This document discusses emotional and psychological development from infancy through middle childhood. It covers key theorists like Erik Erikson and describes developmental milestones at each stage, including the development of emotions, social skills, autonomy and self-concept. Cultural influences and gender differences are also addressed. Challenges like aggression, fears, bullying and family crises are explored, emphasizing the importance of supportive caregivers in fostering healthy development.
Human Development:
What gains in growth,
brain development,
and motor development
occur in school-age children,
and what are their nutritional and sleep needs?
Prenatal development: germinal, embryonic &fetal period; Factors that can have a serious negative impact on the development of the unborn: maternal health, radiation, maternal nutrition, medication and drugs, age of the parents, diseases in the pregnant woman and the emotional state of the mother.
Human Development:
What gains in growth,
brain development,
and motor development
occur in school-age children,
and what are their nutritional and sleep needs?
Prenatal development: germinal, embryonic &fetal period; Factors that can have a serious negative impact on the development of the unborn: maternal health, radiation, maternal nutrition, medication and drugs, age of the parents, diseases in the pregnant woman and the emotional state of the mother.
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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.
How do genetic and environmental factors work together to influemeagantobias
How do genetic and environmental factors work together to influence emotional and moral development? What can parents do to ensure healthy emotional and moral development with their children?
This week you’re going on a field trip – an internet field trip! Please do a search online for a current event that relates to the material in the reading this week. Give a brief summary of what you found and explain how it fits in with what you learned this week. Don’t forget to cite your source!
Emotional Development and Moral Development
This week we will explore the functions of emotions, the development of emotional expression and emotional understanding, the role of temperament, and the development and significance of attachment. Additionally, we will study moral development. Topics involving moral development will include the study of morality as the adoption of societal norms, morality as social understanding, moral reasoning of young children, the development of self-control, and the development of aggression.
Topics to be covered include:
Stages of Emotional Development
Moral Development
Emotional Development
Emotion is defined as a rapid appraisal of the personal significance of a situation that prepares us for action. When you experience something that is personally relevant, there is physiological response in your body that causes a behavioral response. If you get into an argument, someone you love smiles at you, or you accomplish a challenging task, you feel a surge of emotion. Your behavioral responses to your emotions is part of what makes you unique!
EMOTIONS DEFINED
Theorists with a functionalist approach to emotion believe that emotions play an integral role in cognitive processing, social behavior, and physical health. They believe that the purpose of emotions is to motivate behavior aimed at accomplishing personal goals. If you have a goal in mind, the anticipation of the outcome, as well as the outcome itself, triggers emotions that help dictate your response. As an individual interacts with his or her environment and situations change, emotions change.
We see how cognition and emotions work together when we consider the impact of anxiety on performance. When anxiety levels rise, thinking skills are often impacted, as attention given to mental processing is now occupied with thoughts of worry. In addition, children who become distressed tend to better recall that particular experience, showing emotion is linked to memory. We also previously learned that two childhood growth disorders, nonorganic failure to thrive and psychosocial dwarfism, result from emotional deprivation.
SOCIAL SITUATIONS
SELF-AWARENESS
HEALTH
Emotional Expression
The progression of emotional expression occurs with age. In early infancy, happiness is displayed through smiles and laughter, often as a reaction to parental affection or the achievement of sensorimotor goals. Infants also begin to experience anger (as a result of not being able ...
CHFD215 LESSON 7Social Understanding, Peers, Media, and Sc.docxjeffsrosalyn
CHFD215 | LESSON 7
Social Understanding, Peers, Media, and Schooling
This week addresses the development of social cognition, or how children come to understand their multifaceted social world. We will also learn about the importance of peer relations, television, computers, and schooling in child development.
Topics to be covered include:
Stages in Social Understanding.
Impact of Peer Relations, Media, and Schooling in Child Development
Development of Self-Awareness and Self-Concept
How do children come to understand their multidimensional social world? How do they think about and interpret their experiences with others? These questions address the concept of social cognition, thinking about characteristics of the self and other people. The first step in this development is self-awareness.
You may wonder when babies begin to recognize the concept of self. The development of self-awareness occurs in stages, with the first stage commencing at birth.
