module14: Socio-emotional development of Infants and toodlers
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The socio-emotional development of infants and toddlers occurs through intrapersonal and interpersonal relationships. Intrapersonally, infants begin to develop self-awareness, emotions, and gender identity between birth and 3 months of age. Interpersonally, attachment develops as infants smile at and can be comforted by familiar adults by 3-6 months. Between 6-9 months, infants express different emotions, distinguish friends from strangers, and respond to language and gestures. Imitation and self-regulation become more important from 9-12 months as infants mimic actions and show anxiety when separated from caregivers.
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Socio emotional development of infants and toddlers
The document discusses socio-emotional development from infancy through early childhood. It describes the key milestones in socio-emotional development that most children reach between birth and 4 years old, including developing the ability to recognize and express basic emotions, engage in social interactions, gain self-awareness and self-regulation skills, and explore pretend play and independent activities. The caregiver's role in properly responding to an infant's needs and cues is also emphasized as important for healthy socio-emotional growth.
Socio-emotional Development of Toddlers and Infants
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social emotional development of the infants and toddlers
This document discusses social-emotional development in infants and toddlers. It describes how temperament, which refers to individual differences in emotional reactivity, can impact psychological adjustment. The first three years are critical as parents shape children's emotional styles. Temperament types include easy, difficult, and slow-to-warm-up. Infants develop emotions like stranger anxiety and separation anxiety between 6-9 months. Erikson's stages of trust versus mistrust and autonomy versus shame and doubt are also reviewed. Common toddler emotions include affection, fear, anxiety, and anger which can lead to temper tantrums.
Socio emotional development of infants and toddlers
This document discusses socio-emotional development in young children. It refers to a child's ability to form relationships, regulate emotions, and learn about their environment in a culturally appropriate context. The first three years of life are particularly important for development as attachments form and temperament emerges. Key aspects of socio-emotional development include attachment to caregivers, temperament, and the development of moral understanding. Attachment provides emotional security for infants through responsive caregiving. A child's temperament, or inborn personality traits, also influence their socio-emotional development. Around ages 2 to 3, children begin to self-evaluate and develop a sense of right and wrong.
middle childhood
Middle childhood, between ages 6-12, involves significant physical, cognitive, and socio-emotional development. Physically, children experience steady growth in height and weight and motor skills improve. Cognitively, they progress from concrete to more abstract thought. Socio-emotionally, peer relationships become important as children's self-concept and understanding of themselves and others develops. The support of family and teachers is important during this stage of learning and social development.
Cognitive development of infants and toddlers
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The document discusses physical development in infants and toddlers. It covers topics like cephalocaudal and proximodistal growth, height and weight changes, brain development including myelination, motor development from reflexes to gross and fine motor skills, and sensory and perceptual development in the five senses. Key points are that an infant's brain grows rapidly in the first two years and connections are pruned based on experiences, gross motor skills progress from lifting heads to walking, and fine motor skills allow precise hand and finger coordination.
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This document summarizes the physical development of infants and toddlers. It discusses the major areas of development from birth to age 2 including:
- Cephalocaudal and proximodistal motor development which describes how infants develop control of their upper body before lower body.
- Important milestones in gross and fine motor skills like grasping, rolling over, sitting, crawling, walking and hand-eye coordination.
- Rapid brain development and myelination which increases neural connections and speed of information processing.
- Emergence of reflexes in newborns and their purpose in survival before voluntary control.
The document outlines physical, sensory, language and cognitive skills infants and toddlers typically acquire at
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Socio emotional development of infants and toddlers
The document discusses socio-emotional development from infancy through early childhood. It describes the key milestones in socio-emotional development that most children reach between birth and 4 years old, including developing the ability to recognize and express basic emotions, engage in social interactions, gain self-awareness and self-regulation skills, and explore pretend play and independent activities. The caregiver's role in properly responding to an infant's needs and cues is also emphasized as important for healthy socio-emotional growth.
