The document provides an overview of a lecture on holistic social and emotional development in early childhood education. It discusses key topics like developmental domains, theories of social-emotional development including attachment theory and social learning theory, the importance of play, and factors that influence child development. The lecture emphasizes taking a whole child approach and recognizing how development across different domains overlaps and influences each other. It stresses the importance of secure attachments and supportive environments for positive social-emotional development in young children.
This document discusses social emotional development in infants and toddlers. It covers key topics like the importance of relationships in development, experiencing and regulating emotions, and temperament. Caregivers play a crucial role in helping young children develop these skills. The document also notes that culture and family context greatly influence social emotional development from birth to age 3.
The document discusses psychosocial development in infants from birth to two years old. It covers emotional development milestones, theories of development, the importance of social bonds and attachment between caregiver and infant, and the impact of culture and environment on development. Key topics include emotional milestones like smiling, fear, and separation anxiety. Theories addressed include psychoanalytic, cognitive, and sociocultural perspectives. The role of secure attachment in development is also discussed.
The document discusses psychosocial development in infants from birth to two years old. It covers emotional development milestones, theories of development, the importance of social bonds and attachment between caregiver and infant, and the impact of culture and environment on development. Key topics include emotional milestones like smiling, crying, and fear responses; attachment styles like secure, avoidant, and ambivalent; the role of parents and caregivers; and factors like temperament, synchrony, and social referencing.
The document discusses theories of infant psychosocial development from the first two years. It covers emotional development in infancy including the emergence of specific emotions like pleasure, pain, anger and fear. It also discusses theories from Freud, Erikson, behaviorism and more. Attachment styles like secure, insecure-avoidant and insecure-ambivalent are covered as well as the role of parents and culture in development.
Emotional, Social and Intellect Development.pptxMaryamAfzal41
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.
This document discusses theories of social and emotional development in children. It covers Erik Erikson's stages of psychosocial development from infancy through adolescence, focusing on the development of trust, autonomy, initiative, industry and identity. It also discusses Albert Bandura's social learning theory and the processes of observational learning and reinforcement. The document then covers topics like gender identity development, the influence of parents and culture on socialization, and theories of moral development including Kohlberg's stages of moral reasoning.
The document discusses several key topics in social and personality development in infancy, including:
1) Stranger anxiety and separation anxiety emerge between 6-14 months as infants develop social bonds and ability to recognize familiar people.
2) Facial expressions and ability to interpret emotions develops between 4-7 months as infants learn social cues.
3) Theory of mind roots emerge around age 2 as infants start to understand others' behaviors and beliefs.
4) Attachment styles form through interactions with caregivers and impact later relationships. Sensitive caregiving promotes secure attachment.
This document discusses social emotional development in infants and toddlers. It covers key topics like the importance of relationships in development, experiencing and regulating emotions, and temperament. Caregivers play a crucial role in helping young children develop these skills. The document also notes that culture and family context greatly influence social emotional development from birth to age 3.
The document discusses psychosocial development in infants from birth to two years old. It covers emotional development milestones, theories of development, the importance of social bonds and attachment between caregiver and infant, and the impact of culture and environment on development. Key topics include emotional milestones like smiling, fear, and separation anxiety. Theories addressed include psychoanalytic, cognitive, and sociocultural perspectives. The role of secure attachment in development is also discussed.
The document discusses psychosocial development in infants from birth to two years old. It covers emotional development milestones, theories of development, the importance of social bonds and attachment between caregiver and infant, and the impact of culture and environment on development. Key topics include emotional milestones like smiling, crying, and fear responses; attachment styles like secure, avoidant, and ambivalent; the role of parents and caregivers; and factors like temperament, synchrony, and social referencing.
The document discusses theories of infant psychosocial development from the first two years. It covers emotional development in infancy including the emergence of specific emotions like pleasure, pain, anger and fear. It also discusses theories from Freud, Erikson, behaviorism and more. Attachment styles like secure, insecure-avoidant and insecure-ambivalent are covered as well as the role of parents and culture in development.
Emotional, Social and Intellect Development.pptxMaryamAfzal41
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.