As language takes more of a role in the toddler’s interactions, self-awareness increases, as the toddler is now able to express the self in a more defined manner. Between 18 and 30 months, children begin to classify themselves and others on the basis of perceptually distinct attributes and behaviors, such as age, gender, size, and temperament. This is known as the categorical self. The remembered self encompasses a bigger picture as children rely on autobiographical memories to view themselves as continuously existing individuals. This type of awareness grows out of conversations and interactions with adults who can elaborate on past experiences. Finally, the concept of the enduring self is developed as preschoolers begin to discuss future events and begin to view themselves as persisting over time.
SELF-AWARENESS
NEWBORNS
INFANTS
TODDLERS
You may recall that newborns have the capacity for intermodal perception, or making sense of light, sound, tactile, odor, and taste information. As babies touch their toes, watch their arms move, and hear themselves cry, they begin to differentiate their own bodies from their surroundings. After feeling a particular object with their hands, they are able to visually distinguish it from other objects.
Theory of Mind Development
You may recall that, as children think about themselves and others, they form a naïve theory of mind, which is a coherent understanding of their own and others’ vivid mental lives. In other words, they are aware that people have personal thoughts. This contributes to their ability to consider the perspective of others, as they understand that someone else may not be thinking the same thoughts as them.
By the time children have reached the age of three, children begin to realize the connections among perceiving, feeling, and desiring.
Factors influencing theory of mind include language and verbal reasoning, executive function, parent-child conversations about mental states, make-believe play, and social interaction wit ...
How does the development of self-awareness and self-esteem factor .docxwellesleyterresa
How does the development of self-awareness and self-esteem factor into the development of social problem solving skills? Based on what you’ve learned, does the media (social, video games, music, movies, etc.) help or hurt the development of social problem solving skills? Please give examples to support your claim.
I have a challenge for you. Can you find an example, online, of a child, (any stage of development), showing positive social problem solving skills and an example with poor or no social problem solving skills? Start your search locally. If you can't find anything, broaden your search to state and national news. If you still can't find anything you may use social media. Please post the results of your search. If you found something, post the link/s, a summary of what you found, and your thoughts about it.
READING
CHFD215 | LESSON 7
Social Understanding, Peers, Media, and Schooling
This week addresses the development of social cognition, or how children come to understand their multifaceted social world. We will also learn about the importance of peer relations, television, computers, and schooling in child development.
Topics to be covered include:
· Stages in Social Understanding.
· Impact of Peer Relations, Media, and Schooling in Child Development
Development of Self-Awareness and Self-Concept
How do children come to understand their multidimensional social world? How do they think about and interpret their experiences with others? These questions address the concept of social cognition, thinking about characteristics of the self and other people. The first step in this development is self-awareness.
You may wonder when babies begin to recognize the concept of self. The development of self-awareness occurs in stages, with the first stage commencing at birth.
As language takes more of a role in the toddler’s interactions, self-awareness increases, as the toddler is now able to express the self in a more defined manner. Between 18 and 30 months, children begin to classify themselves and others on the basis of perceptually distinct attributes and behaviors, such as age, gender, size, and temperament. This is known as the categorical self. The remembered self encompasses a bigger picture as children rely on autobiographical memories to view themselves as continuously existing individuals. This type of awareness grows out of conversations and interactions with adults who can elaborate on past experiences. Finally, the concept of the enduring self is developed as preschoolers begin to discuss future events and begin to view themselves as persisting over time.
SELF-AWARENESS
· NEWBORNS
· INFANTS
· TODDLERS
You may recall that newborns have the capacity for intermodal perception, or making sense of light, sound, tactile, odor, and taste information. As babies touch their toes, watch their arms move, and hear themselves cry, they begin to differentiate their own bodies from their surroundings. After feeling a particular object with their ...
