Chapter 9 Developmentally Appropriate SocialEmotional Environments for Toddlers

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Chapter 9 Developmentally Appropriate Social/Emotional Environments for Toddlers © 2007 Thomson Delmar Learning. All

Chapter 9 Developmentally Appropriate Social/Emotional Environments for Toddlers © 2007 Thomson Delmar Learning. All Rights Reserved.

Social/Emotional Issues of Toddlerhood • Autonomy – Toddlers see themselves as separate, capable individuals

Social/Emotional Issues of Toddlerhood • Autonomy – Toddlers see themselves as separate, capable individuals • Negativism and resistance – Adults often experience control struggles – Toddlers need limits and adults who are confident in setting those limits • Separation – Toddlers are still in the attachment process © 2007 Thomson Delmar Learning. All Rights Reserved.

Social/Emotional Issues of Toddlerhood • Egocentric behavior with peers – “Mine” • Importance of

Social/Emotional Issues of Toddlerhood • Egocentric behavior with peers – “Mine” • Importance of social learning – developing social abilities • Emotional responsiveness – have not developed the capacity for sympathy, empathy, or compassion for others – learn to fear by associating things with something unpleasant © 2007 Thomson Delmar Learning. All Rights Reserved.

Developmentally Appropriate Interaction Practices Fostering Autonomy Responding to Resistance and Negativism • Support toddlers

Developmentally Appropriate Interaction Practices Fostering Autonomy Responding to Resistance and Negativism • Support toddlers in completing self-defined tasks • Realize toddlers need control • Recognize and appreciate children’s accomplishments • Accept the child’s need to say “NO” • Offer choices in areas that toddlers can control • Avoid power struggles • Encourage independent play • Follow predictable patterns for the day • Keep a sense of humor © 2007 Thomson Delmar Learning. All Rights Reserved.

Developmentally Appropriate Interaction Practices Egocentric Behavior Biting • Aggression because of frustration • Recognize

Developmentally Appropriate Interaction Practices Egocentric Behavior Biting • Aggression because of frustration • Recognize that toddlers must be autonomous before • Teething discomfort • Stage of oral exploration they can learn group • Imitative behavior membership • Cause-and-effect • Allow for separate play exploration • Plan for brief cooperative • Overcrowding, excitement, experiences and overstimulation • Reinforce progress • Impulsiveness • Need for attention © 2007 Thomson Delmar Learning. All Rights Reserved.

Developmentally Appropriate Interaction Practices Fostering Emotional Development Temper Tantrums • Outbursts can be prevented

Developmentally Appropriate Interaction Practices Fostering Emotional Development Temper Tantrums • Outbursts can be prevented with sufficient rest and food • Avoid frustrating incidents • Feelings are respected • Respond with calm control • Feelings may be expressed • Prevent children from hurting themselves • Provide a positive role model • Verbalize quietly • Provide comfort and love after the tantrum © 2007 Thomson Delmar Learning. All Rights Reserved.

Developmentally Appropriate Interaction Practices Developmentally Appropriate Guidance • Adults as authority • Age-appropriate expectations

Developmentally Appropriate Interaction Practices Developmentally Appropriate Guidance • Adults as authority • Age-appropriate expectations • Change the environment instead of the behavior • Use both actions and words to guide Fostering Positive Self -Esteem • Feeling we can positively affect others • Feeling lovable • Feeling capable • Feeling listened to • Feeling accepted © 2007 Thomson Delmar Learning. All Rights Reserved.

Developmentally Appropriate Interaction Practices Responding to Fostering Autonomy • Support toddlers in completing self-defined

Developmentally Appropriate Interaction Practices Responding to Fostering Autonomy • Support toddlers in completing self-defined tasks • Recognize and appreciate children’s accomplishments • Offer choices in areas that toddlers can control • Encourage independent play Resistance and Negativism • Realize toddlers need control • Accept the child’s need to say “NO” • Avoid power struggles • Follow predictable patterns for the day • Keep a sense of humor © 2007 Thomson Delmar Learning. All Rights Reserved.