1. Emotional and Social Development, Ages 1-3 Welcome back! April 21, 2014 Welcome back! April 21, 2014 Today’s Agenda: Today’s Agenda: Emotional and Social Development between ages 1 and 3 Emotional and Social Development between ages 1 and 3 Bell ringer Bell ringer Video: Toddler Self Esteem Video: Toddler Self Esteem Notes: Emotional and Social Development Notes: Emotional and Social Development

2. Emotional patterns Emotional development goes in cycles throughout a child’s development. Emotional development goes in cycles throughout a child’s development. Periods of negativism, rebellion, happiness, calmness, stability. Periods of negativism, rebellion, happiness, calmness, stability. Generally around certain ages, though all are different. These are general guidelines. Generally around certain ages, though all are different. These are general guidelines. Create roller coaster Create roller coaster

3. 18 months Self-centered – think only about their own needs and wants, and not those of others. Self-centered – think only about their own needs and wants, and not those of others. Up until now, all needs have been met on demand. Starts to change around this age. Up until now, all needs have been met on demand. Starts to change around this age. Favorite word: “’No!” Favorite word: “’No!”

4. Negativism Doing the opposite of what others want Doing the opposite of what others want Normal for a toddler Normal for a toddler They want independence – say no because want to decide for themselves They want independence – say no because want to decide for themselves They are frustrated – bodies can’t always do what they want, language skills aren’t developed enough to express what they want, so very frustrated! Ends up as “No!” They are frustrated – bodies can’t always do what they want, language skills aren’t developed enough to express what they want, so very frustrated! Ends up as “No!”

5. Battle of wills Parents fight with child and it goes back and forth – no one gives in Parents fight with child and it goes back and forth – no one gives in Strategies to help prevent this: Strategies to help prevent this: Put things away you don’t want touched Put things away you don’t want touched Positive guidance Positive guidance Give choices – give them some control Give choices – give them some control Redirect the child – attention off the issue Redirect the child – attention off the issue Encourage talking – help them learn to say what they want or feel Encourage talking – help them learn to say what they want or feel

6. 2 years (Terrible?) More emotionally stable – speech and motor skills have improved = less frustration More emotionally stable – speech and motor skills have improved = less frustration Understand more and can wait a bit longer for needs to be met Understand more and can wait a bit longer for needs to be met Expresses love and affection freely Expresses love and affection freely Seeks approval and praise Seeks approval and praise Easier to reason with Easier to reason with Less self-centered Less self-centered

7. 2 ½ years Learning so much, often overwhelmed Learning so much, often overwhelmed Comprehension and desires exceed their physical abilities – blocks get knocked over Comprehension and desires exceed their physical abilities – blocks get knocked over Know what they want to say – not always recognizable by adults Know what they want to say – not always recognizable by adults Strongly want independence – do not want to conform Strongly want independence – do not want to conform

8. 2 ½ continued Independence and immaturity clash Independence and immaturity clash At this age, are stubborn, demanding, and domineering At this age, are stubborn, demanding, and domineering Moods change rapidly: from screaming to loving in no time Moods change rapidly: from screaming to loving in no time Need consistency! Same routines, carried out the same way, everyday. Way of coping with confusing world. Need consistency! Same routines, carried out the same way, everyday. Way of coping with confusing world.

9. Giving Choices How would you deal with the below situations in offering this child a choice: How would you deal with the below situations in offering this child a choice: Luis wants to wear a new top while working in the garden Luis wants to wear a new top while working in the garden John wants to eat candy for breakfast John wants to eat candy for breakfast Bobby wants the toy that Matt is using Bobby wants the toy that Matt is using Katrina wants to take a plastic toy with her to bed Katrina wants to take a plastic toy with her to bed

10. 3 year old Generally happy and cooperative Generally happy and cooperative Learning to be considerate Learning to be considerate More physical capabilities – less frustration More physical capabilities – less frustration More willing to take direction More willing to take direction Will change behavior to get praise – which they want Will change behavior to get praise – which they want Like to talk and better are at it Like to talk and better are at it Can be reasoned with and controlled with words Can be reasoned with and controlled with words

11. 3 ½ years Become very insecure Become very insecure Fears are common Fears are common Afraid of the dark, lions and tigers, monsters, strangers, or loud noises Afraid of the dark, lions and tigers, monsters, strangers, or loud noises May start new habits of self-comfort: thumb sucking, nail biting of nose picking to release tension May start new habits of self-comfort: thumb sucking, nail biting of nose picking to release tension Try to ensure security by controlling environment Try to ensure security by controlling environment

12. Good Morning! 4/23/14 Today’s Agenda: Today’s Agenda: Bell ringer – compare contrast with partner Bell ringer – compare contrast with partner Finish Emotional and Social Development notes Finish Emotional and Social Development notes Complete study guide as review Complete study guide as review