Socio-emotional Development of Toddlers and Infants
has something to do with the development of a person’s ability to master one’s emotions and the ability to relate to others.
social emotional development of the infants and toddlers
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Socio emotional development of infants and toddlers
This document discusses socio-emotional development in young children. It refers to a child's ability to form relationships, regulate emotions, and learn about their environment in a culturally appropriate context. The first three years of life are particularly important for development as attachments form and temperament emerges. Key aspects of socio-emotional development include attachment to caregivers, temperament, and the development of moral understanding. Attachment provides emotional security for infants through responsive caregiving. A child's temperament, or inborn personality traits, also influence their socio-emotional development. Around ages 2 to 3, children begin to self-evaluate and develop a sense of right and wrong.
middle childhood
Middle childhood, between ages 6-12, involves significant physical, cognitive, and socio-emotional development. Physically, children experience steady growth in height and weight and motor skills improve. Cognitively, they progress from concrete to more abstract thought. Socio-emotionally, peer relationships become important as children's self-concept and understanding of themselves and others develops. The support of family and teachers is important during this stage of learning and social development.
Cognitive development of infants and toddlers
It talks about how Infants psychological processes involved in thinking and knowing develop into young children.
Physical development of infants and toddlerhood
The document discusses physical development in infants and toddlers. It covers topics like cephalocaudal and proximodistal growth, height and weight changes, brain development including myelination, motor development from reflexes to gross and fine motor skills, and sensory and perceptual development in the five senses. Key points are that an infant's brain grows rapidly in the first two years and connections are pruned based on experiences, gross motor skills progress from lifting heads to walking, and fine motor skills allow precise hand and finger coordination.
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This document summarizes the physical development of infants and toddlers. It discusses the major areas of development from birth to age 2 including:
- Cephalocaudal and proximodistal motor development which describes how infants develop control of their upper body before lower body.
- Important milestones in gross and fine motor skills like grasping, rolling over, sitting, crawling, walking and hand-eye coordination.
- Rapid brain development and myelination which increases neural connections and speed of information processing.
- Emergence of reflexes in newborns and their purpose in survival before voluntary control.
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During the sensorimotor stage from birth to age 2, infants' cognitive development involves learning through their senses and motor skills. They progress from simple reflexes to more complex skills like object permanence, means-end understanding, and symbolic thought. Piaget's theory describes 6 substages as infants learn to coordinate vision, grasping, and other abilities to explore the world and mentally represent problems. By 18-24 months, infants can imitate behaviors and engage in pretend play using internal mental representations.
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1. Erikson's theory of psychosocial development which outlines 8 stages from infancy to adulthood centered around resolving crises of trust, autonomy, initiative, industry and more.
2. Bandura's social learning theory which emphasizes observational learning and reinforcement. It involves attention, retention, reproduction, and motivation.
3. Kohlberg's theory of moral development has 3 levels from obedience to social order and justice. It examines how children's understanding of morality progresses through 6 stages from punishment avoidance to upholding laws and ethical principles.
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There is nothing in a caterpillar that tells you
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--Buckminter Fuller
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1. Research is important for teachers as both consumers of research to inform their teaching practices, and as researchers themselves to study their classrooms.
2. The scientific method provides a framework for conducting valid research through identifying problems, forming hypotheses, collecting data, drawing conclusions, and applying findings.
3. Various research designs are described, including case studies, correlational studies, experiments, naturalistic observations, longitudinal studies, and more.
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The document discusses two theories of neo-behaviorism: Tolman's purposive behaviorism introduced concepts like cognitive maps and latent learning, rejecting the idea that reinforcement is necessary for learning; Bandura's social learning theory emphasized observational learning and modeling, introducing cognitive factors and stating that learning can occur without an immediate behavior change. Both theorists sought to address limitations of behaviorism by incorporating cognitive elements into learning explanations.
