1. DAP Social/Emotional Environment for Preschoolers Laura Taddei

2. Learning Objectives Participants will discuss several social/emotional issues of preschoolers Participants will describe characteristics of developmentally appropriate interactions

3. Social Emotional Issues of Preschoolers List issues that play a role in a child’s social and emotional development in the preschool years.

4. Prosocial Behavior vs. Aggression Adults expect preschoolers to begin to control their aggression that they had as toddlers Verbal abilities allow children to defend their rights without using physical aggression Preschoolers can begin to understand other’s feelings, needs, rights of others

5. Self-Control Long, slow process Ability to regulate one’s own behavior Their expanded abilities with language and understanding allow them to comprehend appropriate conduct taught by adults We want the preschool child to form a conscience – an inner voice of self- observation, self-guidance

6. DAP Social/Emotional Interactions Curriculum should grow out of relationships and experiences that are important to children Children need to know how to fit into the world around them Forming personal relationships with children is necessary Warm, caring adults who model prosocial behaviors

7. Helping Preschoolers with Emotional Control Students will be in groups of 3 to 4 and each group will be given two components of an emotional environment that will help preschoolers learn how to control their emotions Discuss in your group the components that you have. Come up with examples of how you can use these components Be prepared to discuss with the whole group

8. Nurturing Individual Identity Teachers need to build community in the classroom, but it is imperative that they take into consideration the uniqueness of each child

9. How can teachers nurture positive individual identity Use words and nonverbal actions to show affection for children and sincere interest Spend time talking to each child individually each day – think of occasions you can do this Listen to what children are saying to each other Create a classroom atmosphere that encourages and values individuality

10. More ways to nurture individuality Respect with sensitivity a child’s individuality; support individual styles of learning and choices a child makes Respect parents’ styles and needs and consult parents’ for information on child Provide opportunities for children to initiate their own learning; accept their ideas Incorporate topics related to personal identify of children throughout the year.

11. Teachers are not contributing to positive feelings when… Too busy to enjoy children’s presence Fail to maintain eye contact Discourage children from talking Speak to the whole group most of the time, rarely individual child Create an atmosphere of competition Criticize or belittle children Judge parents by their own standard of good parents

12. Gender Identity Accept children’s right to be curious about their own bodies and the need for simple factual responses when they demonstrate curiosity Offer experiences that challenge stereotypical views; a father who is a nurse comes to visit; women firefighters Offer more cross-gender play choices Use art and photos to broaden children’s view of jobs men and women do; a worker in a wheelchair; men cooking dinner

13. Gender identity – more ideas Examine pictures and language in books to make sure diversity is displayed in work and home roles Involve children in new activities; having an everybody plays with blocks day or a group mural Communicate with parents about goals and classroom practices to help support gender identity Actively challenge children’s gender stereotypes

14. Cultural and Racial Identity Creating an anti-bias classroom that conveys respect for all Teachers should become personally aware of their own prejudices Ensure all picture books in class portray diversity of the individual classroom – this is important whether classroom is diverse or homogeneous

15. Cultural and Racial Identity Read, read, read Provide toys, materials, and activities that children can identify with Involve all parents in classroom activities Work with families to support and maintain children’s home language skills, while supporting English within context of play Become sensitive to opportunities to help children move from discomfort or prejudice to what is new or unfamiliar to them

16. Unsupportive Practices – Cultural and Racial Identity Respond with discomfort to children and families whose racial/cultural background is not like theirs Fail to challenge/help children because of their culture/race Provide stereotypical material Offer a tourist approach that treats other cultures as though they are exotic and emphasizes difference Ignore children’s cultural/racial backgrounds

17. Friendship List ways to help preschoolers explore the beginnings of friendship.

18. Unsupportive Practices regarding friendship Insist that everyone is friends Dictate who children play with Require children to do activities together or share toys Intervene too quickly or too constantly to manage social situations

19. Teaching Prosocial Behavior Provide materials that encourage playing together Provide activities that children can do together Encourage assistance – help each other out Consider prosocial actions – What can we do to help someone feel better?

