Toddler SocialEmotional Development General Emotional Patterns Self awareness

Toddler Social/Emotional Development

General Emotional Patterns � Self awareness – interested in themselves and what they can do. � Negativism – doing opposite of what others want. � Starts happening at about 18 months � Temper Tantrums

Autonomy �Erikson’s stage for the toddler is autonomy vs. shame and doubt. �Autonomy is having self-control. �It leads to pride in oneself and is achieved, or the child feels shameful and doubtful in himself/herself and/or the world.

Egocentric �Egocentric means self-centered. �Toddlers are egocentric and become fairly selfish. �However, often toddlers are caring and thoughtful in an egocentric way. For example, if a Band-Aid helps them feel better when they are sick, they may give a Band-Aid to a parent if they say they are sick or have a headache. �They see their world only through their experiences and in an egocentric way.

Socialization �A parent can encourage socialization in toddlers in many ways. -An important way is by encouraging social interaction with other adults. -The parents should leave the child with a trusted adult once in a while. -Allow the child to play with other children.

Making Friends �The ability to make friends is important to normal social development. �Even very young children need contact with other people. �This is how they learn the give-and-take of socialization. �Children who have only adult companions may have difficulty interacting with others their own age. �All children sometimes have disagreements and arguments. �Children need to learn how to solve their

Patterns of Play There are 6 basic classifications of SOCIAL PATTERNS used by children. They are: � 1. UNOCCUPIED BEHAVIOR: The child is not involved in any particular activity. He/she just observes what seems interesting at the time. The child often appears to be day dreaming. � 2. ONLOOKER BEHAVIOR: This behavior involves watching other children play. The child may talk to the children who are playing but does not become actively involved. (TODDLERS) � 3. SOLITARY PLAY: This type of play involves a child playing alone. He/she has no interest in anyone else or that they are doing. (INFANTS)

Patterns of Play (cont. ) � 4. PARALLEL PLAY: This type of play involves a child playing beside other children. There is no actual interaction. (2 -3 YEARS) � 5. ASSOCIATIVE PLAY: This type of play involves a child playing with other children. The children share toys and interact with one another. Each child does what he/she wishes but is a part of a large group. (3 YEAR – SCHOOL AGE) � 6. COOPERATIVE PLAY: This type of play involves organization. There are usually leaders and followers in this type of play.

TYPES of PLAY � Play is an important part of a child life. It provides purpose for the child. Children must play to help them grow. There are 5 basics areas of growth: 1. Physical- Play develops large and small muscles and increases speed, strength and coordination. 2. Emotional-Children learn how to handle their feelings and fears through play. 3. Intellectual-Play teaches them how things work. 4. Social-Play teaches them the type of social behavior that is acceptable. 5. Moral-Children learn to be honest and considerate as they play.

Types of Play There are many types of play. Some general types are listed below: � Dramatic or Make Believe Play � The child is involved in make-believe or imaginative situations. During dramatic play, children may act out things they have experienced such as happy moments, sad moments, fears or anxieties. � Active Play � A child is involved in playing and interacting with others and/or with objects. � Passive Play � A child does not interact with anyone or anything. � Skill Mastery Play � This type of play occurs when a child learns or is beginning to learn a new skill. � Sensory Motor Play � This type of play utilizes the senses and motor skills � Rough and Tumble Play � This type of play can look a great deal like wrestling or fighting.

Social/Emotional of Toddlers � Playing house helps build- Emotional and social skills � Play is a child’s work - it is the way they learn things

Emotions �Toddlers usually express their emotions spontaneously and often show a wide range of emotions in just a few minutes. �Toddlers begin to sense others’ emotions and usually imitate them. �If a parent acts fearful, the toddler is most likely to act fearful as well. �Toddlers have a difficult time understanding fact from fantasy and may show a great deal of fear at new and different objects and people.

Security Object �It is important in helping a child learn to comfort her/himself. �A security object becomes critical at bedtime.

Imaginary Friend � These are usually important to a first or only child. � Most 3 -4 years olds have imaginary friends. � These are signs of a developing imagination. � They give a child a safe way to find out who he/she wants to be. � It is also a way for a child to identify with people who are overwhelming to him/her. � They are a sign of healthy emotional and cognitive development. � It is also a way for them to find out what their parents will allow by having their “friends” try things out for them. � The value of an imaginary friend is that it enriches a child’s world and helps him/her work out real problem.