kids Each child responds differently Certain milestones
Ages
Summarize the general emotional patterns of the different ages (4, 5 & 6). 459 – 461
Four Years
Most still self-centered Defiant, impatient, loud & boastful Might argue & be bossy (kids & adults) Other times = loving & affectionate
Need & seek approval of parents & caregivers Want to see self as separate from
parent/caregiver Want to do things for their self (independence)
Vocabulary & language skills – improve Test sounds of language Rude words – test adult reaction
Four Years
Active Imagination Rich fantasy life
Mind cannot separate fantasy from reality
Active imagination + fantasy = FEARS Caregivers – acknowledge fears & talk
about them
Five Years
View self as a whole person (mind, body & feelings)
Eager to explore, however they will experience fear of unfamiliar people, places & experiences
May experience anxiety or stress about the strangeness of school & unfamiliar routines
Important to help them cope – listening to concerns, offer love & support
Five Years
Emotionally Impulse Wander around, talk, play – whenever they
want School – must sit still, listen & focus
Start to learn to control their impulses
Feel more empathy for others (understand how someone else feels) Better able to play together Able to see another person’s point of view
Six Years
Emotional turmoil – state of extreme confusion or agitation
Find role outside of the home Long to feel grown up – small & dependent Stubborn & quarrelsome Center of the own universe Please others to win praise for self
Behavior horrible for parents Rapid mood changes
Stronger feelings of happiness & joy Appreciation of more activities
Nice time to start activities
Emotions
As Children grow – better able to recognize & express a variety of emotions
Growing feeling of competence – master various activities – helps control their emotions
Continue to experience fear – however nature of those fear change
Anger
Think back to when you were younger, how did you express your anger?? Has it changed?? Why??
Anger and Aggression
Anger – Expression changes the most during early childhood
Anger and Aggression being around 10 months of age. They peak with displays of temper in the toddler years and continue in the preschool years.
Preschoolers tend to hit and bite less than toddlers.
Yet they tend to threaten and yell more! Boys are more physical and girls are more
verbal even in the preschool stage!
Anger & Ages
Four years episodes last
longer Use physical
violence Threaten &
attempt to get even
Five years More likely to hurt
other children’s feeling than hurt them physically
Six Years More hurtful with
words Tease, nag &
make fun
Anger
Frustration – major cause of anger Child’s tolerance for frustration increases as they
grow Former frustrations – eliminated By 6, better social skills = deal with situations
that lead to anger Disagreements with other kids – common cause Use scapegoats Criticism – another source Scold a child for doing something wrong – child
will try to punish parent by breaking another rule
Anger
Varies greatly in children Children tend to imitate the behavior of
adults Caregivers – express anger in
appropriate ways
Page 407. Analyze
Fear
Imagination – major emotional force Ghosts, monsters Dark, being left alone, abandoned, thunder,
lightning, school
How can Caregivers help??
Accept the fear Listen, saying you understand- great help Never say that fear does not exist, it DOES to
the CHILD Let the child express fear without ridicule
Fear being made fun of May not open up
Help the child feel able to face the fear Talking & act help Reading a book
Fear
Sometimes, fears are justified. Action must be taken
Bully at school
Jealousy
Sibling rivalry – common Caregivers – unintentionally make the
problem worse May try to improve behavior by comparing Damage a child’s self-esteem &
undermine family relationships Express feelings by:
Tattling Criticizing Lying
Caregivers
Encourage cooperation & empathy Avoid taking sides Give children a change to work through
their own problems Sibling rivalry tends to fade
Worry
Children worry Tension – emotional stress
Fire in home Stranger taking them Bully in the neighborhood Active imagination
Worry
Emotional strain & Physical symptoms Stomachaches, headaches, and sleeping
difficulties Cry, scream or throw tantrums Bite nails, swing legs or grind teeth
Ways to reduce worry & tension Look for the
cause Ask them to draw
a picture Give children time
to calm down Time out
Provide chances to get rid of tension Physical way of
releasing stress Read a book about
the issue causing stress
Maintain normal limits on behavior Do not ease up on
limits
At your table,
Create a list of issues and situations that might cause stress in children 4-6.
Questions???
