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Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
Parent roles   meghann collins
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Parent roles meghann collins

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  • 1. The Role of the Parents in Emotional and Social Development in Preschool Children Meghann Collins University of Central Florida
  • 2. Why Social and Emotional Development?
    • Brain researchers have found that preschool years are a critical developmental transition period, and social and emotional intelligence play a crucial role in learning and growth.
    • Studies have shown that young children’s social and emotional competence can be used as a major predictor of academic achievement.
      • It can also be a protective factor in low-income children, where children who can effectively handle emotions or behaviors are likely to do better academically despite multiple stressors.
    • A lack of social attachments in childhood may lead to loneliness later in life, which is associated with physical, social, and psychological consequences.
    • Children often need adult guidance as they develop socially and emotionally.
    • (Willis & Schiller, 2011; Rosenthal & Gatt, 2010; Lawhon & Lawhon, 2000)
  • 3. Emotional Development Overview
    • Children make important strides towards emotional competence between ages 2 and 6.
    • Preschoolers gain in emotional understanding and, as a result, are able to talk about feelings and respond appropriately to emotional signals of others.
    • Preschoolers also become better at emotional regulation, such as coping with negative emotion.
    • Parenting has a strong influence on development of emotional competence.
            • (Berk, 2007)
  • 4. Emotional Understanding
    • Preschool children begin to identify causes, consequences, and behavioral signs of emotion.
    • Preschoolers can also predict what a playmate expressing a certain emotion, such as anger, might do next.
      • They realize that thinking and feeling are interconnected (i.e. someone reminded of a sad experience is likely to feel sad).
    • They come up with effective ways to relieve another’s negative feelings. For instance, a child may hug someone who is feeling sad to reduce that feeling.
    • However, interpreting situations that offer conflicting cues about how a person is feeling can be difficult.
      • When shown a picture of a happy-faced child with a broken bicycle, preschool children focus on the most obvious aspect of the emotional situation and conclude that the child is happy
      • (Berk, 2007)
  • 5. Parental Influences on Emotional Understanding
    • When parents frequently acknowledge child’s emotional reactions and talk about diverse emotions, the child is better able to judge others’ emotions.
    • Secure attachment with mother and trusting relationship leads to better understanding of emotion.
      • Secure attachment is related to richer conversations about feelings.
      • Secure attachment is formed during infancy and involves the parent being the “secure base” for the child, which will ultimately create the foundation for future relationships and social competency.
      • (Berk, 2007; Tanyel, 2009)
  • 6. Emotional Regulation
    • Emotional regulation is an effort to adjust our emotional state to a comfortable level of intensity, through managing, inhibiting, enhancing, or modulating emotions.
    • Young children begin to develop an awareness of self as separate from the surrounding world and this self-awareness is the foundation for emotional regulation.
    • Language also contributes to improved emotional regulation.
      • By age 3 to 4, children verbalize a variety of ways to adjust their emotional arousal to a more comfortable level.
    • Temperament can affect emotional regulation.
      • Children who experience emotions more intensely find it harder to inhibit feelings and manage emotions.
          • (Berk, 2007; Tanyel, 2009)
  • 7. Parental Influences on Emotional Regulation
    • Development of a trusting relationship and secure attachment is important in developing a child’s emotional regulation.
    • Preschoolers learn strategies for regulating emotion by watching adults as they regulate their emotions.
    • Parents who are warm and patient and suggest and explain strategies for regulating feelings can strengthen the child’s ability to handle stress.
    • (Berk, 2007; Tanyel, 2009)
  • 8. Relationship Activity
    • Think of someone who was really special to you when you were growing up.
    • What made you think of this person?
    • What did they do that made them important or special to you?
  • 9. Social Development Overview
    • Universally, children desire to have a friend, playmate, and loved one, and they also want to be a part of a family or group.
      • “ Every child needs one person who is crazy about him.” - Uri Bronfenbrenner
    • As children become increasingly self-aware and better at communicating and understanding the thoughts and feelings of others, they become more skillful at interacting with peers.
    • Peers provide children with unique learning experiences. Because they interact on equal footing, children must work at cooperating, keeping conversation, and setting goals in play.
