1. Social / Emotional Development Infants, Toddlers, and Preschool Children

2. Social / Emotional Development  Type of development involving a person’s disposition, social interactions, and emotions.

3. Focus Question  In what ways might social/emotional development shape a child’s future?”

4. Infant Social/Emotional Development  Disposition – A person’s general mood.  Temperament – The tendency to react in a certain way to events.  Temperament shows by 2-3 months.  Temperament may be inherited and/or due to prenatal conditions & environment.  There are three ratings of temperament:  Flexible/Easy- have regular habits & cheerful  Fearful/Slow to warm up – take more time to adapt  Feisty/Difficult – irregular in habits & withdraw or protest

5. Infant Social/Emotional Development  Good constant care of difficult babies may make them happier. (cuddling, extra holding & soothing)  Ease feisty/difficult babies into new situations (transitions)  By 1st year social development is well underway.  Babies are born with tools for social development.  Listen to human voices  Like to look at people’s faces  Understand social messages by body language  Initiating social contact comes with better creeping and better arm and hand control.  Infants learn from older children how to act.

6. Temperament Reflection  http://www.youtube.com/watch?v=1EcA9mgx Bwk http://www.youtube.com/watch?v=1EcA9mgx Bwk http://www.youtube.com/watch?v=1EcA9mgx Bwk  What temperament you believe yourself to have ?  How might understanding the different temperaments help us in our lives?

7. Trust  Write down the word trust.  What does trust mean to you?  What does trust have to do with development?  How might learning trust help children develop socially and emotionally?

8.  When babies are loved and cared for they learn to understand and trust others.  How does this relate to Abraham Maslow’s theory of Human Needs?

9. Bonding & Attachment  Bonding and attachment are terms used for two loving relationships between parents and babies. RelationshipTerm Used Parents come to love their babies after birth Parents Baby Bonding Babies whose needs are met come to love their parents. Children realize this tie after six months of age. Baby Parents Attachment

10. Development of Attachment Behaviors Decker, Celia Anita, Children The Early Years. Illinois: The Goodheart Wilcox Company, Inc., 2004. Approximate AgeAttachment Behaviors 1 monthBaby can recognize familiar and unfamiliar voices. 2 weeks to 2 monthsBaby smiles. 3 months Baby gives joyful movements, such as kicks, coos, and gurgles. Baby may even laugh. 4-5 months Baby becomes still and breathing becomes shallow when unknown people are close. 7-8 months Baby cries when a stranger is nearby or when the baby is left alone.

11. Erik Erikson  Developed a theory that said an individual has a psychosocial task to master during each of the eight stages of social emotional development.

12. Erikson’s Theory  8 Stages  First three stages pertain to early childhood  Basic Trust vs. Mistrust (Infancy)  Consistency of having needs met world is seen as a reliable place and infant develops sense of trust.

13. Erikson’s Theory (Cont.)  Autonomy vs. shame and doubt (Toddler)  Toddler seeks autonomy to use new skills and knowledge.  Seek control over whether to rely on others.  Leads to self pride.  Failure to achieve leads to feelings of shame and self-doubt.

14. Erikson’s Theory (cont.)  Initiative vs. guilt (Preschool)  Preschoolers have growing abilities.  Begin trying new things on own initiative.  Sense of initiative learned leads to ambition and purpose.  Too many failures and negative responses lead to guilt and fear of trying new things.

15. Erikson’s Theory (cont.)  Industry vs. inferiority (Middle childhood)  Identity vs. role confusion (Adolescence)  Intimacy vs. isolation (Early to Mid adulthood)  Generativity vs. stagnation (Mid Life)  Integrity vs. despair (Elderly Years)

16. Promoting Autonomy and Initiative  Allow children to feel safe and encouraged to explore materials & relationships with peers & adults.  Make children feel important & valued.  Give responsibility they can handle  Let them make decisions and have a sense of control.

17. Promoting Autonomy and Initiative  Help children learn to handle their feelings in acceptable socially appropriate ways.  Let children know what is expected of them to minimize frustration and let them learn from their mistakes.