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Emotional and Social Development, Ages 1-3 . Welcome back! Ap ril 21, 2014 Today’s Agenda: Emotional and Social Development between ages 1 and 3 Bell ringer Video: Toddler Self Esteem Notes: Emotional and Social Development. Emotional patterns.

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emotional and social development ages 1 3
Emotional and Social Development, Ages 1-3
  • Welcome back! April 21, 2014
  • Today’s Agenda:
    • Emotional and Social Development between ages 1 and 3
      • Bell ringer
      • Video: Toddler Self Esteem
      • Notes: Emotional and Social Development
emotional patterns
Emotional patterns
  • Emotional development goes in __________ throughout a child’s development.
  • Periods of negativism, rebellion, happiness, calmness, stability.
  • Generally around certain ages, though all are different. These are general guidelines.
  • ______________________________
18 months
18 months
  • _______________ – think only about their own needs and wants, and not those of others.
  • Up until now, all needs have been met _______ ___________. Starts to change around this age.
  • Favorite word: “______!”
negativism
Negativism
  • Doing the _____________ of what others want
  • Normal for a toddler
  • They want ____________ – say no because want to decide for themselves
  • They are _____________ – bodies can’t always do what they want, language skills aren’t developed enough to express what they want, so very frustrated! Ends up as “No!”
battle of wills
Battle of wills
  • Parents fight with child and it goes back and forth – no one gives in
  • Strategies to help prevent this:
    • Put things away you don’t want touched
    • ______________ guidance
      • Give ____________ – give them some control
      • _____________the child – attention off the issue
      • Encourage ___________ – help them learn to say what they want or feel
2 years terrible
2 years (Terrible?)
  • More emotionally stable – speech and motor skills have ____________ = less frustration
  • ____________ more and can wait a bit longer for __________ to be met
  • Express love and affection ________
  • Seek ________________________
  • Easier to ____________ with
  • Less _____________________
2 years
2 ½ years
  • Learning so much, often ____________
  • Comprehension and desires exceed their _______________________ – blocks get knocked over
  • Know what they want to say – not always _________________ by adults
  • Strongly want _______________ – do not want to conform
2 continued
2 ½ continued
  • Independence and immaturity clash
  • At this age, are stubborn, demanding, and domineering
  • Moods change _____________: from screaming to loving in no time
  • Need _______________! Same routines, carried out the same way, everyday. Way of coping with confusing world.
giving choices
Giving Choices
  • How would you deal with the below situations in offering this child a choice:
    • Luis wants to wear a new top while working in the garden
    • John wants to eat candy for breakfast
    • Bobby wants the toy that Matt is using
    • Katrina wants to take a plastic toy with her to bed
3 year old
3 year old
  • Generally _________ and cooperative
  • Learning to be ______________
  • More physical ______________ – less frustration
  • More willing to take _____________
  • Will change behavior to get __________ – which they want
  • Like to talk and better are at it
  • Can be reasoned with and controlled with words
3 years
3 ½ years
  • Become very ________________
  • ______________ are common
  • Afraid of the dark, lions and tigers, monsters, strangers, or loud noises
  • May start new habits of _______________: thumb sucking, nail biting of nose picking to release tension
  • Try to ensure security by ______________ ________________
compare contrast
Compare/Contrast
  • What are the different ways a 2 year old and a 3 year old might respond to these situations?
    • An adult who wants to help the child with everything
    • Starting a new child care situation
    • Visiting a parents workplace
specific emotions
Specific emotions
  • __________ – way of reacting to frustration
  • Expression changes over this stage:
    • 18 months – kick and scream
    • 3 years – use words
  • Target of anger
    • 18 months – no specific person or object
    • 3 years – likely to aim at person or object they see as responsible for causing frustration
anger
Anger
  • More frequent in ______________________ children
    • Children who haven\'t learned self-control
    • Children whose parents are overly ____________
    • Whose parents are _________________
  • Help them by:
    • Making sure demands are limited and reasonable
    • Respond in a controlled way
slide15
Fear
  • Have particular fears at each age
  • 1 year old: high places, strangers, loud noises
  • 3 year old: dark, animals and storms
  • Can be useful: keep them away from danger
  • Others will be overcome with development
separation anxiety
Separation Anxiety
  • Fear of being away from parents or caregivers
  • Hard on parents – feel guilty leaving
  • Is a stage they will go through and grow out of
coping with separation anxiety
Coping with separation anxiety
  • Parents can:
    • Offer support and understanding
    • Encourage child to talk and fears and listen to them
    • Sometimes accept it and avoid it for awhile, will go away
    • Read books together about a child who experiences fear
    • Make unfamiliar situations more secure – talk about it or go one time to be familiar – know what to expect
jealousy
Jealousy
  • Shows up sometime in the ________ year
  • Parents – may resent affection shown between
  • Siblings – _____________ develops
    • New baby
    • Changes in routine or family dynamics
  • Make sure all children know they are _________
  • Try to have time with each child ____________
  • Try not to _____________ children to each other
love and affection
Love and affection
  • Relationships that children have with others in these years form the basis of their capacity for _________ and affection _________ in life.
  • Young children must learn to love
    • 1st – love of those who satisfy their needs
    • Then grows to siblings, pets, and people outside of their home
  • Relationship should be strong but not smothering
individual differences
Individual Differences
  • Remember! Each child is _____________!
  • Develop ______________ in different ways
    • Partly due to ______________ – opportunities
    • Partly due to how many ______________
    • Partly due to _______________ (Intense, perceptive?)
  • Knowing child’s temperament can help in dealing with ________________ (perceptive).
developing positive self concept
Developing positive self-concept
  • Self concept – how they _________________
    • Different from self-esteem
  • Formed in response to actions, attitudes and comments from _____________
  • Believe what others _______ about them, which leads to how they behave – “good”, “bad”
  • Help them by letting them ________________
signs of healthy emotional relationship between parent and child
Signs of healthy emotional relationship between parent and child
  • Child seeks approval and praise from ________
  • Child turns to parents for __________and help
  • Child tells parents about significant events so they share in joy or sorrow
  • Child accepts limits and discipline without unusual _______________
review
Review
  • Emotional roller coaster – normal!
  • Many emotions are developing – know them, how to cope with them, and how to help them through these
  • Positive self concept
  • Study guide
let s discuss
Let’s Discuss
  • Annie (2 years old) is in the toy store with her father. From the way she is acting, he thinks she was about to have a temper tantrum. What might he do to prevent it? How should he handle the tantrum is she has one?
  • What can caregivers/parents do to help a child develop a positive self-concept?
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