What is self-confidence?? How can you build a child’s self-
confidence? Who is more physical in expressing
violence
Self-Confidence
New skills & dealing with unfamiliar situations = increased self-confidence
Self-confidence – belief in one’s own abilities
Start taking the initiative & making decisions on their own
Erikson – encouragement = self-confidence
Repeated discouragement/punishment = feelings of inferiority or inadequacy
Self-Confidence
Provide opportunities for preschoolers to perform well
Internal satisfaction goes farther than praise
Self-esteem will help develop self-control See world in terms of all or nothing
How will this hinder their self-esteem??
Self-Confidence
All or nothing Projects – does not go their way = “I can’t
do anything right” Self-esteem & self-confidence = lowered
Important – children experience more successes than failures
Self-Confidence
Show Respect Offer choices “Because I said so” – not effective
Give Praise & Encouragement Good Job, I appreciate that
Plan Actives Challenging, but not overwhelming Children need down time
Encourage Individuality Opportunities
Write a dialogue
Between a parent and child in which the parent is encouraging the child. Write an effective dialogue, one with a
purpose, use appropriate language and quotation marks.
Make sure it reflects the age, personality and background of each person.
Causes of Anger and Aggression
Preschoolers use aggression to Get their way Hurt another Gain attention Gain affection
Fear and Anxiety
Some toddler fears fade away and preschoolers develop new fears, some increase. Fear of the unknown
Monsters, Robbers Fear of physical injury
Fear of death by fire, auto accident, drowning, the fear of bites from insects or animals
Fear of pain caused by medical and dental work Anxiety of a general nature
Fear of a tornado may spread to thunderstorms and high winds
Feeling and Controlling Emotions
Preschoolers still react to common childlike stressors (situations that cause stress)
These may include: Illness Moving Death Adult quarrels Divorce
Feeling and Controlling Emotions
Controlling outward signs of emotions such crying, screaming and hitting to help children become socially acceptable!
However, if children control emotions without admitting their underlying feelings to themselves and others, they may become emotionally troubled.
Children need to express themselves! “I am angry.” “I am afraid.”
Dependency
Preschoolers feel a conflict between their need for dependence and independence! Sometimes preschoolers ask for help and
they really do need it and other times they ask for help even when they don’t!
Emotional Dependence: The act of seeking attention, approval, comfort and contact.
Social & Moral Development
With your knowledge of a preschooler’s emotional development, what problems might occur when preschoolers play in a group??
General Social Patterns
As children enter preschool and kindergarten they must learn three important social skills How to interact with new people How to make friends How to work & play in organized groups
Learn to take direction & accept authority from others outside the home
Determine right and wrong – act accordingly
How do you think social development will differ at the
different ages: 4, 5 & 6
Four Years
Form friendships with playmates Engage in cooperative play Play in groups of 3-4 Share toys, take turns Often bossy & inconsiderate – fights Family is still more important Seek approval, “I’m good at drawing
pictures, aren’t I?
Five Years
More outgoing & talkative Play in groups of 5-6
Play – more complicated Fights – less frequent
Name-calling & wild threats More respect for other’s belongings Concerned – what their friends say and do Do not want to be thought as different – they
do not want to be ridicule Gossip starts (friends, who has what toys)
What the group values, behaviors that are desirable
Six Years
Social relations – friction, threats & stubbornness
They want everything Want to do things their way Best friends – usually same sex Play in mixed groups No regard for team effort – they will just
stop playing
What would you do??
You are caregiver playing a game with a five year old boy and his eight year old sister. The boy is obviously cheating. His sister is about to complain. What do you do??
Family Relations
4 years Close ties Want to feel important Proud – help with
chores Quarrel & bicker
w/siblings 5 years
Delight in helping at home
Play better with siblings
Protective of younger siblings
6 years Do not get along
well with family members Self-centered
Argue with adult family members
Rough & impatient with younger siblings
Fight with older siblings
What do you think???
Why do you think it is emotionally difficult for some parents to enforce the standards of behaviors they have set for their children?
Moral Development
The process of learning to base one’s behavior on beliefs about what is right and wrong
Begins early in life Preschoolers start to learn the reasons for
rules They start to develop conscience – inner
sense of right and wrong that guides an individual’s behavior
Rules they learn in ECH – form the basis of their developing conscience
Do you think that boys and girls develop a sense of right and wrong at the same time?? Support your answers with evidence.
Guidelines for Moral Development
Set clear standards of behavior Respond to inappropriate behavior Talk about mistakes in private Understand children will test your limits Consider the child’s age & abilities It is a lifelong task to learn self discipline Continue to show love despite
misbehavior
Handling Lying
Remember: Preschoolers have a hard time telling fantasy from reality.
