Social emotional

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Social emotional

  1. 1. Social-Emotional Domain<br />California Infant/Toddler Learning and Development Foundations (2009)<br />Teaching Strategies, CDA Training (1999)<br />Feeny, Christensen, Moravcik (2001) Who Am I in the Lives of Children<br />
  2. 2. Social Domain<br />How children relate to others<br />How children make moral decisions<br />
  3. 3. Emotional Domain<br />How children learn to trust<br />How children recognize and express their feelings<br />How children understand and accept who they are<br />
  4. 4. Social Development<br />Helping children learn to get along with others<br />Helping children understand and express their feelings and respect those of others<br />Providing an environment and experiences that help children develop social skills<br />
  5. 5. Influences<br />Increased knowledge about self and others<br />Influenced by <br />Experiences and relationships that child have with significant adults in their lives<br />Cognitive development<br />
  6. 6. Cognition Effects Social Development<br />Move from being egocentric – seeing the world from one’s one perspective<br />Growing ability to understand how other people think and feel<br />Increased understanding of cause and effect – connections between actions and consequences<br />Change from concrete thinking to abstract thinking<br />Understanding complex concepts like multiple relationships (mother is wife, daughter, aunt)<br />
  7. 7. Social Competence: Infants<br />Forges strong bonds with adults<br />Develops trust<br />Develops connection to secure attachment figure<br />Begins to orient to people in the environment<br />Becomes socially responsive<br />Participates in games like peek-a-boo<br />Becomes selective about who they response to<br />Sometimes responds to another’s distress<br />
  8. 8. Social Competence: Toddlers<br />Concerned about the presence of principal attachment figure<br />Prefers to play along with the exclusive attention of favorite adults (solitary play)<br />Begins to enjoy nearby company of other children in play (parallel play)<br />Tries to do something for a distressed person – patting<br />Makes vocal exchanges in social play – turn-taking, social imitation, conflicts over toys<br />Begins to develop genuine friendship<br />
  9. 9. Social Competence<br />The ability to initiate and maintain satisfying, reciprocal relationships with peers and adults. <br />Children who lack social competence are at risk<br />academic failure <br />dropping out of school <br />delinquency<br />mental health problems<br />
  10. 10. Emotional Development<br />Develop as individuals who have:<br />Characteristic needs<br />Ways of expressing feelings<br />Perceptions of themselves<br />Develop a sense of <br />Identity<br />Self esteem<br />Impulse control<br />Capacity for autonomous responses<br />Influenced by experience<br />
  11. 11. Milestones of Emotional Development: Infant<br />Signals need with crying and gazing<br />Establishes attachment to primary caregiver<br />Expresses a wide range of emotions through body movements and facial expressions<br />Cannot tolerate frustration or control impulses<br />Develops stranger anxiety between 6-9 months<br />Amiable from 1 year<br />
  12. 12. Emotional Development: Toddlers<br />Vociferous and demanding at 2<br />Calmer and more sociable at 3<br />Begins to assert self strongly<br />Can seem stubbornly self-centered and resistant to change<br />Has little control of impulses<br />Easily frustrated<br />
  13. 13. Social-Emotional Development Foundations<br />A child’s experience, expression, and management of emotions<br />The ability to establish positive and rewarding relationships with others<br />California Infant/Toddler Learning and Development Foundations, 2009<br />
  14. 14. Social-Emotional Ability<br />The child is able to:<br />Identify and understand one’s own feelings<br />Accurately read and comprehend emotional states of others<br />Manage strong emotions and their expressions in a constructive manner<br />Regulate one’s own behavior<br />Develop empathy for others<br />Establish and maintain relationships<br />California Infant/Toddler Learning and Development Foundations, 2009<br />
  15. 15. Responsive Caregiving<br />Supports infants in beginning to regulate emotions<br />Helps infants develop a sense of predictability, safety, and responsiveness<br />Form early relationships that are nurturing, stable, and consistent<br />“High quality relationships increase the likelihood of positive outcomes in young children” (p. 8)<br />California Infant/Toddler Learning and Development Foundations, 2009<br />
  16. 16. Emotion and Cognition<br />Contributes ability to pay attention, make decisions, and focus on learning<br />Influence a young child’s ability to <br />persist in goal-oriented activity<br />Seek help when it is needed<br />Participate in and benefit from relationships<br />California Infant/Toddler Learning and Development Foundations, 2009<br />
  17. 17. Social-Emotional Foundations<br />Interactions with Adults<br />The developing ability to respond to and engage with adults (See Examples: pp.14-15)<br />Relationships with Adults<br />The development of close relationships with certain adults who provide consistent nurturance (See Examples: pp.16-17)<br />California Infant/Toddler Learning and Development Foundations, 2009<br />
  18. 18. Foundations<br />Interactions with Peers<br />The developing ability to respond to and engage with other children (See Examples: pp.18-19)<br />Relationships with Peers<br />The development of relationships with certain peers through interactions over time (p. 20)<br />Identity of Self in Relation to Others (pp. 21-22)<br />The developing concept that the child is an individual operating within social relationships<br />California Infant/Toddler Learning and Development Foundations, 2009<br />
  19. 19. Foundations<br />Recognition of Ability<br />The developing understanding that the child can take action to influence the environment (See Examples: pp. 23-24)<br />Expression of Emotion(See Examples: pp. 25-26)<br />The developing ability to express a variety of feelings through facial expressions, movements, gestures, sounds, or words<br />Empathy<br />The developing ability to share in the emotional experiences of others (See Examples: pp. 27-28)<br />California Infant/Toddler Learning and Development Foundations, 2009<br />
  20. 20. Foundations<br />Emotion Regulation<br />The developing ability to manage emotional responses, with assistance from others and independently. (See Examples: pp. 29-30)<br />Impulse Control<br />The developing capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according to social expectations, including safety rules. (See Examples: pp. 31-32)<br />California Infant/Toddler Learning and Development Foundations, 2009<br />
  21. 21. Foundations<br />Social Understanding<br />The developing understanding of the responses, communication, emotional expressions, and actions of other people. (See Examples: pp. 33-34)<br />California Infant/Toddler Learning and Development Foundations, 2009<br />
  22. 22. Resources<br />California Infant/Toddler Learning and Development Foundations (2009). <br />Feeny, Christensen, & Moravcik (2001). Who am I in the Lives of Children?<br />Teaching Strategies (1999). Caring for Infants and Toddlers<br />Bodrova& Leong, 2005, The Whole Child. Educational Leadership <br />

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