Swim ppt ch03

Chapter 3

Birth to Thirty-Six Months: Social and Emotional Developmental

Patterns

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Patterns of Emotional Development

• Human infants are totally dependent upon the environment

• Children should feel secure initiating responses to the environment based on interest and curiosity

• Infants experience and express the full range of human emotion from ecstasy to deep sorrow

• Adults should help children learn to cope with pain and sorrow



Erikson’s Psychosocial theory – Theory adds to our understanding of how children

develop emotionally by responding to life’s challenges

– Children need reasonable freedom and expectations• Basic trust versus mistrust• Autonomy versus shame and doubt• Initiative versus guilt



• Separate and Together: Mahler– Personality development, security, trust, and self-

concept are all related to the attachment between infant and caregivers and how separation-individuation from caregivers is conducted and experienced by the child• Separation-Individuation



• Temperament: Chess, Thomas & Birch– All children are born with particular temperaments,

the basic style which characterizes a person’s behavior.

– A growing body of research strongly suggests that child-rearing practices and other environmental factors can dramatically influence temperament during the first three years.

– Nine behavioral categories of Temperament – Goodness of fit model of caregiver:child match



• Emotional Intelligence• Emotional competence and self-regulation• The limbic system of the brain is responsible for

emotional control• High levels of cortisol are negatively associated with

cognitive abilities and attachment• Research shows a relationship between quality child

care and levels of cortisol in children• Unresponsive, harmful, stressful or neglectful

caregiving behaviors affect the development of the brain negatively



Goleman defined five domains that are learned early in life and are necessary for high emotional intelligence and healthy identity development:

– Knowing one’s emotions– Managing emotions– Motivating oneself– Recognizing emotions in others– Handling relationships


Patterns of Social Development

• Relationship Development– When the caregiver respects the baby’s body, the

baby feels secure and loved.– When the caregiver respects the baby’s feelings

and provides a positive emotional connection, the baby feels secure.

– The skill of handling relationships requires that the caregiver manage her own emotions, demonstrate sensitivity to the child’s feelings, and communicate in a way that creates interactional synchrony.



• Attachment Theory– The infant’s first years of life are dedicated

to the development of strong emotional ties to the caregiver (Bowlby)–Researchers measure attachment for young

toddlers using an experimental design called Strange Situations (Ainsworth)–Attachment correlates to specific caregiver

behaviors



• Attachment (continued)

• Infants need to establish emotional attachment with their caregivers (primary caregiving)

• Each child needs to have a caregiver respond sensitively and consistently to cries and cues of distress

• Each child and primary caregiver need special times together

• The caregiver must treat each child as a special, important person



• Relationships with Peers– Infants demonstrate an increased desire to interact

socially with peers over the first year of life– Toddlers develop friendships and social skills of

more complexity– As language increases, so does the toddler’s social

world– Securely attached children tend to be more

independent, empathic, and socially competent



• Self-Esteem– Self-responsibility: caregivers should help children

take responsibility for their own wants and needs appropriate to their developmental level

– Enlightened self interest: toddlers learn to balance awareness of own needs and feelings with the needs and feelings of others

– Positive attitude: caregivers help infants and toddlers internalize the moral values, beliefs and attitudes of people in their environment



• Prosocial behaviors–Adults who provide feedback about

appropriate, helpful behaviors, emphasizing the impact of the child’s actions on another person, tend to be associated with children who engage in more prosocial behavior


Early Intervention: Children with Special Rights

• Areas of special rights in regards to emotional and social development:– Children with Autism– Attachment Disorder – Mental Health Disorders – Children with Multiple Disabilities– Children with Fetal Alcohol Syndrome or Fetal Alcohol

Effect (FAS/FAE). – Environmentally-Promoted Problems for Infants and

Toddlers


Spotlight on Research

• Father-child interactions and developmental outcomes– Researchers have shifted their focus to include the

important and differential roles that fathers play in developmental outcomes

– Fathers seem to provide an important context as children are learning to regulate their emotions

– Various aspects of father involvement were associated with greater babbling and exploring objects with a purpose as well as a lower likelihood of infant cognitive delay, and with complex symbol use and symbolic play

– Educators need to create policies and engage in practices that actively involve fathers in the care and education of their infants and toddlers


Checkpoint Discussion Questions

• How do parent-child interactions impact healthy identity development according to Erikson, Mahler and Stern?

• What factors influence how teachers use the concept of goodness-of-fit with children in their care? Why is it important to realize this concept with each child?

• How does a child’s brain development and emotional IQ skills influence his or her relationships with others?

• Explain why caregivers should establish interactional synchrony with children.



• What does it mean for a child to be securely attached? Insecurely attached? Why is it important for caregivers to establish secure relationships with the infants and toddlers in their care?

• What role does having and enforcing limits have on the development of healthy self-esteem? Why?

• Provide and explain an example of a teacher facilitating the development of prosocial skills in a toddler.



• Explain three special rights very young children might have in relationship to emotional and social development.

• What is your role as an professional educator regarding children with special rights?


Health & Medicine

Swim ppt ch03