    • (Berk, 2007)
  • 10. Social Skill Development
    • Some important skills for social development:
      • Confidence
      • Curiosity
      • Self-control
      • Cooperation
      • Communication
      • Relatedness
      • Intentionality
    • Confidence, self-control, and communication form the foundation for the other skills to build upon.
    • It is important for parents to foster these skills by modeling and talking about them.
    • (Willis & Schiller, 2011)
  • 11. Friendships
    • Friendships serve as important contexts for social and emotional development.
    • For preschoolers, a friend is someone “who likes you” and someone you play with a lot; it is not a long-term relationship.
    • Interactions between friends include reinforcement or praise for behaviors, emotional expressions, such as laughing and looking at each other, and social support.
    • Friendships can help children integrate into the learning environment once they enter kindergarten.
    (Berk, 2007)
  • 12. Parental Influences on Social Development
    • Children first acquire skills for interacting with peers through interacting with family.
    • Preschoolers whose parents arrange play opportunities tend to be more socially skilled.
    • Sensitive and emotionally expressive communication linked with secure attachment and a trusting relationship with parents may be responsible for more responsive, harmonious peer interactions in children.
    • Highly involved, emotionally positive, cooperative play between parent and child is associated with peer acceptance, social skills, and positive peer relations.
    • (Berk, 2007)
  • 13. Parents
    • A common theme among parental influences on child social and emotional development: Establish a secure and trusting relationship!
    • Trusting relationships are the foundation for emotional and social learning and development.
  • 14. Supporting Emotional and Social Development
    • Spend time with individual children several times a day and adapt to their moods.
    • Read books that contain emotional vocabulary and situations and demonstrate emotional regulation and expression.
    • When your child has trouble expressing feelings, clarify or elaborate on their intentions.
    • Establish a predictable environment and keep the order of routines the same every day.
    • Show empathy to help your child develop self-calming strategies.
    • (Tanyel, 2009)
  • 15. Tips for Encouraging Your Child
    • Get your child’s attention.
    • Use behavior specific language.
    • Keep it simple - avoid combining encouragement with criticism.
    • Encourage with enthusiasm.
    • Double the impact with physical warmth.
    • Use positive comments and encouragement with your child in front of others.
      • (Center, n.d.)
  • 16. Play!
    • Follow your child’s lead.
    • Wait, watch, and then join your child’s play.
    • Talk, talk, talk about what your child is doing.
    • Encourage your child’s creativity.
    • Watch for your child’s cues.
    • Avoid power struggles.
    • Have fun together!
    • http://www.naeyc.org/play/parents
            • (Center, n.d.)
  • 17. Social Skills to Look for During Play
    • Gives suggestions (“Let’s play!”)
    • Shares toys and other materials
    • Takes turns
    • Is helpful
    • Gives compliments
    • Understands how and when to give an apology
    • (Center, n.d.)
  • 18. Homework
    • List 5 things that you will do in the next week to help build a positive relationship with your child. Things that will make your child feel really special!
    • Visit the CSEFEL website for great resources for parents!
  • 19. Questions or Comments?
  • 20. Resources
    • Berk, L. E. (2007). Development through the lifespan (4th ed.). Boston: Allyn & Bacon.
    • Center on the Social and Emotional Foundations for Early Learning (n.d.). “Parent training modules.” Retrieved from http://csefel.vanderbilt.edu/resources/training_parent.html .
    • Lawhon, T., & Lawhon, D. C. (2000). Promoting social skills in young children. Early Childhood Education Journal, 28 (2), 105-110.
    • Rosenthal, M. K., & Gatt, L. (2010). ‘Learning to live together’: Training early childhood educators to promote socio-emotional competence of toddlers and pre-school children. European Early Childhood Education Research Journal, 18, 373-390.
    • Tanyel, N. E. (2009). Emotional regulation: Developing toddlers’ social competence. Dimensions of Early Childhood, 37, 10-14.
    • Willis, C. A., & Schiller P. (2011). Preschoolers’ social skills steer life success. Young Children, 66, 42-29.

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