Social and Emotional Development

Agenda Responsive Caregiving Attachment Self-Awareness Emotional Development and Self Regulation Relationships with Others Promoting Positive Interactions Inclusion

Objectives Describe secure attachment and explain the caregiver’s role Create a strategy for responsive caregiving in a stressful situation List 4-5 classroom materials that can promote self-awareness Compile best practices for peaceful and appropriate transitions Develop an inclusion strategy for a child with special needs

Responsive Caregiving Respond appropriately Child receives the response and needs are met Observe the child’s needs

Attachment Caregiver Behavior Attachment Style Child Behavior Responds appropriately, promptly, and consistently to needs Secure Uses caregiver as secure base in exploration Distressed when caregiver leaves, happy when they return Seeks caregiver in stressful situations Little or no response to distressed child Discourages crying and encourages independence Avoidant Little affective sharing in play Little or no distress on departure Child may be rebellious and has a lower self-image and self-esteem Inconsistent between appropriate and neglectful responses Generally responds only after increased attachment behavior from the infant Ambivalent/ Resistant Preoccupied with caregiver's availability Seeks contact but resists angrily when it is achieved Not easily calmed by stranger Always anxious because caregiver's availability is never consistent. Frightened or frightening behavior, abusive or neglectful Disorganized Displays no attachment behaviors towards caregiver

Trust and Emotional Security Indicators: Establishes secure relationships with primary caregiver Differentiates between familiar and unfamiliar adults Shows emotional connections and attachment to others while beginning to show independence

Responsive Caregiving 0-8 Months Hold, cuddle, and laugh with infants Hold infants during bottle feeding time; talk to them in a calm and soothing tone Notice, understand, and follow the signals of infants, such as cries of hunger or pain, turning away when full, or when ready to stop interacting Display courteousness, warmth, and sensitivity when interacting with adults and children

Responsive Caregiving 8-18 Months Notice and be responsive to words, gestures, laughs, and cries Stay close and visible while infants explore Reassure them that you will return, explaining where you are going and when you will be back Introduce them to new people and allow them time to become comfortable Months Provide encouragement for trying activities and playing with new people Accept that toddlers will need comfort items

Responsive Caregiving Months Connect with three-year-olds on a daily basis, such as naptime or arrival Respond with affection and care when approached by an upset or hurt three-year olds Encourage independence and participation in new situations (“Go ahead, you can do it!”)

Self-Awareness Erik Erikson’s Stages of Psychosocial Development A stage theory of development based on the mastery of one stage in order to successfully progress to the next. AgeDevelopmental Stage Birth – 12 monthsTrust vs. Mistrust 1-3 yearsAutonomy vs. Shame and Doubt

Self-Awareness A clear and positive Sense of Self and identity Self-Recognition of the baby in the mirror Identifying the Categorical Self in social contexts The Looking-Glass Self is understanding self based on the responses of others

Self-Awareness Indicators: Expresses needs and wants through facial expressions, sounds, or gestures Develops awareness of self as separate from others Shows confidence in increasing abilities Shows awareness of relationship to family/ community/ cultural group

Distress Birth Sadness 3 Months Anger 4 Months Fear 5 Months Guilt and Shame 24 Months Early Emotional Development At birth, infants can express contentment, distress, and interest. Within 6 months emotions begin to evolve from those.

Self -Regulation Indicators Begins to manage own behavior and demonstrates increasing control of emotion Shows ability to cope with stress Develops understanding of simple routines, rules or limitations

Self-Regulation Caregivers can support self-regulation by: Having realistic expectations of behavior Not identifying a child by a negative behavior Point out strengths and positive qualities Balance the routine and the room arrangement with high-energy and peaceful activities and spaces Use emotion words to help describe feelings Be respectful of physical needs

Relationships with Others Indicators of relationship development: Shows interest in and awareness of others Responds to and interacts with others Begins to recognize and respond to the feelings and emotions of others and begins to show concern

Caregiver Responses Learning Environment Create an atmosphere of trust and cooperation Room arrangement provides clues for behavior Engaging and interesting materials keep children busy with play and learning Organization promotes self-help skills and cooperation

Caregiver Responses Routines Consistent from day to day Provide a logical and predictable order of events Appropriately flexible for the needs of the children Transitions Use consistent signals for transition Create logical transitions during natural breaks in activity Eliminate all waiting time

Caregiver Responses Interactions Build a relationship with the child Provide valid choices Redirect to a specific activity Avoid power struggles

Inclusion Autism Spectrum Disorders Social Anxiety Restricted interests and repetitive behaviors Intellectual disabilities ADHD Aggression Expressive/receptive language disorders Social-communication deficits

Inclusion Strategies Modify environment Adjust expectations Provide visual supports –Project cards –Picture schedules Communication Provide appropriate choices Create a reward system Snack ReadHome

Conclusion Action Plan Q&A