1. 1st YEAR EMOTIONAL and SOCIAL DEVELOPMENT
Think about your ice cream flavor choice during the video clip.

2. ICE CREAM MATCH
According to Dreyer’s Ice Cream and researchers at the Smell and Taste Treatment and Research Foundation, certain types of ice cream determine your personality type. All you have to do is invite a prospective mate over for ice cream and offer your guest a choice of six different flavors of ice cream to find your perfect match.

3. Double Chocolate Chunk Strawberries and Cream
You are lively, creative, dramatic, charming, and enthusiastic and the life of the party. Chocolate fans enjoy being at the center of attention and can become bored with the usual routine.
Chocolate Chip
You are generous, competitive, and accomplished; charming in social situations, ambitious and competent.
Butter Pecan
You are orderly, perfectionist, careful, detail-oriented, conscientious, ethical and fiscally conservative. You are also competitive and aggressive in sports. The “Take Charge” type of personality.
Vanilla
You are colorful, impulsive, a risk taker who sets high goals and has high expectations of yourself, and enjoys close family relationships.
Banana Cream Pie
You are very easy going, well adjusted, generous, honest and empathetic.
Compatibility Chart:
Vanilla goes best with Vanilla.
Double Chocolate Chunk goes best with Butter Pecan or Chocolate Chip.
Butter Pecan needs Butter Pecan.
Strawberries and Cream go best with Chocolate Chip.
Chocolate Chip is best paired with Butter Pecan or a Double Chocolate Chunk.
Banana Cream Pie is compatible with all flavors!
Strawberries and Cream
You are shy yet emotionally robust, skeptical, detail- oriented, opinionated, introverted, and self-critical.

4. Emotional Development
2. Begins at birth.
It deals with
A child’s changing feelings about themselves, others, and the world around them.
The process of learning to establish one’s identity as a unique person.
Recognizing and expressing one’s feelings.
How a baby learns the meaning of love.
Tone of voice, mood, care, facial expression, affection, closeness…
Emotional Development

5. DEVELOPMENT FOUNDATION
3. What children
Really need to
Learn from birth
to 5 years old.
cognitive S o c i a l
language
physical
Emotional
Pre-Schools focus on the cognitive skills, but what should we focus on? Why are these 2 more important than cognitive development? Think Romanian children. Once a foundation is set and children secure in self, children can thrive in all areas. Yes, need to get ready for pre-school and kindergarten, but spend more time enhancing a foundation. It sets the stage for how life situations are handled.
-How to handle yourself when you get the green crayon, but you wanted the blue one.
Relationship skills and how to handle other children. If a child can develop and build relationship skills, they can do anything.
Women who are emotional abused stay in a relationship. Never developed the foundation.
Office of child care: What children really need from birth to 3
DEVELOPMENT FOUNDATION

6. REVIEW FROM UNIT 1 4.
The foundation of emotional development is Nurturing and bonding or attachment.
Review acts that develop this emotional attachment:
showing love and concern, respect, support, understanding, responding, consistency, trust, listening, providing care, etc.
Like a foundation supports a house, emotional foundation supports a child.

7. 5. Failure to Thrive is what happens to people when they do not have this emotional foundation.
Review the potential outcomes of this attachment disorder:
Slower development in the 5 areas of development: Physical, Emotional, Social, Cognitive, and Moral
Detached
Unresponsive or resistant to comfort
Withdrawn
Avoidant
Shuns relationships with everyone
Destructive, irresponsible, impulsive, and defiant 
Lack compassion or remorse
Emotional Foundation

8. Trust vs. Mistrust stage#1.
Develop Trust:
Show love and concern, give respect, support, understand, respond quickly, be sensitive to their needs, be consistent, provide a routine and a schedule, holding, cuddling, playing, talking to them, loving them, etc.
a. Why build trust?
safe, secure, confident, happy, loved, stronger, independent, smarter, higher self-concept, etc.
A way to develop the emotional foundation and attachment is teaching trust. You felt this way from the game.
6. Erick Erickson

9. Consistency and routines help a child to identify the expected behavior and to trust their parents, caregivers, and the world they live in.
b. Mistrust
Happens when they receive inconsistent care or little love and attention.
Feelings of unsafe, insecure, lack confidence, unhappy, unloved, weak, independent, low self-concept, …
Fear and suspicion toward their world and everyone in it. .
First year last forever video bonding

10. Trust Cycle TRUST MISTRUST
Happy Infant
Parents do not meet the infant’s needs
Unhappy, fussy, and demanding infant
Unhappy, frustrated, and disappointed parents
Infant learning mistrust and at risk for failure to thrive
Happy Infant
Parents meet the infant’s needs
Relaxed and happy parents
Infant learning trust and feeling bonded
TRUST
MISTRUST
1. What prevented the message from being sent?
Did not know how or understand, feeling inadequate, frustrated, personalities, etc.
2. What does this game teach us about messages of trust sent between a caregiver and a child?
Without trust, there is no message being sent.
How much are your children getting that you say?
Is it just a jumble of messages?
You trust that the person will perform their responsibilities correctly and the group trusts that you will do the same.
Felt bonded as a group or frustrated, unhappy, and lack of trust due to failure.