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Social, Moral, and Emotional Development (module 3)
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Unit 3 revision powerpoint
This document discusses human development across the lifespan from infancy to later adulthood. It covers the main stages of life and focuses on physical, intellectual, emotional and social development at each stage. Key milestones are provided for growth in areas such as motor skills, language, self-identity and social interactions as individuals progress from childhood to adolescence to adulthood. The document also examines changes that occur during puberty and aging and how maturity develops in relationships, independence, and work roles over one's lifetime.
Interaction
Social interaction and parental interaction are important for child development in several key areas:
Parental interactions that involve playing, reading, and hands-on activities with children can positively impact development, while neglect or ignoring children can hinder development. Research also shows that lack of socialization with others can lead to issues like speech problems or difficulty socializing. As children develop social skills, they learn to share, cooperate with others, and respect property, while developing communication, cognitive, and motor abilities. Important social interactions help children establish identity, learn social expectations, and provide learning opportunities that affect future education and career prospects.
The Nature of Personality
Personality is the key to adjustment and mental health. A healthy, well-developed and well-integrated personality is a guarantee of effective adjustments.”
-Alexander Schneiders
Interaction
The document discusses the importance of social interactions for child development from birth through age 5. It states that social interactions help children establish identity, learn appropriate social behaviors, and develop communication, cognitive, and motor skills. The document outlines key social and emotional milestones for each age group, such as smiling and laughing as infants, parallel play as toddlers, and developing friendships among peers at age 4-5. It emphasizes that parental interactions and socialization are crucial for healthy development, while social isolation can cause issues.
The nature of personality
This document discusses personality development from infancy through adolescence. It describes the key stages of development from birth to age 12 and the changes that occur physically, mentally, socially, and emotionally. For example, it notes that during ages 6-9, children become very active and energetic and enjoy playing and collecting things. It also discusses the challenges of adolescence such as peer relationships, sexuality, and vocational choices. The document emphasizes that a child's home environment, relationships, and upbringing are crucial to developing a healthy personality and mental well-being.
SOCIAL-AND-EMOTIONAL-DEVELOPMENT.ppt
This document discusses social and emotional development across different age groups. It outlines key components like emotional awareness, social interaction, and self-regulation that contribute to development. Milestones are provided for infants recognizing parents and expressing emotions, toddlers and preschoolers exploring feelings and independence, school-aged children making friends and reacting to situations, and adolescents expanding social circles and forming identities outside the family.
Emotional, Social and Intellect Development.pptx
Emotional, social, and intellectual development occur across the lifespan from infancy through adulthood. Emotional development involves learning to understand and regulate emotions. Socially, children progress from bonding with caregivers to engaging with peers. Cognitively, development involves advancing from sensory exploration to abstract thought. Parents can support growth by responding sensitively, fostering independence, and modeling healthy social and emotional skills. Development occurs through interactive stages characterized by specific skills and challenges.
Emotional & social development.ppt
Emotional and social development in infants follows predictable patterns and milestones from birth through the first year. Both types of development are influenced by the quality of care and attachments formed with caregivers. Healthy development helps infants learn to recognize and express emotions, develop a sense of identity, and interact positively with others.
4_02.ppt
Emotional and social development in infants follows predictable patterns and milestones from birth through the first year. Both types of development are influenced by the quality of care and attachments formed with caregivers. Healthy development results in the ability to recognize and express emotions as well as interact positively with others. Play promotes both emotional and social learning in infants.
Rock Solid Foundations-2hr-Building Positive Relationships.ppt
This document discusses building positive relationships with young children. It emphasizes that relationships are the foundation for all work with children. Building secure attachments through responsive caregiving helps children develop socially and emotionally. The document provides many ideas for strengthening relationships, such as greeting children individually, displaying their work, sending positive notes home, giving encouragement, and learning about children's interests. Overall, it stresses the importance of making children feel cared for through quality interactions and time spent building trust.
Social development
Social development involves learning the skills to relate effectively to others. It is supported by modeling appropriate behavior, building problem-solving skills, encouraging exploration, and play. Peer interaction is important for language, cognitive, and social development from a young age. Both positive and negative peer relations can influence children's development. Positive relationships foster skills like cooperation, while negative ones like rejection can increase risks of issues like loneliness or depression.
