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 problems.

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.