This document discusses theories of social and emotional development in children. It covers Erik Erikson's stages of psychosocial development from infancy through adolescence, focusing on the development of trust, autonomy, initiative, industry and identity. It also discusses Albert Bandura's social learning theory and the processes of observational learning and reinforcement. The document then covers topics like gender identity development, the influence of parents and culture on socialization, and theories of moral development including Kohlberg's stages of moral reasoning.
The document discusses several key topics in social and personality development in infancy, including:
1) Stranger anxiety and separation anxiety emerge between 6-14 months as infants develop social bonds and ability to recognize familiar people.
2) Facial expressions and ability to interpret emotions develops between 4-7 months as infants learn social cues.
3) Theory of mind roots emerge around age 2 as infants start to understand others' behaviors and beliefs.
4) Attachment styles form through interactions with caregivers and impact later relationships. Sensitive caregiving promotes secure attachment.
Socio emotional development of infants and toddlers예뻐 반
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.
Early childhood experiences have a significant influence on human development according to several theories. Jean Piaget's theory views cognitive development as occurring in stages through active construction of knowledge from engagement with the physical world. Urie Bronfenbrenner believed development is influenced by environmental relationships at multiple levels from immediate family to broader culture. Erik Erikson saw psychosocial development as interacting with an expanding social circle. Family, school, peers, culture and other factors shape development through their impact on behavior, learning, socialization, and sense of self in early childhood.
Child and adolescence(socio emotional development)Iyah Alexander
The document discusses social, emotional, and psychological development from infancy through middle childhood. It covers Erikson's psychosocial stages of development and key influences at each age group. For infants, development depends on physiology and social interactions, while toddlers begin to develop autonomy and self-concept. Preschoolers work on initiative and moral understanding. During middle childhood, children focus on developing skills and can feel a sense of industry or inferiority depending on feedback.
This document discusses child development from birth through early adulthood. It notes that child development involves physical, cognitive, emotional, social, and language growth and can be influenced by environmental factors. Taking care of others, sharing feelings, and appropriate social behaviors are examples of emotional development in young children. Social development involves learning social skills through interactions with others.
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.
This document summarizes several theories of social and emotional development:
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.
1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docxaulasnilda
1Introduction to Child Development
Charlie Edwards/Photodisc/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Identify and distinguish between developmental domains.
ሁ Define and describe the five periods of child and adolescent development.
ሁ Trace the historical changes in the field of child development.
ሁ Identify and describe major developmental theories.
ሁ Differentiate among psychological theories of development and summarize major views.
Prologue
Prologue
About the time I started teaching child development, I was also a consultant at The Children’s
Corner, a “playcare” facility that my two young children attended. We employed certified child-
care professionals and a number of teaching assistants from a local university. Together they
cared for dozens of children, from newborn to age 5. At times, more than 100 children drifted
in and out of the facility on any particular day. Within a climate that increasingly emphasized
the importance of giving children an intellectual head start, our school remained an unstruc-
tured, open environment. It was child centered and focused on creativity and socialization.
Before leaving for work, I would go to different areas of the school and interact with the chil-
dren. Sometimes I would read to them; other times I would assist with art. I played on the
climbers and helped in the kitchen. The children were full of energy, curiosity, laughter, and
fun. It was a terrific way to start my day.
The children from The Children’s Corner have since grown up and undoubtedly have pursued
a variety of interests. Most of them are attending college or have begun to work. Some have
pursued careers in teaching, medicine, or engineering; others are musicians or artists, labor-
ers or technicians; a few are actors. Undoubtedly, some have mental disorders, and, sadly, the
odds are good that some of those cute toddlers have been addicted to drugs or have engaged
in more maladaptive behaviors, like committing criminal acts.
Individual and group factors have steered the children from that facility into widely diver-
gent paths. For many of us observers, these differences lead to perhaps the most fascinating
question in psychology: What makes us all so distinct? Even children raised in the same envi-
ronment often lead lives that are different in so many ways. Siblings are often motivated by
different ideals and hold opposing positions on social issues, personal principles, or politics.
