Emotional Social Development Toddler Preschoolers Emotional Development Determined

Emotional & Social Development Toddler & Preschoolers

Emotional Development � Determined by primarily two factors: Temperament (Heredity) Experiences (Environment) Emotional Development

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

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 Redirect • Allows child to have control • Limit to 2 options • 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 Years 2 year-olds are less negative Speech 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 Years 2 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 Years 3 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 Years Children often become suddenly insecure and fearful Often afraid of the dark, imaginary monsters, strangers, or loud noises May start selfcomforting 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 5 -year-olds 4 -year-olds Toddlers 1 -year-olds • Close relationships are with parents, caregivers and family members • Begin developing independence from the family; begin having opportunities to meet other children • Form friendships with playmates; Can play in small groups but are often bossy and inconsiderate; Family relationships are still most important • 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! TRUST HAVING FUN HONESTY PLA Y COLORS COOPERATION TAKING TURNS COUNTING FOLLOWING RULES

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 an imaginary friend?