11. 7. Temperament

12. 7. Nine Temperament Traits
Define
Highly Intense
Less Intense
Intensity
How strong or weak are a child’s emotional responses to events or to other people?
Deep and powerful responses. Will react loudly and cry heartily. 
Cry more softly.
2. Persistence
How determined is a child to complete an action?
Become upset if unable to finish a task or a project. Goal oriented and unwilling to give up or accept no for an answer.  
Easily be persuaded to begin a new activity. Accepts no for an a answer.  
3. Sensitivity
How strongly does a child react to their feelings?
Strong reactions (fussy eater, uncomfortable clothing, smells, sights, and sounds) 
Not bothered by smells, sights, sounds, clothing, food, etc.. 
7. Nine Temperament Traits

13. Define Highly Intense Less Intense
Temperament
Define
Highly Intense
Less Intense
4. Perceptiveness
How aware of their surroundings are they?
Aware of all that is around them. Easily distracted. Hard time following directions involving several steps.
Less likely to notice what’s going on around them. Makes it easier to follow through on multi- step tasks. 
5. Adaptability
Some children find it easier to adapt than others.
 Fearful of new people and surroundings, change, ideas, & new experiences.
Not easily bothered by new people and surroundings, change, ideas, & new experiences.
6. Regularity
Does a child’s behavior follow regular patterns?
Depends on and expects to have a set schedule followed each day.
Each day’s schedule is different. 

14. Define Highly Intense Less Intense
Temperament
Define
Highly Intense
Less Intense
7. Energy
What is a child’s energy level?
Physically active even when they are sitting.  
Move much less and prefer to be still. 
8. First reaction
Children differ in how they face new situations.
 Dives right in and are open to new activities.
Holds back and watches what others do before joining. Less comfortable with unfamiliar situations. 
9. Mood
Is a child typically cheerful or cranky?
Positive outlook on people, experiences, and activities. 
More negative outlook pointing out problems. 
Horse story of twin boys from the toddler social emotional. There were two twins boys that were completely opposite of each other. One optimistic and the other pessimistic. Science wanted to observe them so boys were placed in two different rooms with very different surroundings. Pessimistic boy surrounded by toys and complained about each one of them. Optimistic boy surrounded by manure and with a smile and excitement began digging exclaiming that with this much manure there is bound to be a pony in here somewhere.

15. a. The caregiver’s responsibility is to understand and adapt to the temperament of their child.

16. Still waiting to eat your cookie? Here is another treat, too.
In Walter Mischel’s 1960 marshmallow test, he took young children, put them in a room one-by-one, and gave them a treat (they could choose a cookie, a pretzel stick, or a marshmallow) and made the deal that they could eat the treat right away, or wait 15 minutes until the experimenter returned. If they waited, they would get an extra treat.
Still waiting to eat your cookie? Here is another treat, too.
Show the marshmallow test
or kids vs. cookies

17. Marshmallow Test https://www.youtube.com/watch?v=4L-n8Z7G0ic
Show the marshmallow test
or kids vs. cookies
Marshmallow Test

18. As the kids matured and became adults, even decades after they took the test, the kids who had shown the ability to wait:
Had a stronger ability to delay gratification and impulses.
Got better grades.
Were physically, emotionally, and mentally healthier.
Enjoyed greater professional success.
Proved better at staying in relationships.
Were patient with their children and people.
Had a higher level of trust and confidence in people and in their environment.
Getting kids to be better at waiting for anything in life is a matter of persuading them to trust that there is something worth waiting for.
The Marshmallow Test

19. Infant Social Development
1. Social development is
learning the rules of play.
Learning how to interact verbally and non- verbally with others.
Learning to express oneself to others.
Infant Social Development

20. PLAY Newborns prefer to look at the human face.
Introductory form of socializing.
At first, they can only see 30” away which is from your arms to your face.
PLAY

21. 3. Play is important because:
A child learns about and develops all areas. PESCM, of development.
Physical, Emotional, Social, Cognitive, and Moral
They learn about themselves, other people, and the world around them.
Playing is their form of school.
What did you learn during the game? All areas of development. Emotional foundation.
What did you learn?

22. TYPES OF PLAY SOLITARY PLAY On –Looker PLAY
Solitary Play is independent play or playing alone, having no interest in anyone else or what other’s are doing.
Examples: cars, blocks
On –Looker PLAY
On-looker Play is watching others play. May talk to others, but not involved with them.
Wants to be close enough to interact, but still keeps to them self.
Examples: duck duck goose
TYPES OF PLAY

23. 4. Stranger Anxiety is fear of a strange or unfamiliar face.
Happens about 18 months.
Expressed through crying and withdrawal
It occurs because of the infants progressing cognitive development and understanding of the world.
5. Separation Anxiety is when a child is uncomfortable being away from parents or primary caregiver.
Appears about 6 months and then again (even stronger) at 18 months.
Social Issues