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Observation & Development Chapter 4. Emotional Development Nita Thomason Ed. D. Nature or Nurture? Do you think emotional development is primarily a function of genetics or environment?. Emotional Development. Parenting Styles. Authoritarian Permissive Authoritative Neglectful.

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Observation development chapter 4

Observation & DevelopmentChapter 4

Emotional Development

Nita Thomason Ed.D.


Emotional development

Nature or Nurture?

Do you think emotional development is primarily a function of genetics or environment?

Emotional Development


Parenting styles
Parenting Styles

  • Authoritarian

  • Permissive

  • Authoritative

  • Neglectful


Emotions of preschoolers
Emotions of Preschoolers

  • Distress

  • Anger

  • Fear

  • Sadness

  • Surprise

  • Interest

  • Affection

  • Joy


Goal of preschool teacher

Goal of Preschool Teacher

To help children develop emotionally, the preschool teacher should be concerned with promoting positive responses and teaching management of inappropriate responses.


Helping children manage inappropriate emotional reactions
Helping Children Manage Inappropriate Emotional Reactions

  • Remove or reduce the cause of the emotion

  • Diffuse the child’s negative response by allowing him to “let it out” through crying, talking, or transferring his feelings into nondestructive actions.

  • Offer support, comfort, and ideas for self-control.

  • Model controlled behavior yourself

  • Give children the opportunity to talk about feelings in a nonemotional setting.


Principal causes of distress in child care setting
Principal Causes of Distress in Child Care Setting

  • Separation from mother

  • Physical discomfort/pain

  • Rejection by peers

  • Dissatisfaction with performance

  • Stressful family situation – birth of new baby, death, hospitalization, a move, or a divorce


Relieving stress
Relieving Stress

  • Give comfort

  • Allow child to cry

  • Redirect attention

  • Help the child to verbalize – through play, art, or drawing


Anger

Anger

The emotion that results when we are physically or psychologically restrained from doing something, frustrated in our attempts, interrupted, personally insulted, or forced to do something against our will.



Ways to redirect an angry child
Ways to redirect an angry child expect in her classroom?

  • Pound playdoh

  • Throw beanbag

  • Punch pillow

  • Pound hammer

  • Listen to music

  • Hit tetherball

  • Kick soccer ball

  • Use rhythm band instruments

  • Finger painting


Fear anxiety

Fear/Anxiety expect in her classroom?

Remains calm in difficult or dangerous situations


Overcomes sad feelings in appropriate manner
Overcomes Sad Feelings in Appropriate Manner expect in her classroom?

  • Demonstrate Sympathy

  • Provide a Quiet Space

  • Give the Child Time

  • Talk Privately to the Child

  • Read a Book


Young children cope with death
Young Children Cope with Death expect in her classroom?

  • Major Concepts of Death

    irreversible and permanent

    life functions stop

    everyone must die

  • Helping Young Children Cope

  • Funerals


Surprise startle

Surprise/Startle expect in her classroom?

Handles sudden changes/startling situations with control


Shyness shame

Shyness/Shame expect in her classroom?

Does not withdraw from others excessively


Helping the shy child
Helping the Shy Child expect in her classroom?

  • Focus on the child’s strengths

  • Do not dwell on shyness

  • Pair with another child

  • Work with the parents


Shows fondness affection connection love toward others
Shows fondness, affection, connection, love toward others expect in her classroom?

  • Nearness

  • Touch

  • Nonverbal cues

  • Verbal affirmations



Joy and humor

Joy and Humor expect in her classroom?

Smiles, seems happy much of the time


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