20. Teaching Prosocial Behavior – More Help children recognize prosocial behavior Reinforce prosocial behavior Model prosocial behavior Limit aggression and antisocial behavior – don’t exclude people Help children develop empathy Provide opportunities for kindness Create a caring community

21. Families and Young Children What role do you think family plays in a young child’s emotional/social development?

22. Classification of Parenting Styles Authoritative: Parents encourage child’s independence but still set limits and controls on their actions; associated with child’s social competence Authoritarian: Restrictive punitive style; associated with children’s social incompetence Indulgent: Parents highly involved with children and place very few demands or controls on them; associated with children’s social incompetence Neglectful: Parent uninvolved in the child’s life; associated with child’s social incompetence Undemanding, uncontrolling Rejecting, unresponsive Demanding, controlling Accepting, responsive Classification of Parenting Styles Fig. 10.5

23. Parenting Styles in Context Juvenile delinquents  Adjudicated for serious offences  Those with authoritative parents were more psychosocially mature and academically competent than those with neglectful parents  Those from authoritarian or indulgent functioned best What Roles Do Families Play in Young Children’s Development?

24. Parenting Styles and Ethnicity Asian American families  Training yields positive outcomes Latino childrearing  Encourage development of family and self- identity; requires respect and obedience African American families  Use of nonabusive physical punishment What Roles Do Families Play in Young Children’s Development?

25. Punishment and Discipline Corporal (physical) punishment  Spanking linked to antisocial behaviors  Strong emotional support of parents reduces link  Associated with immediate compliance or aggression and lower levels of morality What Roles Do Families Play in Young Children’s Development?

26. Punishment and Discipline Corporal (physical) punishment  Reasons to avoid physical punishment use Provides out-of-control role models Punishment instills negative feelings Fails to tell or show what is expected Punishment can be abusive Experts recommend reasoning, time-out  Coparenting is important What Roles Do Families Play in Young Children’s Development?

27. Child Maltreatment Types of child maltreatment  Physical  Child neglect  Sexual: fondling, penetration, exploitation  Emotional: psychological, verbal/mental What Roles Do Families Play in Young Children’s Development?

28. Sibling Relationships and Birth Order Sibling relationships  Can be both pleasant and aggressive  Siblings treat children different than parents  Extensive conflict linked to poor outcomes  Birth order affects sibling relationships What Roles Do Families Play in Young Children’s Development?

29. Birth Order What Roles Do Families Play in Young Children’s Development? Firstborns More attention, pressure from parents More adult-oriented, helpful, anxious, conforming, self-controlled Later-borns Parents less demanding, More influences from older siblings More variety in characteristics Only Children Independent, self-centered, no control Achievement-oriented, desirable personality

30. Working Parents Many researchers find no detrimental effects of maternal employment Greater risk of problems if:  Work stress spills into home  Mother works in child’s first year  Type of day care environment may impact What Roles Do Families Play in Young Children’s Development?

31. Single-Parent Families in Different Countries What Roles Do Families Play in Young Children’s Development? Percent of families with children under 18 20 30 15 10 5 0 25 AustraliaUKJapanCanadaUSAGermanySwedenFrance Fig. 10.7

32. Divorced Families More likely to show poorer adjustment Socially mature, responsible children show fewer behavioral problems Less-competent children have lower self- esteem, more behavior problems Joint custody and sole custody What Roles Do Families Play in Young Children’s Development?

33. Fig. 10.8 Divorce and Children’s Emotional Problems 25% of children from divorced families show serious emotional problems compared to only 10% of children from intact, never divorced families Type of family 20 Divorced Intact, never divorced 10 0 30 Percent of children showing serious emotional problems

34. Communicating About Divorce  Explain the separation  Explain it is not the child’s fault  Explain it takes time to feel better  Keep door open for more discussion  Provide as much continuity as possible  Provide support for self and children What Roles Do Families Play in Young Children’s Development?

35. Other Divorce Issues Should parents stay or go? Family processes matter in divorce Factors affecting child’s adjustments  Personality, gender, temperament, maturity  Custody, relocation, and SES Custody issues and effects of gay and lesbian divorces What Roles Do Families Play in Young Children’s Development?