Human Development:
The Self-Concept
The Self-Esteem
The Child In The Family
Sibling Relationships
The Child In The Peer Group
Stages Of Friendship
Aggression And Bullying
The Development of the Self - Fundamentals of Psychology 2 - Lecture 4Simon Bignell
The Development of the Self - Fundamentals of Psychology 2 - Lecture 4.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
1. Emotional and Psychological Development in
early childhood
1
By EKRAMUL HAQUE
Under the guidance of
Dr. M.K.JINDAL
2. Emotional and Psychological Development
Emotion is a state of mental excitement characterized by
physiological, behavioral changes and alteration of feelings
Physiology- depends on maturation in nervous system and the
endocrinal system
Social development depends on child instincts and responses of those
around him
2
3. Influences on Social, Emotional and
Psychological Development
Culture and child rearing practices
Disposition/temperament
Gender/sex role
Family circumstances/Socio-economic background
Physical health
Ordinal position (place in the family)
Social opportunities/ self concept/self esteem
3
4. Erikson’s Psychosocial Stage
Trust Versus Mistrust
Psychosocial Stage Period of Development Description
Basic trust versus
mistrust
Infancy From warm, responsive
care, infants gain a
sense of trust, or
confidence
that the world is safe
and predictable.
Mistrust occurs when
children are neglected
or caregivers do not
respond promptly or
consistently to
children’s cues. 4
5. Infant Emotions
Infants learn emotional responses from those around them.
Social referencing – refers to infants using the emotional signals of
others to guide their behaviour.
Stranger anxiety – begins to appear around 6 to 9 months when a
fear of unfamiliar adults develops.
Separation anxiety – once infants have developed attachment to
their primary caregivers, they become distressed when they are
separated from their attachment figure. This is usually seen around
8-9 months.
Caregivers need to respond to children’s individual cues as stranger
and separation anxiety will vary from infant to infant and situation
to situation.
5
6. Erikson’s Psychosocial Stage
Autonomy Versus Shame and Doubt
Psychosocial Stage Period of Development Description
Autonomy versus
shame and doubt
Toddlerhood Using new cognitive and
motor skills, toddlers
begin to assert
themselves.
Autonomy is fostered
when caregivers allow
limited choices and time
for toddlers to practice
their skills.
If the child is not allowed
to make decisions or if
they undertake actions
beyond their abilities 6
7. Cultural Differences in the Development of
Autonomy
Cultural beliefs and practices may affect the degree to
which children will seek autonomy.
Parental expectations will have an affect on the
development of autonomy, as will methods of discipline and
children’s personality.
7
8. Cultural Differences in the Development of
Autonomy
When parents foster independence they will be supportive
of the development of autonomy in young children.
When dependence and obedience is valued, behaviour
management strategies may be put into place to encourage
children to develop autonomy at a different pace.
8
9. Self concept/Self-esteem
Self concept refers to the picture we have of
ourselves.
Self-esteem is the value we place upon those qualities,
skills and attributes – how positive we feel about
those characteristics.
Toddlers who develop a sense of autonomy or some
control over their lives are likely to develop positive
self-esteem.
9
10. Self concept/Self-esteem
Much of this is dependent on the feedback they
receive from others.
It is important that we have realistic expectations of
children and match this with the support and
recognition we give them.
10
11. Toddler’s Emotions - Temper Tantrums
Expected behaviour in toddlers
Occur for a variety of reasons, primarily frustration or fatigue
Frustration can arise because of the toddlers’ developing sense
of self and limits to their physical and language abilities.
Frustration can also occur if unrealistic expectations are placed
on toddlers
Fatigue can occur if toddlers do not receive adequate rest and
nutrition
Toddlers need a balance of active and quiet times through the
day
11
12. Toddler’s Emotions - Aggression
Not uncommon in social interactions in toddlers
Linked to limited language abilities and inability to
control their emotions
12
13. Toddler’s Emotions - Fears
Stem from toddlers’ difficulty in distinguishing
between fantasy and reality
Common fears include: the dark, going down the
plughole in the bath, monster and loud noises.
13
14. Erikson’s Psychosocial Stages
Initiative versus Guilt
Psychosocial Stage Period of Development Description
Initiative versus guilt Preschool years Preschoolers
develop an
increasing sense of
their own ability
and a desire to plan
and make things
happen. If
encouraged this
leads to a sense of
initiative and
supports the
development of
high self-esteem. 14
15. Erikson’s Psychosocial Stages
Initiative versus Guilt
Psychosocial Stage Period of Development Description
Initiative versus
guilt
Preschool years If preschoolers
receive negative
feedback or are
punished for
planning or trying
to make things
happen a sense of
guilt may develop
and thus low self
esteem
15
16. Preschoolers’ Social, Emotional and
Psychological Development
Self concept
Preschoolers are aware of themselves as individuals
They start to compare their characteristics and
abilities to those of others
They begin to take notice of what skills and behaviour
are valued by their family and social groups
16
17. Preschoolers’ Social Development
Preschoolers’ friendships
Three years olds tend to see friendships in a concrete
way (a friend is someone to play with and talk to)
Five year olds tend to develop a sense of loyalty
towards particular friends
Pro-social behaviours develop through the preschool
years
17
18. Moral Development
Moral development relates to how children learn to decide
if a behaviour is right or wrong.