They have different personalities, physical abilities, and intellectual pursuits.
My own children, though raised in similar environments, are both alike and different. My
son, Max, was an early talker and used words to learn about the world; during infancy and
early childhood, he would talk to everyone. By contrast, my daughter, Mariana, did not say
much during her first 2 years. She was content to take in the world silently through her eyes
and ears, which many obser ...
Social and personality development in childhoodJyoti Pandey
Youth social and personality development for kids rises through the cooperation of social impacts, organic development, and the tyke's portrayals of the social world and the self.
This document discusses various aspects of personality development and public relations. It provides an overview of personality development, noting that personality is shaped by both inherent and environmental factors from a young age. Several theories of personality and development are mentioned. Public relations is then discussed as focusing on enhancing an organization's image through various communication channels, rather than being an inherent part of one's personality. The document provides examples of how both personality development and public relations strategies are implemented.
Children develop key social-emotional skills from a very young age.
- Infants begin forming attachments through interactions which are important for brain development.
- Toddlers start expressing a range of emotions like fear, anger, pride and begin learning to regulate emotions with language. They also show early signs of empathy.
Development and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth.
Module 02 understanding childhood and child developmentl4logics
The document discusses childhood development and provides information on several key topics:
- It defines childhood as a dynamic social and cultural construction based on activities a child performs between infancy and adolescence.
- Child development involves biological, psychological, emotional, social and cognitive changes as a child grows from birth to 18 years old across several developmental domains.
- Theories of child development from Freud, Erikson, and Vygotsky are summarized which emphasize psychosexual drives, social interactions, and learning through physical interaction respectively.
- The stages of childhood - infancy, early childhood, middle childhood, and adolescence - are outlined along with characteristics of each phase.
- The areas of child development - physical
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 ...
INFANCY AND TODDLERHOODtwtwtwtwttttttwt.pptxKansaiBoss
This document discusses physical, cognitive, emotional, and social development during infancy and toddlerhood. Infancy refers to ages 0-12 months, where rapid growth and motor skill development occurs. Toddlerhood spans ages 1-3 years, bringing challenges like separation anxiety but also growth in language, imagination, and social skills. The document provides parenting tips like establishing routines and responding to children's needs to promote healthy development.
This document provides an overview of developmental psychology and describes physical, intellectual, and psychological development across the lifespan from infancy to late adulthood. It discusses key needs and roles of nurses in caring for individuals at each developmental stage, including the importance of emotional support, clear explanations, health teaching, and developmentally appropriate care for infants, children, adolescents, and older adults.
Human Development-Chapter 8, Emotional and Social Development of Infantsbartlettfcs
This document provides an overview of emotional and social development in infants during the first year. It discusses how emotions become more specific with age from birth to one year old. Strong attachment between infant and caregiver, formed through physical contact, communication and meeting needs, builds trust and allows the infant to feel secure. Temperament, an infant's unique nature, is determined by traits like intensity, persistence and adaptability. Social development follows milestones like stranger anxiety around 8 months. Play is important for infants to learn and explore their environment and interact with others.
How does the development of self-awareness and self-esteem factor .docxwellesleyterresa
This document discusses social problem solving skills in children and adolescents. It covers the development of self-awareness, self-concept, and social cognition from infancy through adolescence. Key topics include the stages of social understanding, theory of mind development, influences on self-esteem, identity formation, and person perception skills. The document also examines social problem solving processes and provides a case study on the relationship between adolescent self-esteem and psychological well-being in adulthood.
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
Describing words for Children's LearningBrookeKandell
This document provides a list of key words to describe children's learning attitudes and skills. For attitudes, it lists words like accepts, anticipates, contributes, enjoys, handles, listens, respects, seeks, shows, and works. For skills, it categorizes muscular control, perceptual, communication, social and cognitive skills, and provides words to describe abilities in each category, such as achieves, behaves, discriminates, experiments, formulates, matches, observes, reasons, and solves. The list was compiled by Anne Houghton in 2010 to help assess various aspects of children's learning.
