1. Chapter 11: Emotional and Social Development from One to Three Parenting and Child Development Essential Question: What can affect emotional development in one- to three-year-olds?

2. Section 11-1: Emotional Development from One to Three Essential Question: Describe the emotional patterns, the range of common emotions, and their expression, individual differences, the development of self- concept, and the role of sleep in the emotional development of a child from age one to age three.

3. General Emotional Patterns 18 Months Self-centered “Me, Me, Me!” Want to be independent Frustrated with lack of language skills Realize they are a separate person Negativism – doing the opposite

4. How should a parent handle these emotions? 18 months Give Choices Redirect the Child Encourage Talking

5. Temper Tantrums are common. Release of anger or frustration PhysicalMay continue until the child is 3 or 4.

6. 2 Years General Emotional Patterns More Positive Speech and motor skills improve Easier to reason with Understand more More outgoing – less self- centered Fewer emotional outbursts Seeks approval and praise Can express love and affection freely

7. 2 ½ Years Not easily distracted Often overwhelmed Stubborn, demanding, domineering Rapid mood changes Desires exceed physical abilities Frustrated with communication Want independence Sensitive about being bossed

8. How should a parent handle these emotions? 2 ½ years Need consistency and routine Need flexible limits Need help and patience

9. 3 Years 3 Year Olds are MORE:3 Year Olds are LESS: Pleasant Cooperative Willing to take direction Able to talk Able to respond to others Eager for praise and affection Frustrated Likely to have temper tantrums

10. 3 ½ Years Fears are common Become insecure Habits start Try to control their own environment Thumb sucking, nail biting, playing w/hair, stuttering

11. Expressing Emotions Age 2-3 and Older Birth to Age 2-3 Expressed openly – You will know how they feel! Learn socially acceptable ways to express emotions

12. ANGER FEAR ♦ reaction to frustration ♦ usually directed at someone or something as they get older ♦ often angry when they can’t get their own way ♦ sometimes expressed as aggression ♦ most causes are temporary ♦ different fears at different ages ♦ some are useful - safety ♦ phobias must be overcome ♦ separation anxiety is common ♦ keep to a routine ♦ parents must help children deal with their fears

13. LOVE and AFFECTION JEALOUSY ♦ starts around age 2 ♦ mainly sibling rivalry ♦ they don’t understand that parents can share love w/others ♦ more obvious when a new baby arrives ♦ relationships form basis of future attachments ♦ Young children must learn to love ♦ First love – those who satisfy their physical needs ♦ Relationships need to be strong but not smothering

14. Individual differences in emotional development are often caused by: 1. 2. EMPATHY ♦ Begin to understand that their actions can hurt others ♦ Age 2 – start to understand how others feel ♦ Can show empathy by age 2 ♦ caregivers can teach child to show empathy Child’s Temperament Different Experiences

15. Self-Concept is: Children form their self-concept in response to: Children believe: Another factor in building a positive self-concept is: Caregivers should: How they see themselves Actions, attitudes and comments from others What other people say about them Mastery of Skills Allow toddlers the chance to explore & learn

16. Signs of a Healthy Relationship Child Parent Child seeks approval & praise Child turns to parents for comfort & help Child talks tp & confides in parent. Child accepts limits & discipline

17. Children’s Sleep Problems Adequate Sleep Is essential for: 1 – 3 year olds need: Sleep problems are common Causes: Fear & separation anxiety Bedtime routines help them fall asleep Good physical & emotional health 12 – 14 hours of sleep each night

18. Signs of Sleep Deprivation: To Ensure Adequate Sleep 1.3.2.4. ♦ less alert ♦ inattentive ♦ hyperactive ♦ have to be awakened ♦ may have trouble thinking clearly Determine a child’s best bedtime. Limit toys in bed. Establish a bedtime routine. Keep bedtime pleasant.

19. Section 11-2: Social Development from One to Three Essential Questions: Describe the different styles of play 1 – 3 year olds engage in. Why is it important for children to make friends? In what ways can parents and caregivers give guidance toward acceptable behaviors?

20. General Social Patterns 18 Months ☺ 2 Years ☺ Closest to family Playground & daycare introduce other people Little interaction Parallel play Interact with main caregiver Speech improves – increased communication w/others Begin to understand sharing & taking turns Like to please others

21. 3 Years ☺ 2 ½ Years ☺ 3 ½ Years ☺ Negativism affects socialization Begin to understand the rights of others Understand fairness as it relates to them Social play is still parallel People are important Child will share & help others Cooperative play Will seek friends (family is still VIP) Play becomes more complex Includes more conversation Resolve conflicts Notice more about others (differences)

22. Making Friends The ability to make friends is important to ________________________________________ Young Children Need:This is how they learn:They should interact with: Normal Social Development Contact with other people SocializationOther children

23. Children who spend almost all their time with adults… May have difficulties…Have difficulty adjusting… Don’t realize… Can’t handle… Interacting with others their own age Adults are more polite and considerate than children The impolite give- and-take of children When starting school

24. All children have disagreements. Let them…Caregiver interacts when… Work things out for themselves Someone might get hurt

25. Imaginary Friends May appear at age 2 More common ages 3 - 4 Helpful way to experiment with different feelings Usually fade away

26. Guidelines for Guidance _____________________ means using firmness and understanding to help children learn how to control their own behavior. The purpose of guidance is to help children learn ____________________ Guidance Self-discipline

27. Effective Guidance Helps Children… Get along with others Handle their feelings in acceptable ways Feel secure Have a positive self-concept With moral development Develop a conscience Depends on child’s age and development

28. Different approaches are better at different ages. Match the following: ● Distracted ● Physically remove them from the situation. ● Spoken restrictions ● Distractions ● Spoken commands ● Simple explanations ● Accept reasonable, loving guidance ● Like to please – remind you that they are good Age: At all ages: 1. 2. 3. 12 – 15 months 15 months – 2 years 2 – 3 years 3 years Be consistent with all caregivers Make clear rules Apply them in the same way in all situations

29. To Set & Enforce Limits: 1. State limits ____________________. 2. Speak in a ________________, ________________ tone of voice. To Set & Enforce Limits: 1. State limits ____________________. 2. Speak in a ________________, ________________ tone of voice. To set limits: 1. Show an understanding of the child’s desires. 2. Set the limit and explain it. 3. Acknowledge the child’s feelings. 4. Give alternatives. To the child who wants to draw pictures: 1. 2. 3. 4. clearly calmdirect “I know you think it’s fun to draw on the wall.” You may not draw on the wall because it’s hard to clean crayon off the wall. I know you like drawing on the wall, but walls are not for drawing. If you want to draw, you may draw on this paper…

30. Ways to encourage independence: Another name for independence is: ________________ AUTONOMY Have realistic expectations Provide things in “their size” Have them help with simple household chores Be patient

31. Parents and caregivers should promote SHARING Put children in situations where they must ___________ Limit: Make clear what behavior you are trying to ___________ Have children ____________ __________ handing out snacks Realize that not all sharing experiences are ___________ Take turns Materials available for an activity Take turns encourage equal