Social Emotional Booklet
This document provides guidance for parents on supporting their young child's social-emotional health and school readiness. It explains that social-emotional skills like forming relationships, managing emotions, and exploring environments are critical for school success. Parents can help develop these skills through daily interactions like cuddling, responding when their child communicates, sharing smiles and conversations during routines, following their child's lead in play, and gently guiding them in social situations. Matching expectations to what is developmentally appropriate also helps avoid frustration.
Social Emotional Health: A Guide for Families with Children Birth to Age 8
This document provides guidance for parents on supporting their child's social and emotional development from birth to age 8. It discusses the importance of social and emotional skills for school readiness, examples of age-appropriate social and emotional behaviors and skills, and everyday activities parents can do to help children develop these skills, such as cuddling, responding to communication, sharing books during routines, following the child's lead in play, and gently guiding them in social situations. The goal is to help children form relationships, understand and manage emotions, and feel confident exploring the world.
Gcse Double Award Hsc Revision[1]
The document provides information on physical, intellectual, emotional, and social development across different life stages from infancy to adolescence. It discusses key milestones and changes that occur at each stage of development, including the ability to walk, talk, make friends, experience puberty, and develop an identity. The stages covered are infancy (0-3 years), childhood (4-10 years), and adolescence (11-18 years).
Childhood development 2
This document discusses social-emotional development in children. It explains that social-emotional development involves a child's experience and expression of emotions, and their ability to develop positive relationships. Key aspects of healthy social-emotional development include positive relationships with caregivers from an early age and the ability to identify, understand, and manage one's own emotions and the emotions of others. The development of social-emotional skills is important as it lays the foundation for children's future academic and social success.
Hsc Revision Winter 2009 2010
The document discusses various life stages from infancy to later adulthood and covers physical, intellectual, emotional, and social development milestones. For infancy, it provides examples of physical milestones like sitting, crawling, and walking and intellectual milestones like making sounds and understanding words. It also discusses the development of emotions and social skills in childhood, adolescence, and adulthood.
Hsc Revision Winter 2009 2010
The document discusses various life stages from infancy to later adulthood and covers physical, intellectual, emotional, and social development milestones associated with each stage. For infancy, milestones include sitting, crawling, and walking by age 2. Intellectual milestones include babbling, first words, and 50 words by age 2. Emotional and social development progresses from recognizing faces to parallel play. Physical and cognitive abilities continue developing through childhood, adolescence, and adulthood before gradual decline in later life.
Socialemotional 100526095843-phpapp01
This document provides guidance for parents on supporting their child's social-emotional health and development from birth to age 5. It discusses the importance of social-emotional skills for school readiness and outlines specific parenting strategies in three key areas: 1) building strong relationships through responsive caregiving, 2) using positive discipline to set limits and teach appropriate behaviors, and 3) seeking help from early childhood specialists if concerns arise about a child's social-emotional development. The overall message is that parents play a critical role in intentionally fostering social-emotional skills through everyday interactions and routines.
Our last forum will look at social development. Please answer th.docx
Our last forum will look at social development. Please answer the following three questions in your initial posting.
1-How is social learning linked to academic learning?
2-How are schools providing for social development for children?
3-What are notable issues on gender-role development in society today and how are we as a family and society reacting?
Emotional and Social Development in Early Childhood
The focus of this lesson is the emotional and social development in early childhood. It is critical that, during a child’s early years, he or she is exposed to great variety of experiences that contribute to healthy social and emotional growth. Furthermore, this lesson will focus on the ways in which children develop a sense of self. When children interact with peers, they also advance in their social skills and social development. Finally, being aware of the different roles that genetic and environmental influences play on gender-role development will lead to greater understanding of gender expectations for these young children.
