Emotional
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This document discusses responding to the emotional needs of children. It outlines stages of emotional development and why children experience emotional outbursts. It recommends responding with empathy, removing children from situations if needed, and allowing them to express emotions through play, art, music and talking about their feelings. Labeling feelings through games helps children identify and communicate emotions. Building trust is key to helping children open up about their own feelings. Caregivers should be sensitive to children's communication styles and monitor them for signs of distress.
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This document provides examples of symbolic play that young children ages 0-36 months can engage in to develop their symbolic thinking abilities. It describes pretending objects like bananas or toy phones are used for communication. Other examples include using chairs to build a pretend car and going to pretend locations like stores, pretending to groom stuffed animals as a pet owner and groomer would, pretending to make and eat sand cakes in the playground, and engaging in pretend doctor's visits. The goal is for children to learn by using actions and objects to represent other ideas.
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When assessing infants and toddlers, important early developing milestones include visual tracking, auditory localization skills, cause and effect skills, object permanence, and means to end skills. Visual tracking can be assessed using a toy like a visual tracking tube. Auditory localization is assessed by observing if an infant localizes to sounds. Cause and effect toys like a musical piano that plays when kicked can assess if an infant understands their actions cause responses. Object permanence is assessed by hiding an object and seeing if the infant searches for it. The PLS-4 assessment uses appropriate toys like balls and toys to elicit skills and vocalizations in infants and toddlers ages birth to 2 years 11 months.
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Please LIKE my page! http://facebook.com/NawrasAlHalabi
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Please LIKE my page! http://facebook.com/NawrasAlHalabi
2014
Faculty of medicine of Syrian Private University.
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Emotion ppt
Emotion is a complex psycho-physiological experience of an individual's state of mind as interacting with biochemical (internal) and environmental (external) influences.
James-Lange Theory:
The James-Lange theory of emotion argues that an event causes physiological arousal first and then we interpret this arousal. Only after our interpretation of the arousal can we experience emotion. If the arousal is not noticed or is not given any thought, then we will not experience any emotion based on this event.
EXAMPLE: You are walking down a dark alley late at night. You hear footsteps behind you and you begin to tremble, your heart beats faster, and your breathing deepens. You notice these physiological changes and interpret them as your body's preparation for a fearful situation. You then experience fear.
Cannon-Bard Theory:
EXAMPLE: You are walking down a dark alley late at night. You hear footsteps behind you and you begin to tremble, your heart beats faster, and your breathing deepens. At the same time as these physiological changes occur you also experience the emotion of fear.
Schachter-Singer Theory:
EXAMPLE: You are walking down a dark alley late at night. You hear footsteps behind you and you begin to tremble, your heart beats faster, and your breathing deepens. Upon noticing this arousal you realize that is comes from the fact that you are walking down a dark alley by yourself. This behavior is dangerous and therefore you feel the emotion of fear.
Facial Feedback Theory
EXAMPLE: You are walking down a dark alley late at night. You hear footsteps behind you and your eyes widen, your teeth clench and your brain interprets these facial changes as the expression of fear. Therefore you experience the emotion of fear.
Positive Emotions:
Love is a very basic and necessary emotion. If a child is nurtured in a loving family where all members respect and love each other, he or she will develop into an adult who behaves in a manner similar to the behavioral patterns that he or she learned as a child.
Negative Emotions:
If the child is raised in an atmosphere of anger and hostility, that child will develop into a very troubled adult who thinks that angry and hostile feelings are normal.
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68 DOMESTICVIOLENCE EXCHANGESEPTEMBEROCTOBER20.docx
68 DOMESTIC VIOLENCE
EXCHANGE SEPTEMBER/OCTOBER 2010
In 1980, Karen Stephens became director
of Illinois State University Child Care Center
and instructor in child development for ISU
Family and Consumer Sciences. She is
author of the electronic parent newsletter,
“Parenting Exchange” located at
www.ChildCareExchange.com.
Fostering resilience in children
exposed to domestic violence
Practical strategies EC staff can put into action
by Karen Stephens
Whether staff realizes it or not, early
childhood programs are not just fun and
engaging places for children to play and
learn. For some children, our programs
are bonafide daytime havens from
turmoil. I’m speaking specifically about
those children who find themselves in
the cross-fire of violence between the
people they love most in the world —
their own family members. The vio-
lence might be verbal intimidation and
humiliation, or a combination of verbal
and physical attack. Either way, it’s terri-
fying for the children witnessing assault
behind closed doors. Whether violent
episodes in the home are a one-time
occurrence — or a long time, repeated
pattern of family dysfunction — the
fallout of violence leaves a mark on
children’s emotional spirit and overall
development, including typical brain
development.
Children enmeshed in violence don’t
experience a relaxed, predictable, or
trusting home life. In fact, children
exposed to home violence often experi-
ence symptoms of post-traumatic stress
disorder (PTSD) just as adults do after
enduring violence. Domestic violence
robs children of their childhood. And
while early childhood staff can’t erase
the effects of violence on children’s
individual make-up, they can become
a positive mediating factor. By nurtur-
ing children’s ability to rebound from
challenges, early childhood profession-
als can help children become resilient,
despite their early experiences with
trauma.
To become an effective ‘resilience factor’
for children, we must be aware of the
effects of violence on children. Early
childhood staff — especially classroom
teachers and caregivers — need to be
alert to symptoms that suggest children
may feel under siege in their own home.
With that knowledge, we can make
specific adjustments in our classrooms
and programs to increase children’s re-
silience. If we do so with intentional and
consistent effort, we can help trauma-
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secure, and hopeful about life, despite
their personal experience with family
violence. We can be an intervention to
show children an alternative view of
human interaction that is characterized
by dignified interactions and respectful
conflict resolution. It’s another side of
life they desperately need to believe in.
Children’s behavioral clues
indicating trauma due to
domestic violence
Following are some symptoms early
childhood staff might observe. A cluster
of behaviors should be considered a ‘re.
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