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INTRODUCTION 1
As newborns, we were not empty-headed organisms. We cried,
kicked, coughed, sucked, saw, heard, and tasted. We slept a lot
and occasionallyn we smiled, althought the meaning of our
smiles was not entirely clear. We crawled and then we walked,
a journey of a thousand miles beginning with a single step.
Sometimes we conformed, sometimes others conformed to us.
Our development was a continuous creation of complex forms,
and our helpless kind demanded the meeting eyes of love. We
split the univerese into two halves: “me and not me.” And we
juggled the need to curb our own will with becoming what we
could will freely. (Santrock, 2002)
3. The first three years in human development. They are so
called Formative years that is why, parents and other
caregivers at this stage of human development play a
significant role in development of infants and toddlers.
As the poem says “ Children Learn What They Live”. It
expresses, the kind of environment that the parents produce
determines to a very great extent the quality of the development
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THE FORMATIVE YEARS
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4. ATTACHMENT
Social phenomenon of attachment.
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Dr. John Bowly
(The father of attachment theory). States that the beginning of attachment
occur within the first six months of a baby’s life with the variety of built-in
signals the baby uses to keep her caregiver engaged.
“Einstein Never Used Flash Cards”
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2003 by Kathy Hirsh- Pasek , Ph.D. and Roberta Michnick Golinkoff, Ph.D.
5. “EINSTEIN NEVER USED FLASH
CARDS”
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What is absolutely central to babies’ emotional well-being is not so much
feeding but consistent involvement of caregivers.
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Children who have good attachment relationships as infants make better
adjustments in a number of areas in future life.
Infants attach to more than one caregiver.
Parents matter and children are attached to parents even when children are in
child care.
Parents and caregivers help children regulate their emotion.
6. TEMPERAMENT
Temperament is a word that “captures the
ways that people differ, even at birth , in such
things as their emotional reactions, activity
level, attention span, persistence, and ability to
regulate their emotions.
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7. NINE TEMPERAMENT
CATEGORIES
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Approach to new situations
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Distractibility
Child's attention span
Rhythmicity of children
Mood
Threshold for distress
Activity level
Adaptibility of each child
Intensity of response
8. TEMPERAMENT TRAITS
Alexander Thomas and Stella
Chess
Larana
University
|
2024
DIFFICULT
CHILD
Difficult temperament describes children who are characterized by negative
mood, withdrawal, low adaptability, high intensity, and low regularity
EASY CHILD
Children with this temperament tend to be easy-going, happy, calm, and
adaptable, and have regular sleeping and eating habits.
SLOW-TO WARM-UP
CHILD
“slow-to-warm-up” temperament are especially shy, cautious, and wary of the
unfamiliar. They prefer observing before slowly joining in. They often struggle
with transitions, such as ending one activity and starting another.
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THE EMERGENCE OF THE
MORAL SELF
A sense of morality presupposes awareness
of the existence of moral standards and the
ability to evaluate oneself against standards.
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THE EMERGENCE OF THE
MORAL SELF
Children who aren’t capable of self-evaluation
and self-description don’t have the capacity to
experience a sense of shame and remorse.
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THE EMERGENCE OF THE
MORAL SELF
It is not suprising when babies show their
parents they have done something wrong
sometimes even with laughter or at other
times with no particular emotion.
12. THE DEVELOPMENT OF
EMOTIONS
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Early Infancy (birth-six months)
It is not clear whether infants actually experience emotions, or if
adults, using adult facial expressions as the standard, simply
superimpose their own understanding of the meaning of infant facial
expressions.
Later Infancy months (7-12)
during the last half of the first year, infants begin expressing fear,
disgust, and anger because of the maturation of cognitive abilities.
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14. INTRODUCTION
During the second year. infants express
emotions of shame or embarrassment and
pride.
These emotions mature in all children and
adults contribute to their development.
15. EMOTIONAL
UNDERSTANDING
During this stage of development,toddlers acquire
language and are learning to verbally express their feeling.
This ability, rudimentary as it is during early toddlerhood,
is the first step in the development of emotional
self-regulation skills.
16. • Skills such as taking a first step,
smiling for the first time, and waving
“bye-bye” are called developmental
milestones. Developmental
milestones are things most children
can do by a certain age. Children
reach milestones in how they play,
learn, speak, behave, and move (like
crawling, walking, or jumping).
17. EMPATHY
Requires that children read others
emotional cuss understand that
other people are entities distinct from
themselves.
18. • Erik Erikson was a German-American
he is known for psychosocial development
• Born on June 15,1902
• Died on May 12,1994
19. PSYCHOSOCIAL THEORY (ERIKSON)
EXPLANATION
• The theory of psychosocial
development by Erik Erikson
and includes Eight stages of
personality development.
• at each stage, a person faces a
certain conflict and as a results
develops a particular quality or
skills.
• TRUST VS. MISTRUST
• AUTONOMY VS. SHAME AND DOUBT
• INIATIVE VS. GUILT
• INDUSTRY VS. INFERIORITY
• IDENTITY VS. ROLE CONFUSION
• INTIMACY VS. ISOLATION
• GENERATIVITY VS. SATGNATION
• EGO IDENTITY VS. DESPAIR
8 STAGES
20. ( )
DEFINITION EXAMPLE
• During this stage, infants are
confronted with the challenge of
establishing trust in their
caregivers and the world around
them or developing a sense of
mistrust and insecurity. The main
question of this stage is “Can I
trust the people around me ?”
(ERICKSON 1963)
• An infant who is fed
regularly and confronted
when upset will learn to
trust their caregivers and
the world around them they
develop a sense of security
an confidence in their
environment.
21. AGE RANGE 1- 3 YEARS OLD
• during this stage, children build
autonomy and authority over their
surroundings. they are gaining the
power to make decisions and
take risks. This stages challenges
balancing the desire for
autonomy with the need for adult
guidance and support
• when young child learn to dress
themselves, they often want to
choose, their own chlotes and even if
their choices is not ideal for an adult.
allowing them to make this choices
and dress will give them a sense of
independence and control over on
their own lives .
DEFINITION
EXAMPLE