This document discusses how play facilitates children's learning and development from ages 0-8. It summarizes current research which shows that play allows children to strengthen their brains, develop skills and dispositions, and produce endorphins that encourage exploration. Through play, children can learn in multi-sensory, low-stress ways. The document also outlines how different types of play, including imaginative, exploratory, sensory, and constructive play, support learning in domains like language, math, problem-solving, and social skills. It recommends that educators provide opportunities for child-led play to allow learning at each child's own pace and interest level.
Observing children is important for assessment purposes. Educators should observe objectively without making assumptions, and consider the context of a child's behavior. Judgments about a child's development and learning should be based on skills and behaviors they demonstrate consistently and independently across contexts. It is best to observe children in both adult-directed and child-initiated activities to gather a range of evidence. Collaborative documentation and assessment that involves children and families provides a more complete picture of learning.
This document discusses several influential theorists and their perspectives on play and child development, including:
- Friedrich Froebel who established children's gardens and saw play as crucial for child development.
- Maria Montessori who developed the Montessori method and emphasized the importance of play.
- Lev Vygotsky who studied the zone of proximal development and how play facilitates learning.
- Jean Piaget who described cognitive development through stages including how play supports learning.
The document concludes that modern research over the past 40 years has shown that when children play, learning is occurring.
Socio emotional development of infants and toddlers예뻐 반
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.
Early childhood experiences have a significant influence on human development according to several theories. Jean Piaget's theory views cognitive development as occurring in stages through active construction of knowledge from engagement with the physical world. Urie Bronfenbrenner believed development is influenced by environmental relationships at multiple levels from immediate family to broader culture. Erik Erikson saw psychosocial development as interacting with an expanding social circle. Family, school, peers, culture and other factors shape development through their impact on behavior, learning, socialization, and sense of self in early childhood.
Child and adolescence(socio emotional development)Iyah Alexander
The document discusses social, emotional, and psychological development from infancy through middle childhood. It covers Erikson's psychosocial stages of development and key influences at each age group. For infants, development depends on physiology and social interactions, while toddlers begin to develop autonomy and self-concept. Preschoolers work on initiative and moral understanding. During middle childhood, children focus on developing skills and can feel a sense of industry or inferiority depending on feedback.
This document discusses child development from birth through early adulthood. It notes that child development involves physical, cognitive, emotional, social, and language growth and can be influenced by environmental factors. Taking care of others, sharing feelings, and appropriate social behaviors are examples of emotional development in young children. Social development involves learning social skills through interactions with others.
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.
This document summarizes several theories of social and emotional development:
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.
1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docxaulasnilda
1Introduction to Child Development
Charlie Edwards/Photodisc/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Identify and distinguish between developmental domains.
ሁ Define and describe the five periods of child and adolescent development.
ሁ Trace the historical changes in the field of child development.
ሁ Identify and describe major developmental theories.
ሁ Differentiate among psychological theories of development and summarize major views.
Prologue
Prologue
About the time I started teaching child development, I was also a consultant at The Children’s
Corner, a “playcare” facility that my two young children attended. We employed certified child-
care professionals and a number of teaching assistants from a local university. Together they
cared for dozens of children, from newborn to age 5. At times, more than 100 children drifted
in and out of the facility on any particular day. Within a climate that increasingly emphasized
the importance of giving children an intellectual head start, our school remained an unstruc-
tured, open environment. It was child centered and focused on creativity and socialization.
Before leaving for work, I would go to different areas of the school and interact with the chil-
dren. Sometimes I would read to them; other times I would assist with art. I played on the
climbers and helped in the kitchen. The children were full of energy, curiosity, laughter, and
fun. It was a terrific way to start my day.
The children from The Children’s Corner have since grown up and undoubtedly have pursued
a variety of interests. Most of them are attending college or have begun to work. Some have
pursued careers in teaching, medicine, or engineering; others are musicians or artists, labor-
ers or technicians; a few are actors. Undoubtedly, some have mental disorders, and, sadly, the
odds are good that some of those cute toddlers have been addicted to drugs or have engaged
in more maladaptive behaviors, like committing criminal acts.