Preschoolers begin to develop a conscience and start to
feel “uncomfortable” or “guilty” if they do something they
know is wrong.
At this stage moral standards are inconsistent. Rules may
be applied in one situation but not in other similar
situations.
Preschoolers show egocentric behaviour and are often
unable to take another person’s point of view into
consideration.
18
19. Preschoolers’ Emotional Development
Aggression:
Anger and frustration in preschoolers may result in
aggressive behaviour which can include punching,
breaking items, name calling etc.
Educators need to stop the behaviour, remain calm
and help support the child in developing more positive
ways to express his/her feelings.
19
20. Erikson’s Psychosocial Stages
Industry versus Inferiority
Psychosocial Stage Period of Development Description
Industry versus
Inferiority
Middle Childhood The child is now
faced with the need
to win approval
through specific
skills demanded by
his /her culture. If
the child develops
the expected skills,
he/she will develop
a sense of industry
and experience high
self-esteem.
20
21. Erikson’s Psychosocial Stages
Industry versus Inferiority
Psychosocial Stage Period of
Development
Description
Industry versus
Inferiority
Middle Childhood If the child receives
negative feedback
and has trouble
developing these
skills he/she will
develop a sense of
inferiority and
experience low self-
esteem.
21
22. Self-concept and Self-esteem in
Middle Childhood
Children, in middle childhood, begin to compare themselves
against others, judging their skills, abilities and qualities against
those of their peers.
They become more skilled at “reading” the messages (facial
expression, tone of voice, body language) they gain from others.
The feedback they receive can have either a positive or negative
affect on their self-esteem.
22
23. Self-concept and Self-esteem in
Middle Childhood
Self-concept is the picture we have of ourselves in
terms of our skills and abilities.
Self-esteem is how we feel others value us in terms
of our skills and abilities.
In middle childhood there is a significant shift in
children’s self-concept. Self-concept is no longer
based purely on physical characteristics and skills.
Children now start to describe themselves in terms of
qualities (kind, thoughtful etc).
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24. Emotional Development during
Middle Childhood
Emotions become more complex, and children
become more skilled at hiding how they feel,
during middle childhood.
Stress or anxiety
Occurs when events overwhelm us
and seem out of our control.
Can interfere with positive social
relationships, the development of
social skills and self-esteem.
Much of the child’s stress is
related to fears.
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25. Emotional Development during
Middle Childhood
Fears
As children are now less egocentric, have broader social
experiences and more effective memory and thinking skills
they now have new concerns.
They are now more aware of media events, school
expectations, family and peer relationships, hospitalisation
and death.
This awareness may lead to worry and fearfulness, which
they may try to hide from others.
Adults need to be sensitive to children’s moods and develop
positive relationships, to encourage children to talk about
their fears.
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26. Emotional Development during
Middle Childhood
Bullying
More boys than girls are exposed to bullying and boys tend
to be more physical in their bullying behaviour.
Girls tend to use verbal bullying and isolate their “victims”.
“Victims” of bullying are likely to develop poor social skills,
poor self-concept and low self-esteem.
Adults need to discourage bullying, by setting firm limits
for unacceptable behaviour, monitoring indoor and outdoor
play spaces and rewarding consistent positive behaviour.
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27. Emotional Development during
Middle Childhood
Crisis
Events both traumatic and unexpected cause
stress and anxiety.
Crisis situations in middle childhood include separation,
divorce, domestic violence, hospitalisation, moving house
etc.
A crisis can affect all areas of development.
It is important adults listen to children and comfort them.
Caregivers need to offer practical support to both children
and families in crisis situations.
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