Socio-emotional Development of Toddlers and Infants

Socio-emotional Development of Toddlers and Infants

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  Socio-emotional Development of Toddlersand Infants Module14 Created by: Gerard F. Tolero
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  Children Learn WhatThey Live by Dorothy L.Nolte, Trained Family Counselor If a child lives with critism, he learns to condemn… If a child lives with hostility, he learns to fight… If a child lives with fear, he learns to be apprehensive… If a child lives with pity, he learns to feel sorry for himself… If a child lives with ridicule, he learns to be shy… If a child lives with jealousy, he learns to feel guilt… But… If a child lives with tolerance, he learns to be patient… If a child lives with encouragement, he learns to be confident… If a child lives with praise, he learns to be appreciative… If a child lives with acceptance, he learns to love… If a child lives with honesty, he learns what truth is… If a child lives with fairness, he learns justice… If a child lives with security, he learns to have faith in himself and those about him… If a child lives with friendliness, he learns the world is a nice place in which to live. With what is your child living?
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  Socio-emotional development has somethingto do with the development of a person’s ability to master one’s emotions and the ability to relate to others.
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  Formative Years The firstthree years of human development. Attachment Temperament Social Skills
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  Attachment  Emotional bond SocialPhenomenon of Attachment  The infant needs to establish an enduring emotional bond characterized by a tendency to seek and maintain closeness to a specific figure, particularly during stressful situations.  According to Dr. John Bowly (Father of Attachment Theory), the beginnings of attachment occur within the first six months of a baby’s life.
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   The keyto a good start in the social development of the baby is a lot of responsive interaction with the baby (K.Pasek and R.Golinkoff, 2003).
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  Temperament  Is thebeginning of personality  Captures the ways the people differ, even at birth, in such things as their emotional reactions, activity level, attention span, persistence, and ability to regulate their emotions. (K.Pasek and R.Golinkoff, 2003)  Is the natural, inherited style of behavior of each person. It is a combination of inborn traits and personal experience.
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  Nine Different TemperamentCategories (Honig, 2010) 1. Activity Level - Inactive or active 2. Mood - Bleak or cheerful 3. Threshold for Distress - Sensitive or patient 4. Rhythmicity - Predictable or unpredictable 5. Intensity - High or low 6. Approach-Withdrawal - Cautious or welcoming 7. Distractibility - Easily distracted or focused 8. Adaptability - Adaptable or immutable 9. Persistence (Attention span) - Continue or change
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  3 Basic Typesof Temperament (Alexander Thomas and Stella Chess) 1. The Easy Child - Adapts readily to new experiences or people. 2. The Slow-to-warm-up Child - Adjusts slowly to new experiences or people. 3. The Difficult Child - Tends to react negatively or intensely to new things.
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  The Emergence ofMoral Self  Children who aren’t capable of self-evaluation and self- description don’t have the capacity to experience a sense of shame and remorse. Moral behavior cannot occur when children do not recognize themselves as social beings whose behavior can be evaluated against some standard. (K. Pasek and R. Golinkoff, 2003)
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  Erickson’s Psychosocial Theory Stage1: Trust vs. Mistrust Stage 2: Autonomy vs. Shame and Doubt
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  References: Child and AdolescentDevelopment www.urbanchildinstitute.com Handout: Temperament and Behavior