Individual and group factors have steered the children from that facility into widely diver-
gent paths. For many of us observers, these differences lead to perhaps the most fascinating
question in psychology: What makes us all so distinct? Even children raised in the same envi-
ronment often lead lives that are different in so many ways. Siblings are often motivated by
different ideals and hold opposing positions on social issues, personal principles, or politics.
They have different personalities, physical abilities, and intellectual pursuits.
My own children, though raised in similar environments, are both alike and different. My
son, Max, was an early talker and used words to learn about the world; during infancy and
early childhood, he would talk to everyone. By contrast, my daughter, Mariana, did not say
much during her first 2 years. She was content to take in the world silently through her eyes
and ears, which many obser ...
Social and personality development in childhoodJyoti Pandey
Youth social and personality development for kids rises through the cooperation of social impacts, organic development, and the tyke's portrayals of the social world and the self.
This document discusses various aspects of personality development and public relations. It provides an overview of personality development, noting that personality is shaped by both inherent and environmental factors from a young age. Several theories of personality and development are mentioned. Public relations is then discussed as focusing on enhancing an organization's image through various communication channels, rather than being an inherent part of one's personality. The document provides examples of how both personality development and public relations strategies are implemented.
Children develop key social-emotional skills from a very young age.
- Infants begin forming attachments through interactions which are important for brain development.
- Toddlers start expressing a range of emotions like fear, anger, pride and begin learning to regulate emotions with language. They also show early signs of empathy.
Development and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth.
Module 02 understanding childhood and child developmentl4logics
The document discusses childhood development and provides information on several key topics:
- It defines childhood as a dynamic social and cultural construction based on activities a child performs between infancy and adolescence.
- Child development involves biological, psychological, emotional, social and cognitive changes as a child grows from birth to 18 years old across several developmental domains.
- Theories of child development from Freud, Erikson, and Vygotsky are summarized which emphasize psychosexual drives, social interactions, and learning through physical interaction respectively.
- The stages of childhood - infancy, early childhood, middle childhood, and adolescence - are outlined along with characteristics of each phase.
- The areas of child development - physical
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 ...
INFANCY AND TODDLERHOODtwtwtwtwttttttwt.pptxKansaiBoss
This document discusses physical, cognitive, emotional, and social development during infancy and toddlerhood. Infancy refers to ages 0-12 months, where rapid growth and motor skill development occurs. Toddlerhood spans ages 1-3 years, bringing challenges like separation anxiety but also growth in language, imagination, and social skills. The document provides parenting tips like establishing routines and responding to children's needs to promote healthy development.
This document provides an overview of developmental psychology and describes physical, intellectual, and psychological development across the lifespan from infancy to late adulthood. It discusses key needs and roles of nurses in caring for individuals at each developmental stage, including the importance of emotional support, clear explanations, health teaching, and developmentally appropriate care for infants, children, adolescents, and older adults.
Human Development-Chapter 8, Emotional and Social Development of Infantsbartlettfcs
This document provides an overview of emotional and social development in infants during the first year. It discusses how emotions become more specific with age from birth to one year old. Strong attachment between infant and caregiver, formed through physical contact, communication and meeting needs, builds trust and allows the infant to feel secure. Temperament, an infant's unique nature, is determined by traits like intensity, persistence and adaptability. Social development follows milestones like stranger anxiety around 8 months. Play is important for infants to learn and explore their environment and interact with others.
How does the development of self-awareness and self-esteem factor .docxwellesleyterresa
This document discusses social problem solving skills in children and adolescents. It covers the development of self-awareness, self-concept, and social cognition from infancy through adolescence. Key topics include the stages of social understanding, theory of mind development, influences on self-esteem, identity formation, and person perception skills. The document also examines social problem solving processes and provides a case study on the relationship between adolescent self-esteem and psychological well-being in adulthood.