At times, they are not deliberately lying. You can show you know the difference, “ I will
listen to your story and then I need to know what really happened.”
Lying at this is a misunderstanding Child may think they completed task – so they will
tell you they did. However, you do not think so Be sure the child understands the
instructions/directions
Handling Lying
Sometimes – they do tell deliberate lies Get attention Avoid punishment Please others & not risk losing love
Consider: Does he know he lied? Why is he lying? Do you need more information? Is the child Asking for attention
Model Moral Behavior
Everyday actions Children learn by following an example –
learned behavior Do not send mixed messages
Television, movies & other media – influences
Questions
Identify characteristics that marks the emotional development of 4-6 year olds
List five ways to reduce worry and tension
Describe how to help children develop self-confidence
List three social skills children must learn as they begin school.
Identify characteristics of family relations of 4-6 year olds
4 yr olds
Most still self-centered Defiant, impatient, loud & boastful Might argue & be bossy (kids & adults) Other times = loving & affectionate
Need & seek approval of parents & caregivers Want to see self as separate from
parent/caregiver Want to do things for their self (independence)
Vocabulary & language skills – improve Test sounds of language Rude words – test adult reaction
5 yr olds
Emotionally Impulse Feel more empathy for others
(understand how someone else feels)
6 yr olds
Emotional turmoil – state of extreme confusion or agitation
Find role outside of the home Long to feel grown up – small & dependent Stubborn & quarrelsome Center of the own universe Please others to win praise for self
Behavior horrible for parents Rapid mood changes
Self-Confidence important that they experience more success than failure
Show Respect Offer choices “Because I said so” – not effective
Give Praise & Encouragement Good Job, I appreciate that
Plan Actives Challenging, but not overwhelming Children need down time
Encourage Individuality Opportunities
Reduce worry & tension
Look for the cause Ask them to draw
a picture Give children time
to calm down Time out
Provide chances to get rid of tension Physical way of
releasing stress Read a book about
the issue causing stress
Maintain normal limits on behavior Do not ease up on
limits
School
How to interact with new people How to make friends How to work & play in organized groups
Questions
Explain the relationship between imagination and fear in the mind of a preschooler.
Describe how initiative and self-confidence are related.
Explain how parents/caregivers should handle lying.
Resolving Conflicts
Preschoolers spend a lot of time with other children = conflict
Aggressive Behavior – hostile and at times, destructive behaviors that people display when faced with conflict
Children need to learn that aggressive behavior is unacceptable
Resolving Conflicts
Suggestions Urge children to talk about their feelings Acknowledge the efforts of children to
resolve conflicts Model appropriate behavior
Social & Moral Development
Competition – rivalry with the goal of winning or outperforming others
Teamwork and cooperation
Learning Gender Roles
Preschoolers are beginning to grasp the concept of how to fit into certain social groups Family, school, clubs, and others
Gender-role learning = learning what behavior is expected of males and females
Gender role is a major concept children learn in the preschool years.
How does gender role develop? By how others treat them and how they see
others in their male or female roles Sex-typing = treating boys and girls differently
Clothing Toys The way parents react
Children most often identify and imitate models of the same gender as well as: Teachers Characters from TV, movies, and storybooks
Cultural Differences
Society’s view of male and female is not as clearly defined as it once was!
Traditional views: Male – more aggressive, economic head of
the family Female – wife, mother
How many of your mom’s stay-at-home?
Society’s view has CHANGED!
Sexual stereotyping = a statement or even a hint that men and women always do or should do certain tasks.
Extending Social Relations
Social learning's: Sharing Controlling anger Thinking of other’s feelings Making joint efforts with others
Adults are still important
Still depend on adults for many of their needs
Adults are social models Teach by example
Model relationships Morals Self-control Manners And much more!!
Making Friends
Depends on the following: child’s friendliness Ability to follow group rules Lack of dependence on adults
Prefer friends of the same gender Self-centered view about friendships
They see friends as people who play with you, help you, share their toys with you, etc.
Creates a closed circle of friends “You can’t play with us!”
Learning from Play Groups
Play experiences are richer with others Learn new ideas Behave with peers Learn to play fairly Become less self-centered Learn that friends are fun!
Questions
What is the difference between initiative and guilt??
What is the first step toward independence? Why is preschool age an emotional time for
some children? How do preschoolers handle their anger? How do preschoolers express jealousy? Identify four ways that caregivers can
encourage self-confidence? How should caregivers handle lying?