Emotional and social development ages 1 3
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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

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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


Emotional and social development ages 1 3

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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