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
Describing words for Children's LearningBrookeKandell
This document provides a list of key words to describe children's learning attitudes and skills. For attitudes, it lists words like accepts, anticipates, contributes, enjoys, handles, listens, respects, seeks, shows, and works. For skills, it categorizes muscular control, perceptual, communication, social and cognitive skills, and provides words to describe abilities in each category, such as achieves, behaves, discriminates, experiments, formulates, matches, observes, reasons, and solves. The list was compiled by Anne Houghton in 2010 to help assess various aspects of children's learning.
This document discusses how play facilitates children's learning and development from ages 0-8. It summarizes current research which shows that play allows children to strengthen their brains, develop skills and dispositions, and produce endorphins that encourage exploration. Through play, children can learn in multi-sensory, low-stress ways. The document also outlines how different types of play, including imaginative, exploratory, sensory, and constructive play, support learning in domains like language, math, problem-solving, and social skills. It recommends that educators provide opportunities for child-led play to allow learning at each child's own pace and interest level.
Observing children is important for assessment purposes. Educators should observe objectively without making assumptions, and consider the context of a child's behavior. Judgments about a child's development and learning should be based on skills and behaviors they demonstrate consistently and independently across contexts. It is best to observe children in both adult-directed and child-initiated activities to gather a range of evidence. Collaborative documentation and assessment that involves children and families provides a more complete picture of learning.
This document discusses several influential theorists and their perspectives on play and child development, including:
- Friedrich Froebel who established children's gardens and saw play as crucial for child development.
- Maria Montessori who developed the Montessori method and emphasized the importance of play.
- Lev Vygotsky who studied the zone of proximal development and how play facilitates learning.
- Jean Piaget who described cognitive development through stages including how play supports learning.
The document concludes that modern research over the past 40 years has shown that when children play, learning is occurring.
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Week 3 Lecture.pptx
1. TCHE2622: Professional experience:
Principles and practices in Early
Childhood Education
Week 3 : Lecture
Holistic social and emotional development
The importance of play
By Dr. Anamika Devi
2. I would like acknowledge the Wurundjeri people of the Kulin
Nations as the Traditional Owners of the land on which the
University stands. I respectfully recognise Elders both past
and present and emerging.
Acknowledgement of country
3. Contents
• A whole child
• Developmental domains
• Social and emotional development
• Theories of social-emotional development
• Self regulation
• The importance of play
• Play and it’s relationship with social-emotional
development
5. Factors influences development
- Family composition
- Education/child care
- Exposure to political ideologies
- Language/dialect
- Geographic location
- Friendships/peer group
- Physical development
- Culture and child rearing practice
- Social self
- Religion
- Personality
- Ethnicity
- Emotions
- Employment/ occupation
- Media influence
- Moral beliefs
- Cognition
- Genetics
- Acceptance
6. Development
Development is concerned with "both changes and
consistency in physical growth, feelings and ways of
thinking" (Hoffnung et al, 2010, p4) but at different stages in
life are more predominant. Lifespan development can be
clearly seen when a child takes their first step or more
subtly when an adolescent becomes aware of their own
change in maturity. Continuities may only last for a period
in the lifespan - do you still enjoy the same music now as
you did when you were a child?
7. Domains of development
Physical development
Social/emotional development
Language development
Cognitive (intellectual) development
8. Overlapping of areas
The development of any one area is influenced by the progress in
all other areas.
If a young child learns by touching and manipulating objects, her
cognitive development will be influenced by her physical ability to
manipulate the objects.
The holistic development of a child involves family, society, and
cultural influences on the child.
9. What is developmental milestones?
Developmental milestones are
behaviors or physical skills seen
in infants and children as they
grow and develop. Rolling over,
crawling, walking, and talking
are all considered milestones.
The milestones are different for
each age range. ...
For example, walking may begin
as early as 8 months in some
children
10. Social emotional development
How the child relates and interacts with
others as well as how they play.
Initiates interaction
Shows affection towards others
Develops friendships
Imitates adults actions in play
Asserts independence
11. Social development linked to emotional
development
Human beings are inherently social beings. Humans ‘read’
the world by engaging in social experiences that in turn
effect our emotional balance.