13. Compare/Contrast What are the different ways a 2 year old and a 3 year old might respond to these situations? What are the different ways a 2 year old and a 3 year old might respond to these situations? An adult who wants to help the child with everything An adult who wants to help the child with everything Starting a new child care situation Starting a new child care situation Visiting a parents workplace Visiting a parents workplace

14. Specific emotions Anger – way of reacting to frustration Anger – way of reacting to frustration Expression changes over this stage: Expression changes over this stage: 18 months – kick and scream 18 months – kick and scream 3 years – use words 3 years – use words Target of anger Target of anger 18 months – no specific person or object 18 months – no specific person or object 3 years – likely to aim at person or object they see as responsible for causing frustration 3 years – likely to aim at person or object they see as responsible for causing frustration

15. Anger More frequent in anxious and insecure children More frequent in anxious and insecure children Children who haven't learned self-control Children who haven't learned self-control Children whose parents are overly critical Children whose parents are overly critical Whose parents are inconsistent Whose parents are inconsistent Help them by: Help them by: Making sure demands are limited and reasonable Making sure demands are limited and reasonable Respond in a controlled way Respond in a controlled way

16. Fear Have particular fears at each age Have particular fears at each age 1 year old: high places, strangers, loud noises 1 year old: high places, strangers, loud noises 3 year old: dark, animals and storms 3 year old: dark, animals and storms Can be useful: keep them away from danger Can be useful: keep them away from danger Others will be overcome with development Others will be overcome with development

17. Separation Anxiety Fear of being away from parents or caregivers Fear of being away from parents or caregivers Hard on parents – feel guilty leaving Hard on parents – feel guilty leaving Is a stage they will go through and grow out of Is a stage they will go through and grow out of

18. Coping with separation anxiety Parents can: Parents can: Offer support and understanding Offer support and understanding Encourage child to talk and fears and listen to them Encourage child to talk and fears and listen to them Sometimes accept it and avoid it for awhile, will go away Sometimes accept it and avoid it for awhile, will go away Read books together about a child who experiences fear Read books together about a child who experiences fear Make unfamiliar situations more secure – talk about it or go one time to be familiar – know what to expect Make unfamiliar situations more secure – talk about it or go one time to be familiar – know what to expect

19. Jealousy Shows up sometime in the 2 nd year Shows up sometime in the 2 nd year Parents – may resent affection shown between Parents – may resent affection shown between Siblings – rivalry develops Siblings – rivalry develops New baby New baby Changes in routine or family dynamics Changes in routine or family dynamics Make sure all children know they are loved Make sure all children know they are loved Try to have time with each child individually Try to have time with each child individually Try not to compare children to each other Try not to compare children to each other

20. Love and affection Relationships that children have with others in these years form the basis of their capacity for love and affection later in life. Relationships that children have with others in these years form the basis of their capacity for love and affection later in life. Young children must learn to love Young children must learn to love 1 st – love of those who satisfy their needs 1 st – love of those who satisfy their needs Then grows to siblings, pets, and people outside of their home Then grows to siblings, pets, and people outside of their home Relationship should be strong but not smothering Relationship should be strong but not smothering

21. Individual Differences Remember! Each child is unique! Remember! Each child is unique! Develop emotionally in different ways Develop emotionally in different ways Partly due to experiences – opportunities Partly due to experiences – opportunities Partly due to how many siblings Partly due to how many siblings Partly due to temperament (Intense, perceptive?) Partly due to temperament (Intense, perceptive?) Knowing child’s temperament can help in dealing with behavior (perceptive). Knowing child’s temperament can help in dealing with behavior (perceptive).

22. Developing positive self-concept Self concept – how they see themselves Self concept – how they see themselves Different from self-esteem Different from self-esteem Formed in response to actions, attitudes and comments from others Formed in response to actions, attitudes and comments from others Believe what others say about them, which leads to how they behave – “good”, “bad” Believe what others say about them, which leads to how they behave – “good”, “bad” Help them by letting them master skills Help them by letting them master skills

23. Signs of healthy emotional relationship between parent and child Child seeks approval and praise from parents Child seeks approval and praise from parents Child turns to parents for comfort and help Child turns to parents for comfort and help Child tells parents about significant events so they share in joy or sorrow Child tells parents about significant events so they share in joy or sorrow Child accepts limits and discipline without unusual resistance Child accepts limits and discipline without unusual resistance

24. Review Emotional roller coaster – normal! Emotional roller coaster – normal! Many emotions are developing – know them, how to cope with them, and how to help them through these Many emotions are developing – know them, how to cope with them, and how to help them through these Positive self concept Positive self concept Study guide Study guide

25. Let’s Discuss Annie (2 years old) is in the toy store with her father. From the way she is acting, he thinks she was about to have a temper tantrum. What might he do to prevent it? How should he handle the tantrum is she has one? Annie (2 years old) is in the toy store with her father. From the way she is acting, he thinks she was about to have a temper tantrum. What might he do to prevent it? How should he handle the tantrum is she has one? What can caregivers/parents do to help a child develop a positive self-concept? What can caregivers/parents do to help a child develop a positive self-concept?