TOPICS TO BE COVERED INCLUDE:
· The development of the aspects of the self
· Peer sociability
· Moral development
· Gender-role development
Development of Aspects of the Self
As children learn to talk and their language skills improve, they become more self-aware as seen in the ways in which they subjectively talk about themselves. As children become able to understand their
self-concept
‒ their attributes, attitudes, abilities, and qualities that make them unique ‒ they truly begin to develop a sense of self-awareness. This self-awareness has a profound impact on a child’s emotional and social life. Additionally,
self-esteem
is also affected by children’s awareness of self.
Self-Awareness
· RECOGNIZING SELF AS SEPARATE
·
SELF-AWARENESS GROWS
·
REFERRING TO SELF BY NAME
·
PREFERENCES AND EMOTIONS
In infancy children develop an awareness of their body. As children continue to age, they begin to understand that they are separate beings from others. For example, during late toddlerhood, children learn that they have different emotional states, different characteristics (physical and emotional) and different actions or responses from others.
Psychosocial Developmental Stages
This self-awareness development corresponds to the second stage of Erik Erikson’s Psychosocial Development. Click on the icons to read about the milestones for each stage.
Age
Erikson’s Stage
1 ½ to 3
Autonomy versus Shame and Doubt.
3 to 4
Initiative versus Guilt.
5
Superego
FREUD’S SUPEREGO
CONSCIOUS
PRIDE AND HAPPINESS
IF SUPEREGO IS OVERLY STRICT
SOME SHAME AND GUILT IS NEEDED
Self-Concept
Self-concept is the image that we hold about ourselves. These ideas or images stem from the beliefs that a child has about him or herself as well as how other individuals view that particular child. Self-concept is what children think about themselves, how they evaluate themselves, and perceives themselves.
.
Parent child relationship
The parent-child relationship consists of a combination of behaviors, feelings, and expectations that are unique to a particular parent and a particular child. Parenting is the process of promoting and supporting the physical, emotional, social, and intellectual development of a child, which has different styles of child rearing. There are four main types of parent-child relationships - secure, avoidant, ambivalent, and disorganized. Factors like family structure, social support, relationship history, and temperament can influence the relationship. A healthy relationship is flexible, connected, has appropriate boundaries, open communication, and positive discipline. Parent-child bonds can be maintained through appreciating the child, casual conversation, and new experiences.
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module14: Socio-emotional development of Infants and toodlers
- 1. Republic of the Philippines MINDANAO STATE UNIVERSITY COLLEGE OF EDUCATION Fatima, General Santos City Module 14: Socio-emotional Development of Infants and toddlers Presented by: Noron A. Bandali Presented to: Paul Rulete Olvis Ed102: Human Growth Development
- 2. The socio-emotional development of infants and toddlers is from intra- and interpersonal relation Intrapersonal relation- is the development of self, emotion and gender identity. Interpersonal relation- has something to do with the development of attachment.
- 3. The first year: Birth to 3 months •Observe their own hands •Begin to realize she is separate •Can be comforted by a familiar adult •Smile and show pleasure in response to social stimulation.
- 4. 3- 6 months years old. They begin to: •Play peek-a-boo •Pay attention to own name •Smile spontaneously •Laugh aloud
- 5. 6-9 months Wider emotional: •Express several clearly differentiated emotions •Distinguish friends from strangers •Response actively to language and gestures •Show displeasure at the loss of a toy.
- 6. 9-12 months Imitation and self regulation gain importance. •Mimic simple actions •Show anxiety when separated from primary caregiver. •Hold a cup with two hands and drink with assistance.
- 7. 1-2 years old Children become more aware of themselves and their ability to make things happen. • show intense feeling for parents and show affection for other similar people. •Play by themselves. •Express negative feelings •Show pride and pleasure •Show a strong sense of self through assertiveness.
- 8. 2-3 years old Children begin to experience themselves as more powerful. •Show gender identity awareness •Begin self-evaluation and develop notions of themselves as good, bad , attractive. •Show awareness of their own feeling and those of others. •Experience rapid mood shifts and show increased fearfulness •Display aggressive feelings and behaviors.
- 9. Thank you.. Nor, matulog nako.. Ok??