12. Implications
Whitebread (2012) explains that developing social
skills in childhood is particularly important in
ensuring a ‘happy and productive life as a school
pupil, with all the social challenges of the pre-
school and school classroom and playground’
needing to be navigated (p 39)
13. It’s all about me!
During the development of social and emotional capabilities, children
learn to see another’s perspective, control emotions and form
relationships with peers and adults other than their parents.
In the age range of 0-5 years, children are very egocentric –
assuming that they are pivotal in everyone’s lives.
This egocentric view of themselves may influence a child’s
developmental progression through the development of balanced
social and emotional capabilities.
14. 14
Approaches/theories
Normative Behaviourist Social
cognitive
Stage
theory
Ethological Contextual
Gesell
Watson/Skinne
r/Pavlov
Bandura
Psychoanalytic cognitive
Freud/Erikson
Piaget
Bowlby
Ecological
Socio
cultural
Dynamic
systems
Lifespan
Bronfenbrenne
r
Vygotsky
Thelen
Baltes
Concept map of theories:
comparison
Nature/
Universal/discontinuo
us
Nurture/
cultural/continuous
Interaction between Nature
& nurture/
Universal/discontinuous
Nurture/
cultural/continuous
Nature &
nurture/Universa
l/discontinuous
Nature &
nurture/Universal
/discontinuous
Nature &
nurture/cultural/continuous
& discontinuous
Nature &
nurture/cultural/no
t specified
Nature &
nurture/cultural
& universal
/continuous &
discontinuous
16. The social learning theory
Using observation for learning
16
(1925 – now)
Albert Bandura
17. The social learning theory:
• direct reinforcement could not account for all types of
learning.
• His theory added a social element, arguing that people can
learn new information and behaviors by watching other
people.
• Known as observational learning (or modeling), this type of
learning can be used to explain a wide variety of behaviors.
18. - people can learn through observation
-internal mental states are an essential part of this process
external, environmental reinforcement was not the only factor to influence
learning and behavior. Intrinsic reinforcement such as pride, satisfaction, and a
sense of accomplishment are forms of internal reward
-this theory recognizes that just because something has been learned, it does
not mean that it will result in a change in behaviour.
There are three core concepts at the heart of social
learning theory:
20. Bobo the doll
– Bandura’s experiment for observational
behaviour.
21. Attachments
Attachment can be defines as a unique emotional bond between
caregiver and the child that involves an exchange of comfort, care
and pleasure.
In 1951, John Bowlby termed this as the ‘attachment theory’ after
doing several experiments to determine the extent that children
thrived in warm, positive environments with a key person – generally
the mother. Early experiences in childhood have an important
influence on development and behaviour later in life.
Our early attachment styles are established in childhood through the
infant/ caregiver relationship
22. John Bowlby
Babies are born with instinctive behaviours such as crying, smiling
and making eye contact that elicit care giving from others
If children’s needs are not met by a significant caregiver when they
exhibit these behaviours they fail to ‘attach’ to an adult
Children need secure first attachments so that they learn to trust that
their needs will be meet
The quality of a child’s earliest attachments will influence his/her
later relationships with other people and therefore the development
of his/her personality
23. What do you know about secure and
insecure attachment?
24. Secure Vs. insecure attachment
Secure attachment- child finds both safety/protection and support for
exploration/autonomy from parent or caregiver within first few years of life
Insecure attachment-
Anxious- Avoidant
Anxious-resistant/ Ambivalent
Disorganized-disoriented attachment
Let’s watch the video from youtube
http://www.youtube.com/watch?v=QTsewNrHUHU
25. Secure attachment
Secure attachment results from “attunement” of parent with
child’s needs
Secure attachment results when a parent provides a safe
heaven to protect & comfort child, as well as a secure base
from which the child can grow and learn
26. Why is Secure attachment important
Good capacity for emotional regulation, including the ability to contain
impulses when necessary, to express feelings when appropriate, and to
become emotionally invested in activity
A core secure sense of self-worth
A fundamental confidence in others as caring and in the self as worthy
An understanding of relationships which includes features of emotional
openness, reciprocity and responsiveness
Attachment is lifelong and positively influences social interactions and
interpersonal relationships throughout life
Secure attachment is the right of every child.
27. Insecure attachment patterns
Anxious-Avoidant attachment:
Watchful, wary (hyper vigilant), “Slow-to-warm-up”; difficulty maintaining emotional
closeness to others, difficulty directly expressing feelings, show limited engagement in
emotionally arousing situations. The child rejects or ignores his/her parent.
Anxious-Resistant attachment:
Both clingy & angry, rejects contact, refuses to be comforted; heightend arousal and
exaggerated emotional expression; easily frustrated, overstimulated, impulsive and overly
anxious
Disorganized/Disoriented attachment
Fearful and confused, infants may exhibit an array of seemingly undirected behavioural
responses; ‘frozen’ postures, and cry out unexpectedly after being comforted. The child is
self-destructive and emotionally disturbed
27
28. Circle of security
Children respond well socially and emotionally when they feel a sense of
safety and belonging as in the ‘Circle of Security’.
The ‘Circle of Repair’ suggests how to repair situations that need
mediation so that the child’s emotions are in tact and self esteem remains
high.
This is taken from the Early Childhood Australia, Research in Practice Series
Volume 14 Number 4 2007.
http://www.earlychildhoodaustralia.org.au/pdf/rips/rip0704.pdf
29.
30. Factors impact on child’s behaviour
Other factors that influence socialisation and behaviour include:
Self-regulation
The child’s personality and temperament
Resilience
Mental health, stress and their impact on the executive
functioning of the brain
31. Self- regulation skills
Self-regulation skills develop as the child matures and include:
• Respecting the rights of others
• Respecting property rights - not taking what someone else owns or is using
• Respecting personal space and boundaries - not moving into someone else’s space unless invited
or accepted
• Acknowledging the right of others to feel safe – not causing others to feel unsafe by acting in a
threatening manner
• Controlling expressions of anger, frustration and disappointment, and expressing emotions in a way
that does not hurt anybody or damage property
• Assessing oneself in a socially acceptable manner; being assertive enables children to have more
control of situation – for example, ‘Please don’t push me – I don’t like it’
• Sharing own ideas and listening to the ideas of others.
• Learning that each person has a useful contribution to make
• Developing the ability to both listen to others and to make contribution
• Using effective communication skills to resolve conflicts
32. Provide a supportive environment
Children are not born “good” or born “bad”.
- They develop a range of behaviours, attitudes and
ways of expressing, their needs depending, on a
range of factors throughout their early childhood
years.
- The environment in which children spend much of
their time and how adults react to and provide
guidance to young children in these early years
plays a critical role in helping them to develop
positive behaviours.
33. Supportive environment
- Play areas where not too many children have to
compete for the same equipment or toys
- Lots of similar equipment and materials as it is hard for
children to wait their turn
- Lots of time outdoors. Children need ample time to be
outdoors even though adults may feel the cold, children
don’t tend to!
34. Value of play
In early childhood education, we
Australian educators have always valued
play as a critical source for children’s
learning and development. This is kind of
“children’s way of acting”.
Anamika Devi 2019
35. Link: NQS
Area 1: Educational program and
practice
Element: 1.1.3_ All aspects of the program,
including routines, are organised in ways that
maximise opportunities for each child’s learning.
Element: 1.2.2_ Educators respond to children’s
ideas and play and extend children’s learning through
open-ended questions, interactions and feedback.
Anamika Devi 2019
36. EYLF: Play based learning
The Early Years Learning Framework defines play-
based learning as 'a context for learning through which
children organise and make sense of their social worlds, as
they engage actively with people, objects and
representations'.
36
37. Play and it’s relationship with social-emotional
development
Developing role play
Respecting the rights of others
Discussing
Cooperating
Sharing
Collaborating
Turn taking
Appreciate efforts of others
Experience pride and satisfaction
Express feelings
Develop independence and self-help skills
38. Think about some play or games which could
develop children’s social-emotional skills and
write it down
39. Well done!!
You have finished the third lecture
Don’t forget to complete your
reading to consolidate these
concepts